Lakewood Township School District in Person Evaluations

COVID-19 Resources
Telehealth: Virtual Service Delivery

Updated Recommendations
As school psychologists are called on to provide services remotely, questions continue to arise regarding legal,
ethical, and pragmatic limits on what activities school psychologists can and should perform. Because students,
families, and our colleagues need support during this time, and because we cannot be physically present with them
to provide such supports, we are obligated to figure out how to best provide support within the limitations imposed
by the COVID-19 crisis. As noted in the first remote service delivery document, because every situation is different,
an ethical lens is important in developing responses and taking responsibility for them. An equity lens must also
be used so that the most vulnerable youth are not further disadvantaged by decisions that neglect their needs.
Finally, it is important to use a preventive lens; we are trying to mitigate long-term effects from the crisis and be
well-positioned to serve when schools reopen. What follows are some recommendations for navigating the COVID-
19 crisis.
DEFINITION OF TELEHEALTH
For the purposes these recommendations, telehealth is defined as any school psychological service that is being
provided remotely—that is, without being in the same physical space as the individuals who are receiving services.
Generally, a state-issued credential to provide school psychological services does not limit the ability to provide
telehealth services. Although most school psychologists will benefit from continuing professional development in
best practice for telehealth service delivery, it is permissible under NASP’s ethical standards to provide services
remotely that an individual has the skills to deliver face-to-face, so long as the particular practices are appropriate (or
appropriately adapted) for this delivery modality. Note that telehealth service delivery includes technology-based
services (e.g., using Zoom or other video platforms, email) as well as more traditional methods (e.g., phone calls,
notes or resources sent via standard mail).
GENERAL PRACTICE RECOMMENDATIONS

 Services requiring face-to-face interaction should not be conducted during the time of school closures while the
risk of contagion is high, as this practice places the health of the student, family, and practitioner at risk. Such
practices could also yield unreliable or invalid results.
 When making decisions about practice, follow a detailed, ethical decision-making process as reviewed in the
prior guidance document and the COVID-19 “Ask the Experts” webinar series, especially the specific webinar
“Legal and Ethical Decisions for Remote School Psychological Services.”
 Obtain specific parental consent (and, when applicable, student assent) to provide telehealth services. This
informed consent includes discussing with parents any modifications or adaptations to services being provided,
as well as limitations, risks, and benefits that result from remote delivery. Document everything you do.
 As many situations will not have perfect solutions, utilize collaborative problem-solving, ongoing evaluation
(and documentation) of the chosen solution, and adjustment of solutions as needed.
COVID-19 Resources 1
A resource from the National Association of School Psychologists │ www.nasponline.org │ 301-657-0270 │ 866-331-6277
Telehealth: Virtual Service Delivery Updated Recommendations
ASSESSMENT/EVALUATION
 Assessments must be administered in the manner in which they were developed and validated. If adaptations are
made for remote administration, there must be high-quality evidence that such adaptations produce results that
are similarly reliable and valid to the face-to-face administration. Any such adaptions should be documented in
the evaluation report.
 Assessments should be administered remotely only on platforms designed for that purpose. Appropriate
training is needed for both the school psychologist and any individual at home who assists the student. Even
when appropriate supports are available, school psychologists should still identify and report any validity issues
given the student’s level of anxiety, disruptions during the testing session, etc.
 Although rating scales, interviews, and possibly home-based observations could be conducted remotely, it is
important to remember that students’ behavior during the time of school closure may not be typical for that
student, which may reduce the utility of those assessments, particularly when planning interventions that may
eventually be delivered when school resumes.
 Some reevaluation decisions can be made based on data available prior to the school’s closure. School
psychologists should carefully consider whether there is sufficient evidence to support the continued need for
special education services without further 1:1 testing for individual students.
 If the evaluation or reevaluation cannot be completed safely, ethically, and/or legally, school personnel should
communicate with parents about this and request extensions to timelines until a date when the comprehensive
evaluation can be completed with integrity. The federal government and state governments have provided
guidance on the implementation of the Individuals Disability Act and where flexibility is appropriate, and this
guidance is addressed in the COVID-19 “ Ask the Experts” webinar called, “Wading through a Sea of
Ambiguity: Charting a Course for Special Education Services in the Pandemic.”
COUNSELING (INDIVIDUAL AND GROUP)

 Consider whether the counseling goals that were in place prior to school closure remain relevant in the current
situation. It may be more important to discuss current coping strategies, celebrate small successes, and plan for
return to school, rather than focus on past difficulties. Discuss with students and parents and work with the IEP
team to adjust IEPs as needed.
 Confidentiality agreements should be renegotiated as needed. It is unlikely that confidentiality can be assured for
individuals or groups, and students need to be aware of that. Remember that confidentiality agreements can be
different depending on the circumstances, but what is essential is that everyone knows what has been agreed to
and is willing to follow the agreement.
 Be sure that you have plans in place to manage emergencies if students threaten harm to themselves or others.
Be sure that parents know how to get help out of school hours (or when you are otherwise unavailable).
 Some students who do not currently receive services may need brief school psychological services during school
closures. Work with school administrators to establish methods for students or families to contact you when
such needs arise.
 Students may need to grieve a wide variety of losses, and it is important to allow for processing not just of
obvious losses, such as deaths, but more subtle ones (e.g., loss of transition experiences like graduation or prom).
 Ask students to generate strategies that have worked for them in the past when they faced challenges. Ask them
how those strategies might work now.
CONSULTATION WITH TEACHERS AND ADMINISTRATORS

 Teachers and administrators are figuring things out as they go, just as school psychologists are. Ask how you can
be supportive. Find out what they think they are doing well and celebrate those steps. Ask for their ideas on
how to best support students and families.
A resource from the National Association of School Psychologists │ www.nasponline.org │ 301-657-0270
Telehealth: Virtual Service Delivery Updated Recommendations
 Advocate for sensible workloads for teachers (and yourselves). Help administrators and other colleagues
recognize that there will be a lot of time when neither students nor teachers will be available for instruction.
 Emphasize the need to maintain positive relationships with students. These relationships will likely matter more
in supporting students’ eventual return to school than their academic work.
 Advocate for equitable access to whatever instruction is being provided. Be sure to consider the needs of low
income, economically marginalized families, English learners, and the needs of students with disabilities. Some
schools are providing hardware (e.g., Chromebooks), mobile hotspots, or alternatives to electronic
communications (e.g., delivering materials to students at home). These ideas are discussed in the “Ask the
Experts” webinars that address strategies for engaging and supporting parents and teachers during the pandemic.
 Depending on the history of your previous interactions, your teachers and administrators may not know what kind
of valuable services you can offer at this time. Offer suggestions and educate them about the breadth of your
skills and how they might be helpful at this time. The NASP COVID-19 “Ask the Experts” series offers suggestions
for school psychologists for how they can better support their teachers and principals during the pandemic.
COLLABORATION WITH FAMILIES

 Ask families what they need and be respectful of their responses. Use this information to connect them with
additional service providers if needed. Access your network of community supports, while remaining aware that
the availability of these supports may also be impacted by the virus. The NASP COVID-19 “Ask the Experts”
webinar entitled “Strategies for Engaging and Supporting Parents During the Pandemic” offers a view of what
parents are experiencing and how school psychologists can be helpful.
 Provide encouragement and assist families in problem solving. Let them know you care and that they aren’t
expected to know how to do this perfectly or even well.
 Work with colleagues to develop strategies for connecting with students and families that are not participating in
remote learning activities. Be persistent in trying to develop supportive connections with these families.
 Be sensitive to the multiple demands on students and parents/caregivers during school closures, and keep
expectations reasonable for availability and communication. While some parents are at home with their children,
many may also be trying to balance home and remote work responsibilities. Additionally, many high school
students may be in the role of caregiver for younger siblings if their parents are away from the home working
and classroom demands might need to be adjusted for them.
 School psychologists may have great resources to share, yet emails sent to families may get lost amidst the many
communications coming from the school. Consider working with the school’s or district’s web team to add a
page on the website with available resources (e.g., handouts, websites, activities) so they are available when
needed. Consider also how to communicate this information to families with limited internet access (e.g.,
newsletters by mail, delivering packets to students’ homes).
Be kind to yourself and others as we progress through this crisis.
© 2020, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814,
301-657-0270, www.nasponline.org
COVID-19 Resources
Virtual Service Delivery in Response

to COVID-19 Disruptions
Many communities are experiencing school closures (with no instruction provided) or suspension of school
attendance with efforts to provide instruction through alternative formats. As schools take these steps for extended
periods in order to protect community health, school psychologists may be asked to engage in virtual service
delivery on a short-term basis. For those who plan to deliver services remotely, NASP has a guidance document on
telehealth that should be helpful (https://www.nasponline.org/resources-and-publications/resources-and-
podcasts/school-psychology). This document outlines considerations with respect to technology, record keeping,
privacy, and validity of measures.
However, the current situation presents some additional challenges because professionals may be asked to engage in
virtual service delivery in an emergency context, not a planful one. There will not be a “one size fits all” response to
the various situations practitioners face. There is a great deal of uncertainty and anxiety regarding what is best
practice in these circumstances.
As you receive directives from your supervisors, it may be helpful to examine requests for providing services
remotely through an ethical lens.
 Consider your competence and the best interests of students. Clearly, individual practitioners need to
consider the limits of their own competence in deciding whether they can ethically provide services remotely
and the nature of the services they can provide in this format (Standard II: Professional Competence and
Responsibility). Practitioners must also consider the best interests of the children they serve (Principle IV.1:
Promoting Healthy School, Family, and Community Environments), which includes not abandoning clients in
times of need. There are many considerations in assuring that students’ best interests are served when working
remotely. For example:
 If evaluations are to be conducted remotely, they should be conducted through platforms specifically
designed for that purpose.
 Consider that even assessment measures that are designed to be delivered using technology most often also
involve human support for the student’s use of technology. Practitioners must consider their own training
needs and the need to develop clear procedures for service delivery in this manner. Training will also be
needed for the adult who is assisting the student at home. It is unlikely that appropriate supports can be
developed quickly.
 Potential validity issues must be addressed when assessments are taking place in a time of anxiety for youth,
their families and caregivers, and school personnel.
 Practitioners may need to renegotiate confidentiality agreements to manage the limited privacy students may
have at home.
 Practitioners need to set clear limits on when they are and are not available for consultation or counseling.
Arrangements must be made for back-up communication when individual providers are unavailable.
Emergency response plans need to be in place if students threaten harm to self or others.
A resource from the National Association of School Psychologists │ www.nasponline.org │ 301-657-0270 │ 866-331-6277
Virtual Service Delivery in Response to COVID-19 Disruptions
 Ensure all students have equitable access to mental health and other school psychological services
provided remotely. When plans are being made or directives are received, it is important to ask how all
students will receive services. For example, students with disabilities, students who are from low-income
economically marginalized communities, students in rural areas, and students in unstable home environments
may have different needs and different opportunities to access services. School psychologists should work with
school and district administrators to ensure that continued service delivery is available to all students who need
it. This may require creative problem solving to ensure that students who do not have access to a computer,
other technology-related devices, and/or internet are able to access telehealth services in the event of a
prolonged school closure (Principle 1.3, 1.3.1., Fairness and Justice).
 Consider the relationship between ethics and law. School psychologists will need to know and understand
the regulatory and legal limits placed on their practice by their credentialing bodies (Principle IV.2. Respect for
Law and the Relationship of Law and Ethics). Consult with your state department of education and, perhaps,
your state psychology board to ensure that you are practicing within the limits of your credentials.
 Continue to monitor guidance from your district, state, and the U.S. Department of Education related
to service delivery requirements during extended school closings. NASP cannot provide legal guidance
related to IDEA compliance and ensuring the implementation of students’ IEPs during COVID-19 related
school closures. School psychologists should monitor and follow guidance from the U.S. Department of
Education, as well as state educational agencies (SEAs) and local educational agencies (LEAs). Direct questions
about specific cases to your supervisor or the appropriate district-level administrator.
 Engage in a problem-solving process to determine the best course of action in individual cases.
Consider the problem-solving model presented in Armistead, Williams, and Jacob (2011) as a model. It includes
seven steps:
1. Describe the problem situation.
2. Define the potential ethical–legal issues involved.
3. Consult available ethical and legal guidelines.
4. Confer with supervisors and colleagues.
5. Evaluate the rights, responsibilities, and welfare of all affected parties.
6. Consider alternative solutions and the likely consequences of each.
7. Elect a course of action and assume responsibility for this decision.
Our guidance is limited at this point while we await additional information from the U.S. Department of Education
regarding service delivery, timelines, and other special education related issues during extended school closings. We
will disseminate this information when it is received. In addition, we have created a companion document to this one
(Telehealth: Virtual Service Delivery Updated Recommendations) that expands on some of the points made here.
In the meantime, please keep in close touch with your state department of education and your LEAs for additional
guidance. Coordination between the local school district, other service providers, and available technology will be
critical. In addition, some practitioners may find the following documents of use (although none are directed
specifically at school psychology practice).
From the Department of Health and Human Services
 https://www.hhs.gov/hipaa/for-professionals/special-topics/emergency-preparedness/notification-
enforcement-discretion-telehealth/index.html
 https://www.hhs.gov/hipaa/for-professionals/special-topics/emergency-preparedness/notification-
enforcement-discretion-telehealth/index.html#
Virtual Service Delivery in Response to COVID-19 Disruptions
From the Department of Education
 https://www2.ed.gov/about/offices/list/ocr/docs/ocr-coronavirus-fact-sheet.pdf
 https://www.ed.gov/coronavirus/
From the American Psychological Association
 https://www.apa.org/practice/programs/dmhi/research-information/telepsychological-services-checklist
 Owings-Fonner, N. (2020, Winter). Comparing the latest telehealth solutions: A review of Doxy.me, thera-
LINK, and Zoom. Good Practice. Available from https://www.apaservices.org/practice/good-practice/winter-
2020.pdf
From the American School Counselors Association
 https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Virtual.pdf
 https://www.schoolcounselor.org/asca/media/asca/home/EmergencyShutdown.pdf
From the American Publich Health Association
 https://www.apha.org/-/media/files/pdf/sbhc/recommendations_sbhc_health_reform.
ashx?la=en&hash=75E4FA21B7AAA0CF8D7EC9A2817081FF59F94D0D
From the National Register of Health Service Psychologists
 https://www.nationalregister.org/npc-telepsych-video/
Thank you for all you are doing to serve students, families/caregivers, and schools as we navigate this
unprecedented situation!
REFERENCE
Armistead, L., Williams, B. B., & Jacob, S. (2011). Professional ethics for school psychologists: A problem-solving model casebook
(2nd ed.). National Association of School Psychologists.
© 2020, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814,
301-657-0270, www.nasponline.org
Virtual Service Delivery in Response to COVID-19
Disruptions
Position Paper: Evaluation Guidance
In an effort to ensure public safety, New Jersey has instituted a shelter in place order and public
schools are to remain closed until at least May 15. While distance learning can and should take place,
standardized testing should not. The New Jersey Association of School Psychologists strongly
discourages the continuation of incomplete evaluations or the initiation of new evaluations that require
in-person testing and/or observation. Eligibility decision-making specific to any newly initiated or
partially completed evaluations should be postponed until school is back in session and testing may be
completed. Eligibility decision-making specific to evaluations completed prior to the closure should be
considered within the context of the current pandemic and with parental consent, IEP team may elect
to postpone eligibility decisions until school is in session.
Further, the instruments used by school psychologists (cognitive ability/intelligence tests,

processing tests, neuropsychological tests, achievement tests, etc.), have not been normed or validated
to be used under these conditions. NJASP opposes the remote administration (in students’ homes with
parent proctors) of cognitive assessments and other diagnostic tests for which there is insufficient
published, peer reviewed evidence documenting equivalence to the face to face administration format.
Deviations from standardization often invalidate the results of these tests, potentially impacting
eligibility decision-making.
Primary Question: How should evaluations, initial and reevaluations, occur?
Evaluations, initial or re-evaluation, that require in-person testing and/or observations should be
postponed until school reopens.
● Comprehensive evaluations and the tools that are used for completing comprehensive evaluations
require direct observation and face-to-face administration in order to be considered reliable and
valid.
● Direct observation and certain assessments cannot be administered through means other than
face-to-face. A comprehensive and individualized evaluation, initial or reevaluation, requires direct
classroom-based observation of the student in the child’s learning environment to document the
child’s academic performance and behavior in areas of difficulty (34 C.F.R. §300.310(a)).
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● In reference to the federal guidelines, assessments and other evaluation materials used to assess a
child must ensure the assessments or measures are reliable and valid, administered by trained and
knowledgeable personnel, and administered in accordance with any instructions, including
standardization protocols, provided by the producer of the assessment to remain valid and reliable
(34 C.F.R. §300.304(c)(1)).
● The preponderance of standardized tests (i.e., IQ tests, formal achievement tests) used in such
evaluations are not designed to be administered virtually. The administration of such tests must be
given through the means in which they were developed and standardized. Deviations from
standardization must be reported and, at times, can invalidate test results which could potentially
impact eligibility determinations. For those few measures that could be administered virtually,
additional factors would need to be considered to maintain test integrity
● Without credible evidence documenting equivalence to face-to-face administration, we have no

valid norms appropriate for the current remote testing context. Additionally, remote test
administration would require standardized technology and other conditions that cannot be met in
many families’ homes at this time (e.g., 15-inch screens, multiple cameras, trained proctors,
orientation for students, high functioning video and audio capacity, stable internet connections, a
quiet, private space, and steps to protect fidelity and test security). Moreover, testing students in
the context of severely disrupted routines, elevated stress, and in the presence of family members
would raise further questions about the reliability and validity of scores.
● The current unprecedented circumstances may lead to validity issues - how can we ascertain
whether or not we are truly capturing “typical” performance of our students when conducting
evaluations? And, what is the urgency in attempting to do so during a global pandemic when the
primary need is ‘safety”? To attempt to make eligibility decisions at a time of such heightened
anxiety and uncertainty is at best, impractical and unprofessional , and at worse, unethical and
arguably, not legal.
Consistent with the U.S. Department of Education, Office of Civil Rights guidance, NJASP urges
administrators, service-providers, and families to accept that evaluations that require in-person
components will need to be delayed until after school reopens to ensure adequate reliability, validity,
and standardization. Evaluations or reevaluations that do not require any additional in-person testing
or classroom observations, may be completed while school is closed, with parental consent and in
accordance with LEA guidance. We encourage federal and state officials to issue reasonable waivers
and guidance regarding expectations for timelines for completing delayed evaluations when schools
reopen. NJASP also recommends that school psychologists and districts document reasons for delays
and plans for addressing delays when schools reopen.
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Additional questions related to evaluation procedures:
● Can I complete an initial evaluation without in-person testing or observation?
No. The initial evaluation requires a multi-disciplinary assessment in all areas of suspected
disability, conducted by at least two members of the CST, and includes a minimum of one structured
observation by one evaluator. Further, the parent has signed consent on the evaluation plan that has
delineated specific evaluation procedures, most likely standardized tests and other evaluation
procedures. Even if your evaluation plan calls for no standardized testing, which is unlikely, it will be
difficult, if not impossible, to obtain reliable functional assessment (academic or behavioral) and/or RTI
data in order to make a valid eligibility decision.
● What if the parent is ok with amending the evaluation plan?
No. Even if a structured observation was already conducted prior to closing, the amended
evaluation plan is unlikely to fulfill mandates of Protection in Evaluation Procedures {N.J.A.C. 6A:14-2.5},
in particular, {6A:14-2.5 (b) 7} “sufficiently comprehensive”.
● What about re-evaluations?
If a re-evaluation does not require in-person testing or observation(s), it may be completed

when school is closed with parent consent. However, if the IEP team has determined that additional
data, including in-person observations and/or testing, is required in order to determine student needs
{6A: 14-3.8 (b) 2} then the CST should postpone the evaluation.
Further, the IEP team should not determine that “no additional data are needed to determine
whether a student continues to be a student with a disability” solely because of the school closure.
Following a review of existing data, when determining whether or not additional data is needed in order
to make an eligibility decision, the IEP team should apply the same due diligence during the closure as
they would if school was in session. In other words, although the IEP team may be “code compliant”
with “no testing”, making such an eligibility decision without complete data just because that is “all you
can do now” may not be in the best interest of the student and in conflict with professional ethics.
Caveat: Even if the team agrees that “no additional data are needed”, the team must have
access to the “existing evaluation data on the student”. If complete records are not available to the
team due to school closures, then the team will not have the data necessary in order to make a
determination regarding whether a child continues to be a student with a disability, and re-evaluation
should be postponed. Ethical principles related to assessment practices are clear that a review of
records should “utilize a representative sample of records and explain the basis for, and the limitations
of, their recommendations.” (NASP 2010 Principles for Professional Ethics, p 7)
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● What if one member of the team has completed their evaluation but another team member
was not able to before the school closure?
Depending on which team members are involved, it may be possible to complete the CST
evaluation in order to determine eligibility if the outstanding evaluation does not require in-person
testing or an observation per the evaluation plan. For example, if the School Psychologist and Learning
Consultant have completely finished their assessments and the Social Worker is able to complete their
assessment without an in-person meeting or observation, then the team can schedule an eligibility
and/or IEP meeting via audio or video conference with the parent consent.
We oppose making eligibility decisions based on incomplete CST evaluations (eg., 2 CST
assessments completed but another team member’s assessment not completed) or based on partial
data obtained from a specific assessment (eg., school psychologist completed half of the evaluation
prior to closing). An incomplete evaluation is not in accordance with procedures outlined in the
administrative code {6A: 14-3.4}.
● Should we hold an eligibility/initial IEP meeting if all evaluations are complete?
U.S. Department of Education, Office of Civil Rights guidance says that IEP teams are not
required to meet in person while schools are closed but IEP meetings can be held via audio or video
conferencing with parent consent. (Parents may elect to wait until a face to face meeting can occur.)
However, even though the IEP team can meet virtually in order to determine eligibility and develop an
initial IEP, it does not mean that the IEP team should meet during a pandemic.
Eligibility decision-making specific to evaluations completed prior to the closure should be

considered within the context of the current pandemic, and, with parental consent, the IEP team may
elect to postpone eligibility decisions until school is in session. Again, these are unprecedented
circumstances, and a time when important decisions might be best put on hold. School psychologists
should be cognizant that there may be extraordinary circumstances that may impact parents’ ability to
provide fully informed consent for services during this crisis. School psychologists are ethically obligated
to act in the best interest of the student and each team will need to carefully decide which course of
action, holding or postponing eligibility decisions, is most appropriate. NJASP encourages school
psychologists to err on the side of caution and postpone critical decisions if there is any concern.
● What about remote testing? Should school psychologists be conducting any initial or triennial
testing that has been designed and normed to be administered in person?
No. NJASP opposes the remote administration (in students’ homes with parent proctors) of
cognitive assessments and other diagnostic tests for which there is insufficient published, peer reviewed
evidence documenting equivalence to the face to face administration format. The instruments used by
school psychologists (cognitive ability/intelligence tests, processing tests, neuropsychological tests,
achievement tests, etc.), have not been normed or validated to be used under these conditions
4
Deviations from standardization often invalidate the results of these tests, potentially impacting
eligibility decision-making.
According to N.J.A.C. 6A: 14-3.4 (f), “each evaluation of the student shall:” “Apply standards of
validity, reliability, and administration for each assessment by trained personnel in accordance with the
protocols and instructions of the producer of the assessment.” Standardized test(s) shall be: “i.
individually administered; ii. valid and reliable; iii. Normed on a representative population; and iv.
Scored as either standard score with standard deviation or norm referenced scores with a cutoff score.
○ Standardization and Norms:

The administration of tests must be given through the means in which they were developed
and standardized. The preponderance of standardized tests (i.e., IQ tests, formal achievement tests)
used in such evaluations are not designed to be administered virtually. Tests are dependent on a
method of administration and normed on that standardized method. Deviations from the standardized
method mean that the norms derived from the standardized method are not directly applicable.
Without credible evidence documenting equivalence to face-to-face administration, we have no valid
norms appropriate for the current remote testing context. Deviations from standardization must be
reported and, at times, can invalidate test results which could potentially impact eligibility
determinations.
○ Technology and Environment:

Additionally, remote test administration would require standardized technology and other
conditions that cannot be met in many families’ homes at this time (e.g., 15-inch screens, multiple
cameras, trained proctors, orientation for students, high functioning video and audio capacity, stable
internet connections, a quiet, private space, and steps to protect fidelity and test security). Moreover,
testing students in the context of severely disrupted routines, elevated stress, and in the presence of
family members would raise further questions about the reliability and validity of scores. Likewise,
other components typically conducted in-person, such as classroom observations, cannot be conducted
in a meaningful way at this time.
○ Training
If evaluations are to be conducted remotely, they should be conducted through platforms
specifically designed for that purpose. Prior to administering a virtual assessment, additional
in-person training of the evaluator, student, and adult facilitator (likely a parent/caregiver who is
assisting the student at home) would be required for these tests. Due to “social distancing” and “stay
home” restrictions related to COVID- 19, this type of training is not able to be conducted at this time.
Additionally, the presence of additional individuals in the room may also lead to invalid results if their
presence alters the results that would otherwise be obtained, thus causing the standardization of the
test to be broken, and thereby rendering the assessment invalid.
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○ Ethical guidance
NASP’s (2010) Principles for Professional Ethics calls for use of “assessment techniques that the
profession considers to be responsible, research-based practice” and “the selection of assessment
instruments that are reliable and valid for the child and the purpose of the assessment” (p. 7).
School psychologists should use technically sound instruments, which are used for the purposes for
which the assessments or measures are valid and reliable, and, which are administered by trained and
knowledgeable personnel.
In the current context, remote administration of cognitive and other assessments designed for
in-person administration would represent a clear violation of IDEA mandates and of professional and
ethical test administration standards.
● But, I see online test company(s) saying their tests are reported to be reliable and valid. Can
we use these companies?
No. When districts are unable to find school psychologists to provide in-person services, due to
school psychology shortages in hard to fill areas (e.g., rural, urban), third party companies have
responded to the demand to deliver school psychology telehealth services. Historically, New Jersey has
not faced such shortage challenges necessitating the consideration of virtual assessment administration
in lieu of in-person service delivery. Currently, NJ districts typically do not have the capability, nor have
they conducted evaluations this way. In addition to the legal, ethical, and professional practice concerns,
a switch to a third party telehealth assessment platform would strain school budgets and personnel.
Although the current health crisis renders in-person assessment impossible, this is a temporary closure,
and face-to-face evaluations can take place once schools reopen.
Currently, few publishers have systems set up for telehealth. Even the third party providers (e.g,
Presence Learning) who have been given the exclusive rights to develop online administration of the
Woodcock-Johnson IV assessments, require a trained on-site proctor to be in the room with the
students to verify technology, ambient environmental conditions, and verify confidentiality/privacy
conditions. The examinee’s side requires a stable high speed internet connection, a very specific
physical and mechanical set-up, including two high quality cameras, a headset with microphone, and a
mouse (not a trackpad). A HIPAA compliant platform must be used. Additionally, even if the logistical
issues could be addressed for assessment instruments that may be able to be utilized virtually, many
school professionals are not typically trained or competent in the virtual delivery of assessment tools. As
such, continuing evaluations would be a violation of N.J.A.C. 6A: 14-3.4 (f). Additionally, the
technological requirements are not available to all homes, hence, precluding equitable access to the
service.
● Since we already use the Q-Interactive/Q-Global systems, can we administer our assessments
that way?
No. Pearson and its Q-Interactive/Q-Global systems were designed to use technology to
6
administer assessments, but virtual delivery through telehealth was not the primary intent. Although
Pearson has recently issued “guidance’’ for telepractice considerations, NJASP does not support this
practice due to problems with the standardization and normative sample, privacy and confidentiality
concerns, and significant reliability and validity issues.
Further rationalization for not engaging in remote test administration under current
circumstances is evident In examining guidance from Pearson which states, “During the COVID-19
pandemic, however, the only facilitator available may be someone in the examinee’s home. If using an
onsite facilitator who is not in a professional role (e.g., parent/guardian), the examiner should use their
professional judgment about the capacity of the facilitator to perform the required functions correctly
and without interfering in the testing session.” This exercise of professional judgment places the school
psychologist in the inappropriate position of having to evaluate not only the parent’s level of
competence with technology from a distance, but the parent’s ethics as well (e.g., will this parent be
able to stop themselves from helping their child who is struggling with an answer.)
“If the onsite facilitator is a parent/guardian, follow the guidelines outlined in the administration
and scoring manual regarding the presence of a parent or guardian in the room to ensure adherence to
standard administration procedures. As specified in the manual [“As a rule, no one other than you and
the child should be in the room during testing. Try to administer the test to the child without an
accompanying adult (e.g., parent or guardian) present. Some children may be accustomed to being
alone with a stranger and may be fearful or shy. On rare occasions, and at your discretion, an
accompanying adult may be permitted in the room to facilitate testing. Advise him or her to sit quietly
(preferably reading) in the background and out of the child’s view. Instruct the accompanying adult to
remain silent throughout the test and to refrain from urging the child and from repeating or rewording
any questions. If necessary, assure the parent or guardian that you will meet with him or her after
testing to answer questions and to discuss the child’s performance.” page 21 of WISC-V Administration
and Scoring Manual], it is very rare that the parent/guardian stays in the room during testing.” ] Given
the current physical restrictions, there is no way for a school psychologist to be certain that “The
parent/guardian may only make audiovisual adjustments and, if deemed appropriate, manage response
booklets,” or be able to ensure, “The onsite facilitator can play an even more limited role without
managing response booklets if necessary. For example, the facilitator may operate audiovisual
equipment only.”
● What can school psychologists do regarding Special Education assessments and IEP
Eligibility meetings in the meantime?
Cognitive assessment and other in-person evaluation components can resume when the
current disaster subsides, enabling assessments to be administered as they were designed. School
psychologists can provide higher-impact services now, and, as always, should be supported in their
efforts to maintain high quality, ethical service delivery practices.
While a district is in shelter in place, we recommend that the school psychologist consult with
7
district/school administrators to determine assessment priority. Some possibilities to consider:
1. Complete as much of any open signed initial and triennial assessments you are able, which
may include background review, writing observations and interviews that have already been
conducted, and completing reports of assessment results that have already been collected.
2. Complete triennial assessments that can be conducted as a record review (only if you have full
access to the students’ records and all relevant data), per district policy and parent consent.
3. Contact parents of the students with open evaluations to inform them of the status of the
evaluation and what they can expect moving forward. Speak with your director/supervisor
regarding providing prior written notice to the parent regarding the proposed action(s).
4. Consider your existing data assessment data that was collected prior to the closure. This may
include review of records and/or interventions, classroom observations, curriculum based
measures, testing, etc. Although the team may not have all the information required in order
to make eligibility decisions, your data and expertise may be helpful in consultation with
teachers and parents/guardians as they partner in the remote learning process.
Although NJ school psychologists spend a good portion of their time completing assessments, school
psychologists possess the training and expertise to support students, families, teachers, and school
staff in other meaningful ways. Currently, many school psychologists are supporting SEL and student
mental health via the provision of remote counseling and consultative services. Cognitive assessment
and other in-person evaluation components can resume when the current disaster subsides, enabling
assessments to be administered as they were designed. In the meantime, there may be opportunities
for school psychologists to utilize their expertise in the ten domains of school psychology practice in
support of positive student outcomes through school and parent consultation, collaboration on system
wide interventions including plans for school reentry and trauma response, community and family
partnerships, remote crisis intervention planning, self-study and professional development for staff,
and dissemination of self-care resources for staff and families, among other potential activities.
8
Resources
● Connecting with children and adolescents via telehealth during COVID-19

● COVID-19 and K-12 Students with Disabilities: Initial Guidance
● Guiding the Education Community Through the COVID-19 Pandemic
● NASP Webinar on Wading through a Sea of Ambiguity: Charting a Course for Special Education
Services during a Pandemic
● NASP Webinar on When One Door Closes Another Opens: School Psychologists Providing
Telehealth Services
● New Jersey Specific Guidance for Schools & Districts
● Preparing for a Pandemic Illness: Guidelines for School Administrators and School Crisis
Response Teams
● Preparing for Infectious Disease Epidemics: Brief Tips for School Mental Health Professionals
● Professional Ethics
● Providing Special Education and Related Services to Students with Disabilities During Extended
School Closures as a Result of CO
● Regulations (Federal & State)
● Responding to COVID-19: Brief Action Steps for School Crisis response Teams
● Strategies for Engaging and Supporting Parents During the Pandemic
● Strategies for Supporting Teachers Delivering Remote Instruction
● Telehealth-Virtual service delivery Updated recommendations
● USDOE COVID-19 “Coronavirus” Information and Resources for Schools and School Personnel
● USDOE Fact Sheet: Impact of COVID-19 on Assessments and Accountability under the
Elementary and Secondary Education Act
● USDOE Guidance for IDEA Service Delivery FAQ for School Psychologists
● USDOE Questions and Answers on Providing Services to Children with Disabilities During the
Coronavirus Disease 2019 Outbreak
● Virtual Service Delivery in Response to COVID-19 Disruptions
Resources: State Association Guidance

NJASP is very appreciative of all the excellent resources and information developed by other
state associations. We have borrowed liberally from NASP and other state associations in
developing a guidance document specifically for New Jersey school psychologists.
● Alabama Association of School Psychologists Alabama White Paper - Guidance for IDEA
Evaluation Services During COVID-19 Crisis Response
● Association of School Psychologists of Pennsylvania (ASPP) 4/7/20 – sent via email to
caclancy@pa.gov RE: Special Education Evaluations & Virtual Assessment Dear Director Clancy,.
● California Association of School Psychologists California Association of School Psychologists
CoVid-19 Assessment Paper
9
● Florida Association of School Psychologists Call to Action: Evaluations, Eligibility, & Timelines in a
Pandemic
● Louisiana School Psychological Association - Home LSPA COVID-19 Service Delivery Position
Statement
● Michigan Association of School Psychologists - Home MASP COVID Assessment Letter
● Texas Association of School Psychologists TASP SPED Evaluation Timeline Response Letter to TEA
● Washington State Association of School Psychologists - Home WSASP Guidance for COVID-19
Closure
10
From: Daniel Regenye <Dan@ochd.org>
Date: Fri, May 8, 2020 at 10:05 AM
Subject: RE: Department of Health - Lakewood School District
To: Laura Winters <lwinters@lakewoodpiners.org>
Cc: Michael Inzelbuch <michael@inzelbuchlaw.com>
Laura,
Thank you for reaching out. I would agree that your plan is detailed and thorough. As long as it meets
the requirements of the County Superintendent, the NJ DOE and the Governors Executive Orders and
Social Distancing guidelines you should be fine with this plan of action.
Some additional thoughts here:
1. You may want to ask each person prior to coming in that no one is currently actively sick, has
symptoms consist with COVID-19 or has been requested to isolate or quarantine themselves as a
precautionary measure. In any of these cases where the person states "yes", the person should not
come in. If a person states "no" but they appear to be ill or symptomatic, you should reschedule.
2. What process would you have for the participants leaving to dispose of their mask and gloves?
3. In terms of staff wearing the gloves, remember, gloves should be changed frequently as well. If a
person wears gloves for the entire time working, they in effect become their bare hand in terms of
disease transmission. Gloves should be changed periodically and frequent hand washing should be
instituted between each person/ family coming in.
4. In terms of the people coming in, you should try to limit it to ONLY those requiring service. Ie. if it's
a family with 4 children and only 1 needs the service. Don't bring all 4 kids in. Just one parent, and the
child
5. I am not sure or aware of any of your building logistics but obviously the larger the better to
promote distancing and space between people.
Stay safe and be well,
Dan
Daniel Regenye, MHA
Public Health Coordinator/ Health Officer
Ocean County Health Department
175 Sunset Ave.
Toms River, NJ 08754

(732) 341-9700 x 7201
(732) 831-6495 (fax)
From: Laura Winters [mailto:lwinters@lakewoodpiners.org]

Sent: Friday, May 08, 2020 8:47 AM
To: Daniel Regenye
Cc: Michael Inzelbuch
Subject: Department of Health - Lakewood School District
Good Morning,
Please see attached.
Thank you.
Respectfully,
Laura A. Winters
Chief School Administrator
732-905-3633
Work hard in Silence....And Let Success Make the Noise!

Lakewood Board of Education
200 Ramsey Avenue, Lakewood, NJ 08701 Main Office: (732) 364-2400 Fax: (732) 905-3687
Laura A. Winters, Superintendent of Schools
May 8, 2020
Ocean County Health Department

1771 Madison Avenue
Lakewood, New Jersey 08701
RE: Child Study Team Evaluations
Dear Mr. Regenye,
I hope you and your family are safe and healthy during these unpredictable and trying times!
As you know, the Lakewood School District provides mandated services to over 40,000 students.
The New Jersey Department of Education requires, and has not waived, the right for students to
be evaluated within a mandated time. As of today, May 8, 2020, three hundred (300) students
must be evaluated, making this an essential service.
As you are aware, many Lakewood residents do not have the ability to videoconference, and
therefore, in-person student evaluations must take place in order for the District to evaluate
students. Those evaluations, such as Social evaluations, that can take place over the phone, with
the parent, will not occur in-person.
The following procedures have been provided to Chief-of- Police Greg Meyer, who stated, that
they were, “detailed and thorough” and Ocean County Superintendent Kevin Ahearn.
Please review the below and make any recommendations, if needed, to ensure all safety
precautions are being followed to ensure the safety of our staff, students and their families!
1|Page
Beginning, Monday, May 11, 2020, in-person related service evaluations will be conducted as
such:
1) When calling to schedule a student for an evaluation, the following the following must be
asked and/or stated:
1. Is anyone in the household currently sick?

2. Does anyone currently have symptoms consistently with COVID-19 or has been
requested to isolate or quarantine themselves as a precautionary measure? If yes, you
may not schedule them for an evaluation. If a person states “no” but they appear to
be ill or symptomatic, do not schedule an evaluation.
3. Tell the parent that they may only enter the premises with 1 parent and the child being
evaluated.
4. Let the parent know that they should use the bathroom facilities at home, at that only
in an emergency, will they be allowed to use the school restroom.
2) Speech/OT/PT Therapists will schedule evaluations utilizing 1 of the 4 new Modular

classrooms at Campus 2. The modular will be empty with the exception of a 6-foot round table
and 4 chairs.
3) The Parent will arrive at Campus 2, with the student.
4) The assigned Security Specialist will have the parent and student stay in the car until the
Therapist states that he/she is ready for the student.
5) The Security Specialist, who has a mask/gloves on, will give the parent and student a mask
and gloves and escort the parent/student to the classroom.
6) The Evaluator will be sitting in a classroom, at a 6-foot round table, with a four foot by three
foot high piece of Plexiglas between them. The Plexiglas has a 20" x3" opening at the bottom
for exchange of books/paper/manipulatives. (Custom made plexiglass drawing attached.)
7) The Evaluator will be wearing a mask and gloves, and will wash his/her hands with soap and
water after each evaluation and change his/her gloves. All gloves will be disposed of in the
biohazard garbage can that is placed outside of the modular units.
8) The Evaluator will copy all testing materials for the student, and shred it after the test is
given. All testing manipulatives will be purchased to emulate the testing materials and will be
discarded or given to the student after the test.
2|Page
9) After the test is given, a custodian will disinfect the desk, chairs and the Plexiglas, prior to
the Security Specialist bringing in another student. If the bathroom was utilized, the custodian
will disinfect the bathroom as well. A custodian is being assigned solely for this function.
10) The parent and child will dispose of their facemask and gloves in the biohazard garbage
can that is placed outside of the modular units.
11) If the weather is nice, the door of the modular will remain open (Security Specialists are on
site). Chief Meyer has also assigned a Police Officer (SRO) to Campus 2 in support of the
District’s need to evaluate students during this time.
12) After testing for the day is complete, the custodial staff will do a "deep" cleaning of the four
(4) rooms that were utilized.
Once the District receives its order of Thermometers, Security will take the temperature of
the parent and student (no contact), prior to meeting the evaluator.
So far this year, the District has received 550 preschool referrals alone.
As of today, there are 300 evaluations waiting to be completed since the school closure.
During the summer months, the District, on average, receives hundreds of referrals.
I look forward to hearing from you shortly!
Respectfully,
Laura A. Winters
Laura A. Winters
Superintendent of Schools
3|Page
From: Ahearn, Kevin <Kevin.Ahearn@doe.nj.gov>
Date: Thu, May 7, 2020 at 8:44 AM
Subject: RE: [EXTERNAL] Related Services
Thanks, Laura. I hope you're doing well and everyone in the family is safe and healthy.
Kevin
________________________________
From: Laura Winters [lwinters@lakewoodpiners.org]
Sent: Wednesday, May 06, 2020 6:41 PM
To: Ahearn, Kevin
Cc: Michael Inzelbuch
Subject: [EXTERNAL] Related Services
Good Evening Kevin,
I hope you are feeling healthy!
The Lakewood School District is excited to announce the following Related Service plan in
regard to speech, OT & PT evaluations, all of which are considered essential services.
such:

classrooms at Campus 2.
5) The Evaluator will be sitting in a classroom, at a 6 foot round table, with a four foot by three
foot high piece of plexiglass between them. The plexiglass has a 20" x3" opening at the bottom
6) The Evaluator will be wearing a mask and gloves.

7) The evaluator will copy all testing materials for the student, and shred it after the test is
8) After the test is given, the evaluator will disinfect the desk, chairs and the plexiglass, prior to
the Security Specialist bringing in another student.
site).
10) After testing for the day is complete, the custodial staff will do a "deep" cleaning of the
rooms that were utilized.
During the summer months, the District usually receives hundreds of referrals.
Please let me know your thoughts in regard to our evaluation plan.
Thank you!
All the best!
Respectfully,
Laura A. Winters
732-905-3633

From: Gregory Meyer <gmeyer@lakewoodpolicenj.com>
Date: Thu, May 7, 2020 at 11:25 AM
Subject: RE: [External] Essential Workers Plan - Starting Monday, May 11, 2020
The plan looks very through and detailed. I think you have covered all your bases and if you’d
like we can have a crossing guard as well as the SRO assist with vehicles coming and going as
well as groups gathering or hanging around out front. We are here in any way that can help
make this run smoothly.
Thanks for keeping us in the loop and stay safe.
Chief Meyer
From: Laura Winters <lwinters@lakewoodpiners.org>

Sent: Thursday, May 7, 2020 7:10 AM
To: Gregory Meyer <gmeyer@lakewoodpolicenj.com>
Cc: Robert Desimone <rdesimone@lakewoodpiners.org>; Charles DePeri
<cdeperi@lakewoodpiners.org>; Michael Inzelbuch <michael@inzelbuchlaw.com>
Subject: [External] Essential Workers Plan - Starting Monday, May 11, 2020
ood Morning Chief, I hope y ou are feeling healthy ! The Lakewood Schoo l Dis trict is excited to annou nce the following Related Service plan in regard to speech, OT & PT evaluations, all of which ar
Caution! This message was sent from outside your organization.
sophosp smartbannerend
Good Morning Chief,
I hope you are feeling healthy!
The Lakewood School District is excited to announce the following Related Service plan in
regard to speech, OT & PT evaluations, all of which are considered essential services.
such:

classrooms at Campus 2.
5) The Evaluator will be sitting in a classroom, at a 6 foot round table, with a four foot by three
foot high piece of plexiglass between them. The plexiglass has a 20" x3" opening at the bottom
6) The Evaluator will be wearing a mask and gloves.
7) The evaluator will copy all testing materials for the student, and shred it after the test is
8) After the test is given, the evaluator will disinfect the desk, chairs and the plexiglass, prior to
the Security Specialist bringing in another student.
site).
10) After testing for the day is complete, the custodial staff will do a "deep" cleaning of the
Once the District receives its order of Thermometers, Security will take the temperature of
the parent and student (no contact), prior to meeting the evaluator.
During the summer months, the District usually receives hundreds of referrals.
Please let me know your thoughts in regard to the District's plan.
Thank you!
Respectfully,
Laura A. Winters
732-905-3633

Lakewood School District’s
“2020” Remote Learning Guidelines & Expectations
Laura A. Winters
Superintendent of Schools
Moshe Bender, Board President Heriberto Rodriguez, Vice President
Ada Gonzalez Isaac Zlatkin
Shlomie Stern Bentzion Treisser
Meir Grunhut Thea Jackson-Byers
Chanina Nakdimen General Counsel Michael I. Inzelbuch, Esquire
1|Page
LAKEWOOD SCHOOL DISTRICT
MAKING A DIFFERENCE
EVERY DAY!
2|Page
Demographics of the Lakewood School District
In-District Programs (PK-12)
As of May 14, 2020
Hispanic African American White Other

86% 7% 5% 2%
Source: Realtime
In-District Programs Preschool Program
(General Education & Special Education)
As of May 14, 2020
Hispanic African American White Other

69% 3% 26% 2%
Source: Realtime
English Language Learners (ELLs)
As of May 14, 2020
Preschool K-12 Total Students

226 Students 1,745 Students 1,971 Students
Source: Realtime
3|Page
In-District Special Education Students (K-12)
As of May 14, 2020
ICRS Self-Contained Total Students

950 Students 183 Students 1,133 Students
Source: Realtime
In-District Preschool Special Education Students
As of May 14, 2020
ICRS Self-Contained Total Students

98 Students 192 Students 290 Students
Source: Realtime
4|Page
Remote Learning
Staff Member Availability
8:00 a.m. – 1:00 p.m.
Certificated Staff – 6.75 hours a day
Paraprofessionals – 6.5 hours a day
Secretaries – 8 hours a day
Teaching & Learning
Teaching will focus on the continuation of learning.
Teaching & Learning will be focused and intentional and reflect the highest
priorities and essential standards at each grade level during the remote learning
period.
5|Page
Expectations
Students
Will login to Google Classroom each day.
Will follow expectations and deadlines set by teachers for completing activities
and turning in assignments.
Will follow expectation for reviewing online teacher created mini-lessons.
Will participate in online Google Meet Classes/Lessons on a daily basis.
Will respond to teacher (s) posting (s) each day.
Will reach out to teacher(s) with questions or concerns via school email and/or
Google Classroom.
Will receive, at a minimum, one grade, across each content area, each week.
Will follow an academic schedule each day.
Will read independently for at least 30 minutes each day, in addition to completing
daily assignments.
Will write independently, on a topic of their choice, for at least 30 minutes each
day, in addition to completing daily assignments.
Will take their end-of-the year assessment online, and do their best!
6|Page
Teachers
Will login to Google Classroom each day.
Will post each day’s lesson, activities and assignments by 8:00 a.m.
Will post, at a minimum, two teacher-created mini-lessons, by 10:00 a.m. each

day.
Will host whole group, small group and individual daily Google Meet classroom
lessons on a daily basis, as they are teaching new content.
Maintain a list of students in your class who returned a Google Permission slip for
Google Meet/Hangouts and a Media Release Form.
Will give meaningful feedback to students on Google Classroom.
Will call parents, at a minimum, once a week.
Will email parents, at a minimum, once a week, using the Lakewood School
District email system.
Will enhance and motivate student learning by giving students meaningful,

personalized feedback, posting engaging videos, and hands-on educational
assignments.
Will refer and address the SEL needs of students.
Will refer any student who may be in danger to DCPP and the LPD immediately.
Will ensure all of their students take the end-of the-year assessment and do their
best!
Will ensure a HIB free learning environment.
7|Page
Parents
Keep your child on a routine schedule each day, and do not fluctuate schedules
from day-to-day.
Check your child’s Google Classroom for assignments and announcements!
Make sure your child completes his/her assignments each day, as he/she is being
graded!
Make sure your child participates in daily Google Meet lessons.
Read the Google Meet/Google Hangout Permission Slip Form and Return, if
applicable.
Read the Google Media Release Form and return, if applicable.
Will encourage their child to take the end-of-the year assessment, and do their
best, without assisting them.
During the school day, your child needs to be learning. It is not playtime!
Be prepared to receive a call from your child’s teacher. They may be calling
from a blocked number. Please accept the call!
If you have any questions or concerns, please contact your child’s teacher (Refer
to the District website for a list of staff members and email addresses. To the
right, under announcements!).
8|Page
Administrators
Will post a daily message to staff.
Will display great work by staff members each day.
Will post announcements each day.
Will share best practices.
Will encourage the usual banter that occurs amongst staff.
Will encourage and promote as much “normalcy” as possible for students and
staff.
Will have special days; such as, spirit day, crazy hat day, bring your pet day, etc.,
in order to excite and promote student engagement!
Will conduct professional development trainings via Zoom or Google Meet.
Will conduct grade-level meetings via Zoom or Google Meet.
Will ensure that staff members address the SEL needs of students.
Will refer any student who may be in danger to DCPP and the LPD immediately.
Will ensure a HIB free learning environment.
Will make sure all teachers post two mini-lessons a day, and conduct daily Google
Meet lessons (whole group, small group and individual), as new content is being
taught.
Will ensure that all teachers maintain a class list of all students who have Google
Media Release forms on file and who have Google Meet/Hangout Permission slips
on file.
Will ensure that all students complete their end-of the year assessments.
9|Page
Grades
Grading during the remote learning period must reflect learning and growth via
teacher-generated assessments.
Teachers must assess students, at least once a week, across all content areas.
How teachers assess their students will depend on the grade and subject matter.
All grades must be documented, with the date of the assessment, the assessment
given, and student grade.
Grades must be maintained in the Realtime Parent Portal.
Feedback
Feedback should be used to encourage and motivate learners.
Feedback should be used to engage student is activities such as; discussions,

discussion boards, reflections, essays, story writing, etc.
Feedback should be informative and tailored to the assignment given.
Feedback should be personalized and meaningful.
Feedback should be accompanied with an understanding of the goals and

objectives.
Feedback should be consistent, and ongoing, and used as a way of keeping

students engaged.
10 | P a g e
Preschool through Grade 12 Teachers
Videotaped Mini Lessons (Preschool – Grade 12)
Preschool and Elementary Teachers must upload, at least, one Math and one ELA
videotaped lessons every day (5 days a week) by 10: 00 a.m.
Secondary and Special teachers must upload, at least, two videotaped mini-lessons
in their content/special area each day (5 days a week) by 10:00 a.m.
Preschool – Ready Rosie – Model Moments

Ready Rosie Model Moments videos demonstrate fun, easy activities that families
can do at home and on the go to strengthen bonds and build on classroom learning.
Google Meet Lessons (Preschool through Grade 12 Teachers)
All teachers must conduct daily Google Meet Lessons

Whole Group, Small group, Individual, based on the needs of students
Google Classroom (Preschool through Grade 12 Teachers)
Every Lakewood School District teacher must maintain Google Classroom for
each of one his or her classes.
Elementary School teachers should create a different Google classroom for each
subject area, in order to make it easier for both the teacher, and students to
maintain assignments.
Please number your assignments, as this will help student keep track of their work,
without feeling so overwhelmed!
11 | P a g e
A classroom whether in the traditional form, or the online form, must be a safe place to
foster and engage in open discussions without hostile, discriminatory, or inappropriate
comments. Therefore, it is important for all teachers to set ground rules for online
discussions.
Rules for Online Discussions
(Rule of Thumb: If you would not do or say something in real life, do not do it online
either)
Before posting your question, check to see if anyone has asked it already and received a
reply. Just as you would not repeat a topic of discussion right after it happened in real
life, do not do that in discussion boards either.
Stay on topic. Do not post irrelevant comments links, thoughts or pictures.
Do not post in all CAPS! If you do, it will look like you are screaming.
Do not write anything that sounds angry or sarcastic, even as a joke, because without
hearing your tone of voice, your peers might not realize you are joking.
Always remember to say “Please” and “Thank you” when asking help from your
classmates.
Respect the opinions of your classmates. If you feel the need to disagree, do so
respectfully and acknowledge the valid points in your classmate’s argument.
Acknowledge that others are entitled to have their own perspective on the issue.
If you reply to a question from a classmate, make sure your answer is accurate. If you are
not 100% sure, when the paper is due, do not guess!
If you ask a question and many people respond, summarize all answers and post that
summary to benefit the whole class.
Be brief, if you write a long answer in response to a simple question, it is unlikely that
anyone will spend the time to read it all.
Do not bad mouth others. You may disagree with their ideas, but do not mock the
person, by calling them names.
12 | P a g e
If you refer to something one of your classmates said earlier in the discussion, quote just
a few lines from their post so that others will not have to go back and figure out which
post you are referring to.
Before asking a question, search the internet, to see if the answer is obvious or easy to
find.
Check the most recent comments before you reply to an older comment, since the issue
might have been already resolved.
Be forgiving if your classmate makes a mistake; do not badger him or her for it. Just let
it go – it happens to the best of us.
Run a spelling and grammar check before posting anything to the discussion board. It
only takes a minute, and can make a difference!
13 | P a g e
Teaching Strategies that are Important for the Remote Classroom
1. Establish your presence and create a sense of community.
Welcome your students to their “new” learning community. Remote learning is
new to everyone, establish guideline, and set rules.
2. Be available.
Be visible and available to your students online.
Schedule “open” Google Meet meetings to review content with students. It is easy
to come across as being an “absent” educator online, but good communication
helps students see that you value them.
3. Use online resources.
There is an abundant amount of material online – use them!
4. Keep students engaged.
Plug in a story, pictures, videos, a little humor, keep students engaged!
5. Make your assignments clear.
Students can find accessing and understanding assignments and notes online
confusing, so make it easy for them to know what they have to do each week,
when the work is due, and how much it counts toward their final grade.
6. Provide ongoing feedback.
Provide students regular feedback so that they can quickly identify behaviors or
skills they need to improve on, it is also another way to establish a personal
connection with your students.
7. Create an Open Forum or Discussion Board
Create an open forum or discussion board so that students can support and mentor
each other (use the attached rules).
14 | P a g e
Interventionists
Interventionists will use Google Meet to provide at least two (2) individualized (or
small group) Tier 3 Intervention sessions for each student per week. Some
additional guidelines follow:
Interventionists will use the standard scrolling schedule template to document the
session schedules worked out and continue to update this schedule in Google
Intervention folder.
Interventionists will continue to use the standard Lesson Plan template to plan for
your sessions and document student outcomes.
Interventionists will continue to use the standard Graphing Template to document

student progress.
Interventionists will continue to jot notes in Realtime when they communicate

with a parent and/or when a session has been conducted with a student.
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Special Education Teachers
The focus of instruction should be individualized and based on the students’ IEPs
their goals, the modifications, and accommodations within the IEP. To ensure this
differentiation occurs, there should be communication between special and general
education teachers, case managers, paraprofessionals, and therapists to support
students in accessibility and in meeting their IEP benchmarks and goals.
Any changes to programs or goals should be made in conforming to federal and

state required procedural safeguards.
Should special education students have social emotional concerns, special

educators should collaborate with the students’ therapists, Case Managers and
social workers to work on activities that support students with stress/anxiety
reduction and other SEL activities.
Everyone is responsible for the efficacy of the IEP.
Scaffolding, communication and breaking up assignments into more manageable

parts are extremely important in regard to remote learning.
Special Education teachers, and 1:1 paraprofessionals must meet the needs of
individual students, according to their IEP goals and objectives. Lessons
should be held in on Google Meet in small groups and individually if needed.
Parent phone conferences must be held in order to get parent input on how to
meet the needs of the student during remote learning – document all
communications on Realtime.
All student data, Google Meet lessons, and parent communications must be
meticulously documented on Realtime.
Program Paraprofessionals should also participate during Google Meet sessions;

they may take student data, and participate and assist students with their work, etc.
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1:1 Paraprofessional Support During Remote Learning
1:1 Paraprofessionals were hired by the Lakewood School District to meet the
needs of specific students, as per each their IEP.
1:1 Paraprofessionals will plan with Special Education/General Education

Teachers, as to what supports are needed specific to IEP Goals and Objectives.
1:1 Paraprofessionals will review strategies specific to IEP Goals and Objectives,
as instructed by the Special Education Teacher.
1:1 Paraprofessionals will answer any questions or concerns from the teacher or
student regarding assignments or tasks for the day, via school email or Google
Meet.
1:1 Paraprofessionals will mirror classroom accommodations when applicable, if

possible.
1:1 Paraprofessionals will provide clarification and support during assignments.
1:1 Paraprofessionals will assist the student during Google Meet lessons, as per
the student’s IEP.
1:1 Paraprofessionals will provide behavioral supports when needed, as

collaborated with the Special Education and/or General Education Teacher.
1:1 Paraprofessionals may assist the General Education and/or Special Education
teacher with daily communications with the families of their assigned student via
school email. All communications must be documented on Realtime.
1:1 Paraprofessionals may assist the General Education Teacher and Special
Education teacher in devising accommodations, modifications, and special
strategies for reinforcing material or skills based on an understanding of individual
student’s needs.
1:1 Paraprofessionals must meticulously document all communications with the

individual student via Google Meet, and email, on Realtime.

individual families via school email, on Realtime.
1:1 Paraprofessionals will complete all Safe Schools online training, unless they
are working as a bus aide for the school lunch program.
(1:1 Paraprofessionals may be 1:2 or 1:3)
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Program Paraprofessionals
Program Paraprofessionals will plan with the Special Education/General

Education Teacher, as to what supports are needed specific to IEP Goals and
Objectives,
Program Paraprofessionals may answer any questions or concerns from the teacher
or students regarding assignments or tasks for the day, via school email or Google
Meet.
Program Paraprofessionals will mirror classroom job duties, when applicable, if

possible.
Program Paraprofessionals will provide clarification and support during classroom

assignments.
Program Paraprofessionals will assist the students and teachers during Google
Meet lessons.
Program Paraprofessionals will provide behavioral supports when needed, as

Program Paraprofessionals may assist the General Education and/or Special

Education teacher with daily communications, via school email. All
communications must be documented on Realtime.
Program Paraprofessionals may assist the General Education Teacher and Special
student’s needs.
Program Paraprofessionals must meticulously document all communications via

Google Meet in a notebook for their records.
Program Paraprofessionals must meticulously document all communications with

the individual families via school email, on Realtime.
Program Paraprofessionals will complete all Safe Schools online training, unless
they are working as a bus aide for the school lunch program.
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Related Services
Related Service professionals play a vital role in the daily instruction of students
with IEPs.
It is essential during remote learning that these professionals are a part of the
continued learning of our students.
Speech Therapy, Occupational Therapy and Physical Therapy Services are offered
via live video conferences, as per IEP mandates of individual students pending
parental approval to participate.
All therapists will utilize Google Meet for video conferencing, as the Lakewood
School District is part of Google, G Suite, which has a Business Associate
Agreement in place, and is HIPAA compliant.
All communications must be documented on Talk Trac, in log notes, as well as,
the Google spreadsheet provided to you by the Supervisor of Related Services
All sessions must be documented in SEMI.
Video therapy conferencing applies to the provision of nonpublic occupational and

physical therapy services.
All Therapists must be meticulous in maintaining their documentation on Talk

Trac.
Documentation must include; attendance, quantitative and qualitative data and a

session note.
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Child Study Team
The New Jersey Department of Education requires that the Child Study Team
include a school psychologist, a learning disabilities teacher-consultant, and a
school social worker. These professionals are all certified and employed directly
by the Lakewood Board of Education.
Child Study Team meetings also include general and special education teachers,
therapists, translators, and administrative staff, when applicable.
The following Child Study Team Meetings are being conducted via Google Meet:
Initial Identification Planning

Annual Reviews
Re-evaluation Planning
Re-evaluation Eligibility
Child Study Team Secretaries call parents to schedule meetings and secure email
addresses.
Evaluations are mailed to parents/guardians.
Child Study Team members also:

Hold Counseling Sessions via Google Meet.
Discuss with parents/guardians any concerns that may arise.
Discuss concerns/issues with teachers and/or building administrators that may
arise.
Talk to individual students, when applicable.
Child Study Team members must be meticulous in maintaining documentation on

Realtime.
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The following In-Person Evaluations are taking place:
Psychological Evaluations
Learning Evaluations
Speech Evaluations
Occupational Therapy Evaluations
Physical Therapy Evaluations
Social Evaluations are taking place via Google Meet or via phone if Google Meet
is not accessible.
ELL Evaluations will start shortly, as will Home Language Surveys for all new
students.
In-Person Evaluation Procedures have been created and implemented as such

on a voluntary basis:
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In-Person Evaluation Scheduling Procedures
When Scheduling an Evaluation:
Student: ______________________________ ID #: ____________________
School: ______________________________ Date: ____________________
Evaluation: ___________________________
1. Is anyone in your household currently sick?
2. Does anyone in your household currently have symptoms consistent with COVID-19:
a. Cough –
b. Shortness of breath or difficulty breathing –
c. Fever –
d. Chills –
e. Muscle pain-
f. Sore throat-
g. Loss of taste and/or smell –
h. Nausea –
i. Vomiting-
j. Diarrhea-
Children have similar symptoms to adult and generally have mild illness.
3. If the parent answers “YES” to any of the above, do NOT schedule an evaluation.
4. Ask the parent if anyone in their household has been asked to isolate or quarantine
himself or herself as a precautionary measure. If the parent answers YES, do NOT
schedule an evaluation.
5. Inform the parent that they may only enter the premises with one (1) parent, and the child
being evaluated.
6. Inform the parent that the Lakewood School District’s restroom facilities may only be
utilized in the case of extreme emergency, and it should be used prior to attending the
scheduled evaluation.
Evaluator: __________________________________________________________
Date: ______________________________________________________________
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In-Person Evaluation “Nurse” Check-In Procedure
Security will escort the Parent and Student to the Nurse’s Office:
Date: _______________
Student’s Name: ___________________________________ Temperature: _______________
Parent’s Name: ______________________________________Temperature: _______________
2. Does anyone in your household currently have symptoms consistent with COVID-19 in
the past TWO (2) weeks:
a. Cough –
c. Fever –
d. Chills –
e. Muscle pain-
f. Sore throat-
h. Nausea –
i. Vomiting-
j. Diarrhea-
If the parent answers “YES” to any of the above, have them escorted to their car
immediately by Security.
himself or herself as a precautionary measure.
If the parent answers YES, have them escorted to their car immediately by Security.
If the parent answers NO, give the parent and child a mask and gloves, and have
Security escort them to the Evaluator.
4. Inform the parent that the Lakewood School District’s restroom facilities should only be
utilized for student Emergencies.
Nurse: ______________________________________________ Date: __________________
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In –Person Evaluation On-Site Procedures
1. Evaluators will utilize 1 of the 4 new Modular classrooms at Campus 2. The modular will be
empty with the exception of a 6-foot round table and 4 chairs.
2. The Parent will arrive at Campus 2, with the student.
3. The assigned Security Specialist will escort the one (1) parent and one (1) child to the Nurse’s
Office. The Nurse will follow the “Nurse’s” Check-in procedures, which includes taking the
contactless temperature of the student and parent (and recording it), and asking the parent a series
of questions. If the child or family members displayed any symptoms of COVID-19 or had to self-
quarantine within the past two weeks the parent and child will be immediately escorted to their car,
and the evaluation will be canceled.
4. The Nurse will give the one (1) parent and the one (1) child a facemask and gloves, unless the
evaluation is canceled (in that case they parent and child are escorted to their car and asked to leave
school property until the evaluation is rescheduled).
5. Once the parent and child have their gloves and facemask on, they will be escorted, by the Security
Specialist, who is wearing a Facemask, to the assigned modular.
6. The Evaluator will be sitting in a classroom, at a 6-foot round table, with a four foot by three-foot
high piece of Plexiglas between them. The Plexiglas has a 20" x3" opening at the bottom for
exchange of books/paper/manipulatives. (Custom made Plexiglas drawing attached.)
7. The Evaluator will be wearing a mask and gloves, and will wash his/her hands with soap and water
after each evaluation and change his/her gloves. The Evaluator does NOT need to change his/her
facemask.
All gloves will be disposed of in the biohazard garbage can, which will be placed outside of
the modular units.
8. The Evaluator will copy all testing materials for the student, and shred it after the test is
9. After the test is given, a custodian will disinfect the desk, chairs, Plexiglas and touch points,
prior to the Security Specialist bringing in another student. If the bathroom was utilized, the
custodian will disinfect the bathroom.
A custodian is being assigned solely for this function.
24 | P a g e
10. The parent and child will dispose of their facemask and gloves in the biohazard garbage can that
is placed outside of the modular units.
11. If the weather is nice, the door of the modular will remain open (Security Specialists are on site).
Chief Meyer has also assigned a Police Officer (SRO) to Campus 2 in support of the
12. After testing for the day is complete, the custodial staff will do a "deep" cleaning of the four (4)
13. A paper shredder will be placed in the Modular, inside the Therapy Room, so that the Evaluators
can shred the Testing Materials at the end of the day.
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Intervention and Referral Services Team (I&RS)
The Intervention and Referral Services teams are building-based, inter-disciplinary

teams that meet regularly to develop intervention plans for students experiencing
significant academic and/or social/emotional difficulties in the classroom.
I&RS Teams continue to meet daily, Monday, through Friday, via video
conferences.
I &RS Team Members must be meticulous in maintaining their documentation on

Realtime.
Bilingual/English as a Second Language (ESL)/English Language

Learners (ELL)
Bilingual classes are taught remotely and teachers/students are following the
district's remote learning guidelines. All ELL students are continuing to receive
ESL services via daily instructional videos and live Google Meet
sessions. Meaningful language and content objectives are used to drive
instruction.
The district has/is providing all families with a laptop and internet
access. Teachers are utilizing a variety of learning platforms and online tools to
scaffold and differentiate instruction. Teachers formatively assess students on a
regular basis and provide them with feedback. Teachers continue to engage in
relevant professional development. The district is following the guidance and
recommendations provided by the NJDOE and NJPSA, including the
recommendations made in the April 27th webinars from NJPSA entitled "Best
Practices for Serving ELLs and Their Families During the Pandemic".
All documentation continues to be sent home in the parents' native

language. Online translation websites, including google translate, are used by
monolingual staff to translate lesson assignments/instructions for
parents. Bilingual staff members assist with making phone calls in Spanish and all
calls are documented in the District’s student database, Realtime.
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Guidance Counselors
Guidance counselors work with students and families by providing support.
They are helping students develop self-confidence, and coping skills, so when
faced with a problem, they have the ability to adapt to changing situations.
Responsibilities include, but are not limited to:
Working with administrators and staff to develop a plan for how staff, students
and families can reach them via phone, school email or Google Meet.
Contacting families and students as needed.
Hosting “Open” Google Meet Sessions every week.
Meeting with students individually and in groups via video conferencing (Google
Meet), in order to meet the social emotional learning needs of students.
Supporting students and families by providing the necessary academic counseling

in order to graduate high school.
Supporting students and families by providing the necessary academic, college

and career counseling and advisement.
Support students and families by providing the necessary academic counseling in

order to graduate junior high school.
Collaborate with administration and staff to determine the remote learning options
available to provide consultation, as well as counseling support services based on
grade level bands.
Monitor the social/personal development of their students and their students’

active participation in remote learning.
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Video Conferencing Guidelines
Remember you are on camera and live.
The advantage of video conferencing is that you can take advantage of facial
expressions, inflection, and tone of voice.
Remember to think before you respond to make your thoughts and ideas clear to
your students, parents and colleagues.
Adhere to the same standards of behavior during the video conferencing session
that you would follow in real life and in your classroom.
This includes appropriate dress, mandated reporter responsibilities, etc.
If at any time, you view or experience something inappropriate or of concern, stop

the videoconference and report the incident or concern to your immediate
Supervisor.
Contact the student’s parent, if needed.
Be mindful of your tone and expressions during the video conferencing session.
This is not an anonymous session.
All who are participating in the session view your voice and video.
Remain professional in your communication with your students, families, teacher

teams, etc.
Be aware of your environment and your students’. This includes family members
who may accidentally be seen in the background of your video. Let family
members know, in advance, that you will be videoconferencing with your students
or colleagues.
Respect the context of the video conferencing session. Keep video conferencing
sessions within the context of the conversation.
Use the Waiting Room feature, which allows hosts of the meetings to see
participants in a virtual staging area so they can be vetted and so they cannot join
the meeting until the host gives the green light.
Approve participants one at a time or in very small groups to reduce the chances
of an unwanted/uninvited participant.
28 | P a g e
When a new student is added to the session, look closely at their video feed to
ensure that they are properly dressed and the background is appropriate.
When the Google Session is over, have all students leave the meeting. The
teacher should leave the meeting last, so that no students can reenter the meeting
without the teacher present.
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Google Meet/Hangouts Permission Slip Sent via Email
Scroll down to sign the form
During this extended period of digital/remote learning, the Lakewood School District will be utilizing
Google Meet and Google Hangouts.
Google Meet/Hangouts is a web-based video conferencing app that will allow teachers to
hold “virtual” class sessions with their students to provide instruction on new material,
allow classroom discussion and answer questions.
Teachers will be recording their lessons so that students, who are not able to join at the designated time,
can watch the lesson later in the day, as the video will be posted on the teacher’s Google Classroom.
Keep in mind, the following, during video conferencing:
 Remember you are on camera and live.
 Adhere to the same standards of behavior during the video conferencing session that you would
follow in real life and in your classroom.
 This includes appropriate dress, etc.
 This is not an anonymous session; your voice and video are viewed by all who are participating
in the video session.
 If a student does not wish to be “seen”, he/she may turn off his/her video; however, his/her voice
may be identifiable by other students in the session or others in their home.
 Be aware of your environment. This includes family members who may accidentally be seen in
the background. Pick a spot that has a wall in the background to avoid this from happening.
 Keep video conferencing sessions within the context of the conversation.
 Only Lakewood School District students and parents will be allowed to participate, as this will
protect the privacy of all students.
 Video conferencing should be used appropriately to enhance teaching and learning.
 Video conferences are not to be taped, and posted on any media outlets including, but not limited
to: Facebook, Instagram, etc., without the written permission of the Superintendent, and all
parents in the classroom.
Child’s Name: ______________________________________________

Child’s School: ____________________________________________
Child’s Teacher:____________________________________________
Child’s Grade: _______________________________________________
30 | P a g e
I acknowledge that I have been informed of the aforementioned regarding Google Meet/ Google
Hangout.
I understand that I must notify the school office in writing, via email, if I do not want my child
to participate in this web-based video conferencing APP that will allow teachers to hold
“virtual” class sessions, that are being recorded, with their students to provide instruction on
new material, allow classroom discussion and answer questions.
Lwinters@Lakewoodpiners.org
Parent/Guardian Signature: _______________________________________

Parent/Guardian Name: ___________________________________________________
Date: __________________________________________________________________
31 | P a g e
Parent Communications
It is not the intention of the Lakewood School District to have parents become the
sole provider of educational content; however, the schools do have to rely on their
support.
With a strong partnership, we can keep progressing forward during this

unprecedented time!
For this reason, all teachers must call parents of every students at least 1-2 times a
week.
All parent communications must be meticulously documented in Realtime.
All district staff members must follow all Board approved policies.
All Board of Education Policies are on the Lakewood School District’s website
www.lakewoodpiners.org (under Information).
Communicating with Students
Maintain classroom norms as much as possible
Remind students how to best communicate with you, the teacher (1:1 para), and
when it is appropriate (during the school day) – via school email, via Google
Classroom, via Google Meet/Hangout.
Teachers must respond to student emails and Google Classroom with 24 hours.
Teachers must maintain regular communication, each day via Google Classroom,
Google Meet and School Email.
32 | P a g e
Parents Home Language
All communications must go home to parents in English and the Parents Home
Language. Please check Realtime – to check the parents’ home language via the
Home Language Survey!
If you are using Google translate, or another translating platform, please note that
on the communication.
Communicating with Families
In order to communicate with families, a list of all multilingual teachers,

paraprofessionals and secretaries was emailed to staff members in order to
eliminated/reduce language barriers.
The District will provide recommendations on how and where to get medical
assistance.
The District will provide information on how and where to get family assistance.
The District will provide information on how and where to get food supplies.
The District will provide recommendations on how to support the whole child.
The District will provide daily updates in English and Spanish.
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Board of Education Updates
General Counsel Michael I. Inzelbuch , Esquire provides daily Board of Education

updates regarding the Lakewood School District.
All Board of Education updates are live streamed for the Community to View.
All Lakewood School District Staff Members receive a copy of the BOE update
each day via email.
All Lakewood School District students receive a copy of the BOE updates via
email.
Lakewood School District parents receive a copy of the BOE updates each day via
the Piner Connection.
Lakewood Board of Education updates can also be viewed on the Lakewood

Scoop.
All Board of Education updates are live streamed in English and Spanish.
Superintendent Updates and Reminders
All staff members receive a morning email from the Superintendent, with daily
reminders, updates, and at times contain relevant articles, etc.
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Report Cards and Progress Reports
Report Cards are posted on the Parent Portal.
Special Education and Related Services Progress Reports are posted on the
Parent Portal.
*If the parent/guardians Home Language is posted on Realtime as Spanish, the Report Cards and
Progress Reports are in both English and Spanish.
“2019-2020” End-of-Year Assessments

During the week of June 8, 2020, the Lakewood School District will give all
students an end-of-the year assessment, which has always been done.
K-2 students, as always, will take their end-of-the year, English Language Arts
assessment on Istation.
Grade 3-5 students will take their end-of-the-year, English Language Arts
assessment on a google document, which the Literacy Coaches will create.
Grade K-5 students will take their Mathematics end-of-the year assessment on a
google document, which the Mathematics Coaches will create.
The Middle and High School Department Coordinators, in coordination with
subject specific teachers, will create google forms for content specific end-of-the
year assessments.
K-5 Students will take EOY assessments in ELA and Mathematics.
MS & HS Students will take EOY assessments across all content areas.
35 | P a g e
Google Participation Rate
Preschool and Elementary Google Participation Rates
Participation – Preschool and Elementary Students must watch and Turn-in, 8 out of 10
videos a week.
To clarify, 4 out of 5 videos for ELA, and 4 out of 5 videos for Mathematics.
Middle School and High School Google Participation Rate

Participation – MS and HS students must watch:
To clarify, Middle School Students must watch:
A minimum of 8 ELA videos a week and 8 Mathematics videos a week, as well as 16-
20 videos from their 4 additional classes (Science, Social Studies, Electives, Physical
Education, etc.)
To clarify, High School Students must watch:

A minimum of 8 ELA videos a week and 8 Mathematics videos a week, as well as 16-
20 videos from their 4 additional classes (Science, Social Studies, Electives, Physical
Education, etc.)
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Addressing the Social-Emotional Learning (SEL) Needs of Students
Support students by:

 Monitoring and support student participation.
 Keeping up with daily rituals.
 Sending your students messages of support.
 Building a supporting environment and keeping traditions like
“spirit week.”
 Prompting discussions, collaboration, feedback and assessment.
 Holding Google “Meet” Session
 Refer students to School Based Counseling:
MBradleyArkush@Lakewoodpiners.org
 Refer students to the building Guidance Counselor
 Refer students to the “Open” Guidance Counselor Sessions each
Week, in every building.
 All Guidance Counselors have individual Google Meet sessions as
well.
 Suggestion a remote learning schedule for student learning and
engagement.
 Create discussions boards so students can mentor and support each
other (use discussion rules attached).
 Students receive all Board of Education Updates via email.
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Counseling Services Available for ALL Students
1) Preferred Behavioral Health

Available for all district students & their families.
School-Base Counseling – 7:00 a.m. -2:00 p.m. every day
Email Marianne Bradley Arkush at: MbradleyArkush@Lakewoodpiners.org
School Base Weekly Support Space Groups

Daily support groups from 1 to 2 PM. Hosted by School Based Counselors.
Monday: Ms. Zsanelle 9th grade,
Tuesday: Ms. Natasha 10th grade,
Wednesday: Ms. Elizabeth 11th grade,
Thursday: Ms. Carla 12th grade
Friday: Ms. Marianne All grades are welcome.
2) YMCA Counseling & Social Services

Available for students & their families of:
 Spruce Street School
 Oak Street School
 Piner Elementary School
 Clifton Avenue Grade School
Teachers may complete a referral form.
3) Guidance Counselors
All district Guidance Counselors are available every day, Monday through
Friday.
All district Guidance Counselors host “Open” Google Meet meetings for
students in their assigned buildings.
4) High School Guidance Counselors

High School Guidance Counselors will work with students on meeting all
graduation and college entrance requirements, as to ensure that this Health-
Related School closure does not derail any Lakewood School District students
from attending the College/University of his/her dreams.
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Health and Wellness
If a child or staff member gets sick, it must be reported to the school nurse (as
well as the Administrator/Secretary) of your assigned building.
Please email or call your school nurse to inform them.

1. Gayda, Christine- Piner- cgayda@lakewoodpiners.org
2. Maley, Eileen- Spruce- emaley@lakewoodpiners.org
3. McClatchey, Mary- Clarke- mmclatchey@lakewoodpiners.org
4. Neppel, Arlene- CAGS- aneppel@lakewoodpiners.org
5. Pomponio, Myra- LMS- mpomponio@lakewoodpiners.org
6. Puglisi, Barbara- LHS- bpuglisi@lakewoodpiners.org
7. Schacht, Corinne- LECC- cschacht@lakewoodpiners.org
8. Williams-Browne, Hyacinth- Oak- hbrowne@lakewoodpiners.org
The School Nurse will assist families with any questions they may have.
Any families needing further assistance will be provided with information for
Social Services, Department of Health, Local Food Pantries, or a local Medical
Facilities, based on need.
Planning for Possible Illness
Staff Illness
If a staff member becomes ill, a substitute will be called in to cover the teacher’s
online class and provide support to students.
Student Illness
If a student becomes ill, he/she will be excused, and marked absent/sick.

The student will be given ample time to make-up the missed work.
39 | P a g e
Attendance
Attendance will be monitored each day, and truancy charges will be filed, if and
when applicable.
Attendance Officers will conduct home visits, upon request, wearing protective
gear and utilizing “Social Distance,” safety measures, in order to ensure the health
and safety of District students.
Attendance includes:
 Completed assignments for the day.
 Google classroom login for the day.
 Completed student poll on Google Classroom, if applicable.
 Viewing of teacher created mini-lessons (videos), and response (s), if
applicable.
 Google Meet Lessons.
Immediately contact your assigned Attendance Officer to conduct a wellness

check if:
 A student is not completing work, and the parent is not responding to
phone calls.
DCPP 1-877-652-2873
Immediately call DCPP, the Lakewood Police Department, and your building
Principal, if you call a child’s home and you believe the child is in danger, for any
reason.
When you call, ask if the family needs assistance with anything.
Make sure they have food for the kids!
We have been able to get food and needed items for many families!
Unfortunately, there have been numerous cases!
Our students are depending on your phone calls!
40 | P a g e
Homeless Students and Families
McKinney-Vento Homeless Assistance Act ensures that homeless children and

students are provided with a thorough and efficient education (Preschool students
through Grade 12).
The Lakewood School District contacted the 85 families on the homeless list to
ensure:
 The family had copies of instructional packets.
 The family had Computer devices in order to have access to
educational materials.
 The family was receiving free breakfast and lunch.
 The information on record was correct.
 To make the family aware of available Community resources.
Harassment, Intimidation, and Bullying (HIB)
All students are entitled to an educational environment that is free of Harassment,

Intimidation and Bullying.
Any student or parent/guardian that reports a HIB incident during Remote

Learning, a HIB Investigation will be conducted, as per Board Policy.
Professional Development, Grade Level Meetings & PLCs
Staff Professional Development, Grade Level Meetings & PLCs are conducted
each week via Google Meet with building Administrators.
Substitute Plans - Sick, Personal, or PEAD Days
All Certified staff must have "Substitute" plans posted on their Google classrooms.
Substitute plans must include: Two (2) teacher created mini-lessons and daily
assignments across all content areas for the day.
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Leadership Meetings with the Superintendent
Leadership meetings are conducted bi-weekly with Principals and Supervisors via
Google Meet.
School Nutrition Benefits for Eligible Students

All students in the Lakewood School District are eligible for free lunch and
breakfast.
Sodexo Food Service, and Gelbstein’s Bakery, create breakfast and lunch bags for
each student, which are delivered to every bus stop each morning, Monday
through Friday.
Beginning on May 22, 2020, students will receive Weekend Meal Boxes, which
will consist of three (3) breakfasts and lunches, every Friday, which will be
provided by Sodexo and Gelbsteins.
Bus Vendors deliver the breakfast and lunches from each school to the bus stops.
Parents/guardians pick-up the breakfast and lunch bags each day, at their child’s
regularly scheduled morning bus stop.
Any student who walks to school, can pick-up their breakfast and lunch at the
school they attend, between 7:00 a.m. and 11:00 a.m. each morning, Monday
through Friday.
All staff members involved in the breakfast/lunch program wear protective gear,
which includes: a facemask, coveralls, gloves, & a hairnet
The Lakewood School District is serving, approximately 14,000 meals a day

(breakfast and lunch).
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Computer Loan Requests
Computer loan requests can be made by completing a “computer loan

request form.”
All request forms must be returned to Jim Trischitta, the Director of

Technology.
Computer loan request forms can be found on the District website in both
English and Spanish.
Loan requests are also made through the classroom teacher and building
Principals.
Information regarding Computer Loan Requests have been sent to students

and parents, in English and Spanish, via email, text message, podcasts, and
posted as announcements on Google Classroom.
Computers were being delivered via the Morning breakfast/lunch program

buses; however, due to the number of computers being returned undelivered,
computers are now being scheduled for pick-up at the District Office.
Altice and Optimum are providing all Lakewood students with internet
access to allow them to complete their Remote Learning at home during the
Pandemic.
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Social Distancing and Facemasks
The Lakewood School District follows all Social Distancing protocols and advice,
such as the utilization of Facemasks, as recommended by the CDC.
Therefore, all staff members and or visitors to any Lakewood School District
building must be more than 6 feet apart and wear a facemask at all times.
"CDC advises the use of simple cloth face coverings to slow the spread of the
virus and help people who may have the virus and do not know it from
transmitting it to others. Cloth face coverings fashioned from household items or
made at home from common materials at low cost can be used as an additional,
voluntary public health measure."
District Security will not allow any staff member in any District building
without the written permission of the Superintendent.
*All visitors must practice Social Distancing, and wear a facemask at all
times.
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Warehouse & Mail Plan
The Warehouse Manager will be responsible for collecting the districts mail each
day from the Lakewood Post Office by 9:00 am daily.
The Warehouse Manager will contact UPS and Fed-ex and advise them that the
District Office will only accept deliveries between 9:30 am and 12 noon Monday
through Friday.
The District Office warehouse will be open to accept deliveries or pickup items
from 9:30 am to 12:00 pm daily.
The Warehouse Manager will be responsible for delivering district mail to the
following individuals at their listed address, as requested.
A. Superintendent Winters
________________________________________________
B. Kevin Campbell Assistant Business Administrator

________________________________
C. Michael Inzelbuch General Council

_______________________________________
All Deliveries to non-public schools are suspended until further notice.
Non-public schools will be contacted by phone when their orders have arrived at
the warehouse.
Non-public school will be able to pick up items between 9:30 am to 12 pm daily at

the District Warehouse.
Non-public school deliveries will resume once the district returns to normal
operation.
Mail addressed to individual schools or employees will be held at the district

warehouse.
Paychecks will be mailed by the warehouse to employees. No employees may

pick-up checks at this time, as it poses a health risk to ALL.
45 | P a g e
The delivery and pick-up of all items will be conducted in a District owned
vehicle.
The Warehouse Manager, will operate the vehicle to and from his home in order to
make the pickup and delivery of mail more efficient.
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Security
In the absence of students and staff, Lakewood School District Security Specialists
will patrol all Lakewood School District buildings to ensure the safety and security
of all district property.
District Office Staff
Key business office staff, have the ability to log onto Systems 3000 from home,
which allows the District to remain operational while working remotely.
If and when district staff must go to the office, social distancing

measures must be utilized, and facemasks must be worn.
Central Administrative staff is working remotely from home.
Board of Education Meetings
Board of Education meetings are “virtual,” live streamed meetings.
The meetings can be viewed by the Public from the Lakewood School District
website, and the Lakewood Scoop.
Public comments are received via email at BOEMeeting@Lakewoodpiner.org

from 6:30 p.m. to 7:30 p.m. prior to the 7:30 p.m. Board of Education meeting
start time.
Board meetings are Video Conferenced on Zoom.
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Nonpublic Consultation Meeting
On Wednesday May 20, 2020 at 10:30AM the district will hold the annual
Nonpublic Consultation Meeting to plan for the 2020-2021 school year. The
meeting will be live-streamed through the District Website:
www.lakewoodpiners.org
Questions can be asked during the meeting by emailing to:

consultation@lakewoodpiners.org
The purpose of this meeting is to provide nonpublic school Administrators

information regarding services the District provides directly or through third
party service providers to students who attend nonpublic schools, located in
Lakewood N.J. Information and documentation will be presented including, but
not limited to the types of services and funding available:
● Elementary and Secondary Education Act, Every Student Succeeds Act

(ESEA, ESSA) Title I Part A, Title II Part A, Title III, Title IV. Please
note, as per NJ State, attending the consultation meeting is
required in order to access ESEA funds.
● IDEA-Part B (Individuals with Disabilities Education Act)
● Chapter 192 (Compensatory Education, ESL, and Home Instruction)
● Chapter 193 (Evaluation and Determination, Speech, and
Supplementary Instruction)
● Chapter 226 (Nursing)
● Nonpublic School Security Program
● Nonpublic School Technology Initiative Program
● CARES Act
How, where, and by whom instructional and related services will be funded for
parentally-placed nonpublic school children determined eligible for the
upcoming 2020-2021 school year will be discussed, including:
● The types of services, including direct services and alternate delivery
services mechanisms, such as third party vendors and multi-vendors.
● Funds available (if known) and how special education will be apportioned
and if funds are insufficient to serve all parentally--placed private school
children.
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● How and when those decisions will be made.
● The “individualized” needs of students and student eligibility criteria that
lead to the development of a Service Plan and services.
● Develop School Needs Assessment to identify the goals and objectives
and determine the desired outcome.
● Program evaluation to analyze and collect data, to determine student
growth, and overall success of the program.
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Spring Athletic Coaches
Spring Athletic Coaches are to follow the schedule below for online training
during closure through 4/20/20.
Athletic Coaches will also focus on giving students’ academic support via Google
Classroom and Google Meet, in "Virtual Study Halls."
Athletic Coaches will issue bi-weekly progress reports.
Athletic Coaches will recognize student-athletes each week via "Piner Athletic"
shouts-outs, as to encourage student participation and academic success in the
classroom.
Week of 3/30 - 4/5: Wellness and Safety:
ACL Injury Prevention

After-School Security
Appearance and Performance Enhancing Drugs and Substances
Bullying, Hazing, and Inappropriate Behaviors
Student Mental Health and Suicide Prevention
Sudden Cardiac Arrest
Week of 4/6 - 4/12: Wellness Cont. and Coaching:

Understanding Vaping and E-Cigarettes
Sports Nutrition
Captain Course
Engaging Effectively with Parents
NCAA Eligibility
Sportsmanship
Week of 4/13 - 4/19: Sports Specific:

All - Learning Pro: Homework Helper
All - Coaching Adapted Sports
All - Coaching Unified Sports
Track & Field - Coaching Pole Vaulting
Baseball - Pitching Smart
Softball - Umpiring Softball
Volleyball - Officiating Volleyball: Ball Handling
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Maintenance of Buildings & Grounds
The Lakewood School District’s custodial staff have been working off their
Summer Cleaning Schedule to prepare the schools as they would during summer
break.
Summer project work consists of high dusting, disinfecting/cleaning of all

furniture, surface areas and windows in addition to the stripping/waxing of floors
and carpet cleaning.
All maintenance issues are reported and work orders are generated to address work
such as lighting issues, broken/stained ceiling tiles, broken floor tiles, cove base,
furniture repair, etc.
Maintenance workers have been drilling down open work orders, addressing
preventative maintenance on equipment and scheduling project work that is
difficult to address under normal school operating conditions.
Sodexo has taken this opportunity to catch up on painting projects (inside and out),
installation of new drinking fountains, bathroom furnishings/fixtures and LED
upgrades in several areas throughout the district. They continually look at areas to
improve and update. Our
The grounds crew has taken down and stored spring sports equipment, maintained
the fields/grass areas, trimmed shrubbery/tree limbs, maintained fence lines, and
prepared parking lots for striping.
From a management standpoint, the District, through Sodexo, has scheduled and
coordinated vendors to come in to perform upgrades and annual inspections ahead
of schedule.
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High School Graduation - June 22, 2020 at 6:00 p.m.
Should the remainder of the academic year continue with remote learning, the
District will proceed with the following graduation plans:
1. A Virtual graduation will be created for the Senior class, by Mr. Phillip
Giannino, the high school, T.V. Production teacher, that will contain the
following, and be released to ALL Seniors ON June 22, 2020, the day of
Graduation (Based on the premise that nothing changes
regarding events/social distancing, etc.)
a. Presentations/Speeches made by:

(Videotaped and sent to Mr. Giannino or Mr. Giannino can videotape.)
High School Principal
High School Assistant Principals
Director of Guidance
Valedictorian
Salutatorian
Student Council President
b. Include:
Virtual Graduation, each student's name is to be called, and a picture
of the student displayed (Should have a copy of each student’s picture
from the Picture Company.).
c. Personalize the Video

You can start asking students to send in pictures of special
memories, events, sayings, etc. to include at the end of the video.
They can include memories of Remote learning, etc... How
life changed, etc.
Keep in mind, that this will be a memorable keepsake!
2. Summer Graduation - Once the District receives clearance from the

Governor, the high School Principals and Director of Guidance, will plan a
Graduation Ceremony, which may have to be in the High School Gymnasium
due to the heat.
3. Summer Prom/Dance - Once the District receives clearance from the

Governor, the high school Principals and Director of Guidance will plan a
summer dance/prom, as to give the students of Lakewood High School the
experiences missed during the Health-Related School Closure.
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Activity Purpose Descriptions Date Support Needed
from the District
Cap & Gown Provide the Tables will be set up May 18th – May Permission to
Distribution Seniors that in the LHS parking lot. 22nd Access LHS Parking
have qualified Staff will be spaces lot and begin setting
for graduation out at four tables Seniors that up appointments
with their wear PPE. Students are credit
graduation and their family will deficient will
attire be given an not be able to
appointment to pick get their
up their graduation graduation
attire. The attire until 4th
appointments will be marking period
established in grades are
alphabetical order. calculated.
No one will leave the
car. The attire will be
placed in the trunk.
Virtual Prom To give seniors Juniors and seniors
and juniors an will have a virtual Approval
opportunity to prom hosted via
experience this Zoom. May 28, 2020 Chaperone Pay at
momentous the contractual rate
occasion Theme Ideas: Time: 7pm -
8pm
Administration:
Masquerade – playing
on the whole “mask”
idea and turning into
a positive
Students Choice:
Pajama Prom due to
limited financial
resources and access
to formal attire
We will have a custom

Zoom background
designed to
commemorate the
event
We will purchased
snapchat filter that
53 | P a g e
students can use to
post their pictures
Student contest for

filter design
National College To celebrate and The seniors will send June 1st 10 hours for the
Declaration Day honor all of our videos declaring their graphic design of the
students that college and course of college backdrops
have committed study or military
to Post commitment dressed 5 hours for graphic
Secondary Plans in the aligned apparel. design for athletic
spotlight
Pictures with college
backdrops will be
included in the video
Staff will wear attire

representing the
colleges as well
Zoom Cap Students will log Students will be sent June 2nd Permission
Decorating into Zoom will a zoom invite for the
and work share cap decorating party.
stories,
memories, and
decorating
ideas, while
creating the
master piece
Zoom Graduation Top 100 LHS will LHS top 100 seniors June 3rd Permission to send
Walk wear their cap & will promote college the recorded video
gowns and share and career readiness to all of the district
a message that by creating a Zoom schools
will be sent to all Recorded Video
the other district
schools
Senior Celebration 1) The caravan Caravan- School bus June 4th -A district School Bus
will stop at with a class of 2020 for 4 to 5 hours
homes of all banner, Fire Truck, Lawn signs and
graduating Police officers, senior gifts will
seniors and Administration in be purchased
place a yard their own vehicles through
sign, shoot a t- student
shirt to the activities/Hager
senior, and give Foundation
a shout out funds
2)
Administration
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dressed in
graduation
regalia with
masks and
gloves will go to
students houses
and drop off
lawn signs and
senior gift bags.
Senior Scholarship Present Seniors Custom Zoom June 7, 2020 Approval
Night with Background for event. 6:00 p.m. to
Scholarships 8:00 p.m.
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Middle School Graduation - June 19, 2020 at 5:00 p.m.
Should the remainder of the academic year continue with remote learning, the
District will proceed with the following plans:
1. A Virtual promotion ceremony will be created for the 8th grade class,
by Mr. Phillip Giannino, the high school, T.V. Production teacher, that will
contain the following, and be released to ALL 8th graders ON June 19,
2020, the day of their Promotion Ceremony (Based on the premise that
nothing changes regarding events/social distancing, etc.)
a. Presentation/Speeches made by:

(Videotaped and sent to Mr. Giannino.)
Middle School Principal
Middle School Assistant Principals
Director of Guidance
Student National Honor Society President
b. Include:
Virtual Graduation, each student's name is to be called, and a picture of
the student displayed (Should have a copy of each students picture
from the Picture Company.).
c. Personalize the Video

You could start asking students to send in pictures of special
memories, events, sayings, etc. to include at the end of the video.
They can include memories of Remote learning, etc.
How life changed, and how they learned to appreciate things...
Keep in mind, that this will be a memorable keepsake!
2. Summer Promotion Ceremony - Once the District receives clearance

from the Governor, the Middle School Principal, will plan a Promotion
Ceremony, should he deem it necessary.
3. Summer Dance - Once the District receives clearance from the

Governor, the middle school Principal will plan a summer dance, as to give
the 8th grade students of Lakewood Middle School the experiences missed
during the Health-Related School Closure.
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Community Resources
Community Ambassadors
1563 Old Freehold Road, Toms River
Juan and Mary Guarin at (732) 349-1550, Extension 339
https://www.communityambassadorsnj.org/
Food Pantry Hours:

Saturday: 11 a.m. -12 p.m.
Sunday: 5:00 p.m. – 6: 00 p.m.
Wednesday: 6:00 p.m. – 7:00 p.m.
Thursday: 1:00 p.m. – 2:00 p.m.
Additional hours can be made upon request.
Voz Latina
Alejandra Morales
Casa de la Tia
206b Main Street
Calvary Lighthouse Church - House of Blessing

1133 East County Line Road, Lakewood
For more information, call (732) 924-1541
Yvonne Marti De Daniels
Days of operation: Monday, Tuesday and Wednesday from 11:00 a.m. to 1:00 p.m.
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COVID-19 Testing
Immigrants without legal status, who do not have a state driver’s license, can visit
a Federally Qualified Health Center, which provides health care to people
without insurance and immigration status, for a free COVID-19 test.
Call the center ahead of time for availability and instructions on what documents
to bring to receive a test!
Ocean County Health Centers:

Chemed 1771 Madison Avenue (Route 9) 732-364-2144
Ocean Health Initiatives Second Street 732-363-6655
COVID-19 Testing is also being conducted at Ocean County College.
Each person seeking a test has to be registered, have a doctor’s prescription,

and provide proof of residency.
The Testing site is open from 9:00 a.m. to 3:00 p.m. Monday through
Friday.
Ocean County College – 1 College Drive, Toms River
For more information go to: www.ochd.org
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Financial Assistance
The United Way located in Wall Twp. can help with rent and utilities
through the Community Economic Relief Fund 877-652-1148
Mental Health Support Services for Children up to age 21
PESS - Hospital Emergency Service for Psychiatric Assessment for people

experiencing thoughts of harm to self or others. - 732-886-4474
Performcare - For immediate crisis assistance from Mobile Response or for

non-crisis mental health support please continue to contact Performcare for
assessment and assistance 877-652-7624
Crisis Text Line - Test "NJ" to 741741
Second Floor Youth Helpline - 888-222-2228
Mental Health Support Services for Adults
Family Helpline for Parents and Caregivers experiencing stress 800-843-

5437
Domestic Violence Hotline - 800-572-7233
Mental Health Hotline for children and adults for immediate mental health
support and referrals - 866-202-4357
59 | P a g e
Google Form Emailed to all Parents
MEDIA RELEASE FORM
Please Scroll Down to Sign the Form
Child’s Name: ____________________________________________
Child’s School: ____________________________________________
Child’s Teacher:____________________________________________
Child’s Grade: _____________________________________________
Students are occasionally photographed and interviewed when participating in

school activities.
These photographs and quotes may appear in such publications as the Piner News,
the Asbury Park Press, and the Lakewood Scoop, as well as other publications.
In addition, students may be videotaped when participating in school activities.

Occasionally these videotapes may be distributed in some manner to members of
the general public, such as being shown on cable TV.
I acknowledge that I have been informed of the aforementioned media release.
I understand that I must notify the school office in writing, via email, if I do not
want my child photographed or videotaped during school sessions.
Lwinters@Lakewoodpiners.org
Parent Name: _________________________________________________
Parent Signature: _____________________________________________
Date: _________________________________
Professional Development
A survey was emailed to all staff regarding the need for Professional Development
in regard to Google Classroom.
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Staff members were asked if they needed PD in regard to:
Announcements
Attaching Videos, Google Drive Files
Creating Individual Student Assignments
Grading
Notifications
Providing Comments & Student Feedback on Google Documents
Track Student Progress
Uploading / Creating Assessments for Students
I do not require PD on Google Classroom
Best Time of Day To Receive PD:

8 a.m. - 10 a.m.
10 a.m. - Noon
Noon - 2 p.m.
2 p.m. - 4 p.m.
Position *
Teacher
Educational Support Professional
CST
OT/PT/Speech
School *
Clifton Ave Grade School
District
Ella G. Clarke
High School
LECC
Middle School
Oak Street School
Piner Elementary
Spruce Street School
Professional Development will be provided as needed, and as determined by the

results.
61 | P a g e
Extended School Year (ESY) 8:00 a.m. to 1:00 p.m.
Preschool through Grade 12 Teachers
Videotaped Mini Lessons (Preschool – Grade 12)
Preschool and Elementary Teachers must upload, at least, one Math and one ELA
videotaped lessons every day (5 days a week) by 10: 00 a.m.
Secondary and Special teachers must upload, at least, two videotaped mini-lessons
in their content/special area each day (5 days a week) by 10:00 a.m.
Preschool – Ready Rosie – Model Moments

Ready Rosie Model Moments videos demonstrate fun, easy activities that families
can do at home and on the go to strengthen bonds and build on classroom learning.
Google Meet Lessons (Preschool through Grade 12 Teachers)
All teachers must conduct daily Google Meet Lessons

Whole Group, Small group, Individual, based on the needs of students
Google Classroom (Preschool through Grade 12 Teachers)
Every Lakewood School District teacher must maintain Google Classroom for
each of one his or her classes.
Elementary School teachers should create a different Google classroom for each
subject area, in order to make it easier for both the teacher, and students to
maintain assignments.
Please number your assignments, as this will help student keep track of their work,
without feeling so overwhelmed!
62 | P a g e
Extended School Year (ESY) (continued)
Special Education Teachers
The focus of instruction should be individualized and based on the students’ IEPs
their goals, the modifications, and accommodations within the IEP. To ensure this
differentiation occurs, there should be communication between special and general
education teachers, case managers, paraprofessionals, and therapists to support
students in accessibility and in meeting their IEP benchmarks and goals.
Any changes to programs or goals should be made in conforming to federal and

state required procedural safeguards.
Should special education students have social emotional concerns, special

educators should collaborate with the students’ therapists, Case Managers and
social workers to work on activities that support students with stress/anxiety
reduction and other SEL activities.
Everyone is responsible for the efficacy of the IEP.
Scaffolding, communication and breaking up assignments into more manageable

parts are extremely important in regard to remote learning.
Special Education teachers, and 1:1 paraprofessionals must meet the needs of
individual students, according to their IEP goals and objectives. Lessons
should be held in on Google Meet in small groups and individually if needed.
Parent phone conferences must be held in order to get parent input on how to
meet the needs of the student during remote learning – document all
communications on Realtime.
All student data, Google Meet lessons, and parent communications must be
meticulously documented on Realtime.
Program Paraprofessionals should also participate during Google Meet sessions;

they may take student data, and participate and assist students with their work, etc.
63 | P a g e
Extended School Year (ESY) Continued
1:1 Paraprofessional Support During Remote Learning
1:1 Paraprofessionals were hired by the Lakewood School District to meet the
needs of specific students, as per each their IEP.
1:1 Paraprofessionals will plan with Special Education/General Education

Teachers, as to what supports are needed specific to IEP Goals and Objectives.
1:1 Paraprofessionals will review strategies specific to IEP Goals and Objectives,
as instructed by the Special Education Teacher.
1:1 Paraprofessionals will answer any questions or concerns from the teacher or
student regarding assignments or tasks for the day, via school email or Google
Meet.
1:1 Paraprofessionals will mirror classroom accommodations when applicable, if

possible.
1:1 Paraprofessionals will provide clarification and support during assignments.
1:1 Paraprofessionals will assist the student during Google Meet lessons, as per
the student’s IEP.
1:1 Paraprofessionals will provide behavioral supports when needed, as

1:1 Paraprofessionals may assist the General Education and/or Special Education
teacher with daily communications with the families of their assigned student via
school email. All communications must be documented on Realtime.
1:1 Paraprofessionals may assist the General Education Teacher and Special
student’s needs.

individual student via Google Meet, and email, on Realtime.

individual families via school email, on Realtime.
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1:1 Paraprofessionals will complete all Safe Schools online training, unless they
are working as a bus aide for the school lunch program.
(1:1 Paraprofessionals may be 1:2 or 1:3)
Program Paraprofessionals
Program Paraprofessionals will plan with the Special Education/General

Education Teacher, as to what supports are needed specific to IEP Goals and
Objectives,
Program Paraprofessionals may answer any questions or concerns from the teacher
or students regarding assignments or tasks for the day, via school email or Google
Meet.
Program Paraprofessionals will mirror classroom job duties, when applicable, if

possible.
Program Paraprofessionals will provide clarification and support during classroom

assignments.
Program Paraprofessionals will assist the students and teachers during Google
Meet lessons.
Program Paraprofessionals will provide behavioral supports when needed, as

Program Paraprofessionals may assist the General Education and/or Special

Education teacher with daily communications, via school email. All
communications must be documented on Realtime.
Program Paraprofessionals may assist the General Education Teacher and Special
student’s needs.
Program Paraprofessionals must meticulously document all communications via

Google Meet in a notebook for their records.
Program Paraprofessionals must meticulously document all communications with

the individual families via school email, on Realtime.
65 | P a g e
Extended School Year (continued)
Program Paraprofessionals will complete all Safe Schools online training, unless
they are working as a bus aide for the school lunch program.
Related Services
Related Service professionals play a vital role in the daily instruction of students
with IEPs.
It is essential during remote learning that these professionals are a part of the
continued learning of our students.
Speech Therapy, Occupational Therapy and Physical Therapy Services are offered
via live video conferences, as per IEP mandates of individual students pending
parental approval to participate.
All therapists will utilize Google Meet for video conferencing, as the Lakewood
School District is part of Google, G Suite, which has a Business Associate
Agreement in place, and is HIPAA compliant.
All communications must be documented on Talk Trac, in log notes, as well as,
the Google spreadsheet provided to you by the Supervisor of Related Services
All sessions must be documented in SEMI.
Video therapy conferencing applies to the provision of nonpublic occupational and

physical therapy services.
All Therapists must be meticulous in maintaining their documentation on Talk

Trac.
Documentation must include; attendance, quantitative and qualitative data and a

session note.
66 | P a g e
Extended School Year (Continued)
Child Study Team
The New Jersey Department of Education requires that the Child Study Team
include a school psychologist, a learning disabilities teacher-consultant, and a
school social worker. These professionals are all certified and employed directly
by the Lakewood Board of Education.
Child Study Team meetings also include general and special education teachers,
therapists, translators, and administrative staff, when applicable.
The following Child Study Team Meetings are being conducted via Google Meet:
Initial Identification Planning

Annual Reviews
Re-evaluation Planning
Re-evaluation Eligibility
Child Study Team Secretaries call parents to schedule meetings and secure email
addresses.
Evaluations are mailed to parents/guardians.
Child Study Team members also:

Hold Counseling Sessions via Google Meet.
Discuss with parents/guardians any concerns that may arise.
Discuss concerns/issues with teachers and/or building administrators that may
arise.
Talk to individual students, when applicable.
Child Study Team members must be meticulous in maintaining documentation on

Realtime.
67 | P a g e
The following In-Person Evaluations are taking place:
Psychological Evaluations
Learning Evaluations
Speech Evaluations
Occupational Therapy Evaluations
Physical Therapy Evaluations
ELL Evaluations will start shortly, as will Home Language Surveys for new
students.
In-Person Evaluation Procedures have been created and implemented as

such:
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Student: ______________________________ ID #: ____________________
School: ______________________________ Date: ____________________
Evaluation: ___________________________
a. Cough –
c. Fever –
d. Chills –
e. Muscle pain-
f. Sore throat-
h. Nausea –
i. Vomiting-
j. Diarrhea-
being evaluated.
Evaluator: __________________________________________________________
Date: ______________________________________________________________
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Date: _______________
a. Cough –
c. Fever –
d. Chills –
e. Muscle pain-
f. Sore throat-
h. Nausea –
i. Vomiting-
j. Diarrhea-
Nurse: ______________________________________________ Date: __________________
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facemask.
the modular units.
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72 | P a g e
Summer Programs
1. Extended School Year (ESY) Grades Preschool -12

2. Title 1 – Elementary (ELA and Mathematics) Grades K-2
3. Title 1 – Elementary (ELA and Mathematics) Grades 3-5
4. Title 1 – Middle School (ELA and Mathematics) Grades 6-8
5. Title 1 – High School (ELA and Mathematics) Grades 9-11
6. Credit Recovery – High School – Grades 9-12
7. ESL – English as a Second Language – Grades K-12
8. Intervention – Grades K-2
See Description of Programs Below.
73 | P a g e
Title 1 – Extended Summer School Programs
Elementary School Students (grades 3-5)
Dates: July 1, 2020 – August 12, 2020
Students: Students in Grades 3-5
Subject areas: English Language Arts (ELA) and Mathematics
Delivery of Instruction:
● English Language Arts:
o Remote Learning interactive video conferencing utilizing Google

Meet, Monday through Friday
o Teachers will provide daily ELA instruction per the Pacing Guide
that will be created by the ELA Department.
o Teachers will conduct two (2) ELA lessons to include a Teacher

Model and Guided Practice. Lesson duration will be 30 minutes.
● Mathematics:
o Remote Learning Interactive video conferencing utilizing Google

o Teachers will provide daily math instruction per the Pacing Guide
that will be created by the Math Department.
o Teachers will conduct two (2) Math lessons to include a Teacher

● All students in your class must be assigned to an ELA and a Math group
each day.
● A skill/strategy must be taught following the BOE Lakewood School

District 2020 Summer Pacing Guide.
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● “Google Meet” lessons must be recorded and posted on the teacher’s
Google Classroom for those students unable to attend the “live” lesson, in
order to view later.
● A corresponding independent assignment must be posted on Google

Classroom for the students to complete after the Google Meet lesson, in
both ELA and Mathematics.
● The teacher will use the independent assignment as a measure of whether

the student learned the skill or strategy taught during the lesson to drive
his/her instruction.
● All students will have access to Istation (Engaging, computer-adaptive,

online reading instruction program).
● All students will have access to i-Ready (Engaging, personalized, online

mathematics program).
● Students will receive Incentives, created by the Building Principal, for

using Istation and i-Ready; such as, Free Homework passes, Piner Gear,
etc… for summer work completed on Istation and i-Ready.
***The Literacy, Mathematics Coaches, Department Coordinators, & Content

Area Supervisors will be creating the 2020 Remote Summer Pacing Guide.
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Middle School Students
(5 days a week)
Students: Students in Grades 6 through 8

o Teachers will conduct between two (2) and four (4) ELA lessons to
include a Teacher Model and Guided Practice. Lesson duration will
be 30 minutes. Approximately ten (10) students per group.
● Mathematics:

o Teachers will conduct two (2) and four (4) Math lessons to include a
Teacher Model and Guided Practice. Lesson duration will be 30
minutes. Approximately ten (10) students per group.
● Teachers must be appropriately certified.
76 | P a g e
● An ELA and Mathematics teacher must pair up in order to coordinate their
schedules.
● All students in your class must be assigned to an ELA and Math group each
day.


Google Classroom, for those students unable to attend the “live” lesson, in


● All students will have access to Istation (Engaging, computer-adaptive,

● All students will have access to i-Ready (Engaging, personalized, online

mathematics program).


77 | P a g e
High School Students
(5 days a week)
Students: Students in Grades 9 through 12

o Teachers will conduct between two (2) and four (4) ELA lessons to
include a Teacher Model and Guided Practice. Lesson duration will
be 30 minutes. Approximately ten (10) students per group.
● Mathematics:

o Teachers will conduct two (2) and four (4) Math lessons to include a
Teacher Model and Guided Practice. Lesson duration will be 30
minutes. Approximately ten (10) students per group.
● Teachers must be appropriately certified.
78 | P a g e
● An ELA and Mathematics teacher must pair up in order to coordinate their
schedules.
● All students in your class must be assigned to an ELA and Math group each
day.






79 | P a g e
Title 1 – Extended Summer School Programs: K-12 ESL
(5 days a week)
Students: English Language Learners in grades K-12
Subject area: ESL
ESL:

o Teachers will provide daily ESL instruction per the Pacing Guide
that will be created by the Bilingual/ESL Department.
o Teachers will conduct two (2) ESL lessons to include a Teacher



Google Classroom for those students unable to attend the “live” lesson, in

Classroom for the students to complete after the Google Meet lesson.

80 | P a g e
Tier 3 Intervention for ELA (Kindergarten-Grade 2)
Pay –Contractual Rate $40.00 approximately 3.5 hours a day depending on

caseload size (which will be based on student enrollment) (5 days a week)
Students: Students currently receiving Tier 3 Intervention services
Subject areas: English Language Arts (ELA) Foundational Skills
Teacher Criteria for Eligibility: Applicants must be current K-2 ELA

Interventionists
 Remote Learning via Interactive Video conferencing utilizing Google

Meet, Monday through Friday.
 K-2 Interventionists will conduct either:
o Four thirty-minute Google Meet Intervention sessions daily
OR
o Six twenty-minute Google Meet Intervention sessions daily
 Teacher will create targeted Intervention sessions which work towards

meeting each child’s individualized Tier 3 Plan.
 Teachers will service students either individually or in small groups

(maximum size of three students)..
 Interventionists will coordinate each student’s session times will both the
parent and the classroom teacher to ensure that students can participate in
the teacher’s remote instruction and the Intervention session.
81 | P a g e
 A Corresponding Independent assignment must be posted on Google
Classroom for the students to complete after the Google Meet small group
lesson.
 The teacher will use the independent assignment as a measure of whether

the student learned the skill or strategy taught during small group
instruction, and to drive his/her instruction.
 “Google Meet” lessons must be recorded and posted on the teacher’s

 Interventionists will continue to plan their sessions and record outcomes via
the District’s Interventionist Lesson Plan template and ensure that this
information is posted to each child’s appropriate district folder on the
Intervention Google Drive.
 Interventionists will continue to graph student progress via the District’s

Interventionist Graphing template and ensure that this information is posted
to each child’s appropriate district folder on the Intervention Google Drive.
 At the end of the ESY Title 1 Program the Interventionists will complete a
parent report using the current Bi-Weekly District Template and post this
document to each child’s appropriate district folder on the Intervention
Google Drive.
 All students will have access to Istation (Engaging, computer-adaptive,

 Students will receive Incentives, created by the Building Principal, for

82 | P a g e
Lakewood High School -Summer School - Credit Recovery
(5 days a week)
Students: High School Students in Grades 9-12, in danger of failing.
Edmentum, Credit Recovery Program
Staff Needed:
Mathematics
ELA
Science
Social Studies
ELL
Bilingual Paraprofessionals
IEP Paraprofessionals to assist students with IEPs
1 Guidance Counselor to Oversee the Edmentum Program
Staff members will receive Professional Development prior to the start of Summer
School, in order to maximize the benefits of the Edmentum Credit Recovery
Program.
***The number of staff members hired will be dependent on the number of

students registered for Summer School.
83 | P a g e
Preschool and Kindergarten Registration
Parents will be given two options in which to register their Preschool

and/or their Kindergarten child.
1. Parents can register and upload their Preschool/Kindergarten

child’s registration documents online.
2. Parents can pick up a Preschool and/or Kindergarten Registration

packet at the Lakewood School District Office at 200 Ramsey
Avenue, complete the application, attach the needed documents and
drop it off in the Lockbox placed at the District Office during
Business hours.
84 | P a g e
Scheduling Teachers to Pack-Up Their Rooms for Summer Closeout
When scheduling teachers to pack-up their rooms for the summer, there must
never be more than nine (9) staff members in the building at any given time.
This includes Administration, Security Specialists and Sodexo (Custodial and
Food Service) staff.
Schedules must be sent to the Superintendent for approval, and must be listed
by day, time, teacher and room number, so that it is clear who is in the
building and on what day, and time.
The teachers that are scheduled to pack-up their rooms must not be in the same
hallway, as to eliminate the temptation of gathering, and any violations of Social
Distancing as per Executive Order 107.
The District purchased hand sanitizers, in January, which are secured to hallways
throughout the buildings. Staff should utilize hand sanitizers, but not in lieu of
washing your hands.
As per the recommendation of the CDC, hand washing during key times during
the day can keep germs off your hand and keep you from getting sick. (There are
signs all around the buildings to serve as reminders.)
Masks must be worn on School Property at all times. (The Security Specialist
assigned to your building will have masks).
Staff members may not gather, or they will be asked to leave the premises.
Sodexo, as always, does a "Deep Cleaning" of all buildings any time staff
members or people enter the buildings.
Restrooms may only be utilized in cases of EMERGENCY.
Staff members must use their ID Badges to enter the building, as this is the method
of "signing in." It is a contactless method of entry.
Paraprofessionals are NOT required to pack-up ANY classroom with

teachers. Should they "Volunteer" their time to do so, they must put it in writing
to the Principal, wear a mask, and utilize Social Distancing in the Classroom (Stay
6 or more feet apart).
85 | P a g e
Staff members who were sick the past two weeks or who have immediate family
members who have been sick the past two weeks with signs of COVID-19, should
not schedule a date to pack-up their rooms for at least 3 weeks, or until cleared by
their doctor if they tested positive for COVID-19.
Please speak to your building Administrator if you or an immediate member of

your household had any of the following symptoms the past two weeks, or have
had to self-quarantine the past two weeks to schedule another date:
a. Cough
b. Shortness of breath or difficulty breathing
c. Fever
d. Chills
e. Muscle pain
f. Sore throat
g. Loss of taste and/or smell
h. Nausea
i. Vomiting
j. Diarrhea
The goal is to ensure the health and safety of all staff members and their
families.
Any Staff member, who is immunocompromised, should speak privately to their

building Administrators to make alternate plans.
As always, Security Specialists are assigned to every building all day, every day.
86 | P a g e
facemask.
the modular units.
1|Page
2|Page
Date: _______________
a. Cough –
c. Fever –
d. Chills –
e. Muscle pain-
f. Sore throat-
h. Nausea –
i. Vomiting-
j. Diarrhea-
Nurse: ______________________________________________ Date: __________________
1|Page
Student: ______________________________ ID #: ____________________
School: ______________________________ Date: ____________________
Evaluation: ___________________________
a. Cough –
c. Fever –
d. Chills –
e. Muscle pain-
f. Sore throat-
h. Nausea –
i. Vomiting-
j. Diarrhea-
being evaluated.
Evaluator: __________________________________________________________
Date: ______________________________________________________________
1|Page

Lakewood Township School District in Person Evaluations

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Lakewood Township School District in Person Evaluations

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COVID-19 Resources

Telehealth: Virtual Service Delivery

GENERAL PRACTICE RECOMMENDATIONS

COUNSELING (INDIVIDUAL AND GROUP)

CONSULTATION WITH TEACHERS AND ADMINISTRATORS

COLLABORATION WITH FAMILIES

Be kind to yourself and others as we progress through this crisis.

Virtual Service Delivery in Response

From the Department of Health and Human Services

From the Department of Education

From the American Psychological Association

From the American School Counselors Association

From the American Publich Health Association

From the National Register of Health Service Psychologists

Position Paper: Evaluation Guidance

Further, the instruments used by school psychologists (cognitive ability/intelligence tests,

Primary Question: How should evaluations, initial and reevaluations, occur?

● Without credible evidence documenting equivalence to face-to-face administration, we have no

● Can I complete an initial evaluation without in-person testing or observation?

● What if the parent is ok with amending the evaluation plan?

● What about re-evaluations?

If a re-evaluation does not require in-person testing or observation(s), it may be completed

● Should we hold an eligibility/initial IEP meeting if all evaluations are complete?

Eligibility decision-making specific to evaluations completed prior to the closure should be

○ Standardization and Norms:

○ Technology and Environment:

● Connecting with children and adolescents via telehealth during COVID-19

Resources: State Association Guidance

Some additional thoughts here:

Stay safe and be well,

Daniel Regenye, MHA

Public Health Coordinator/ Health Officer

Ocean County Health Department

175 Sunset Ave.

Toms River, NJ 08754

(732) 831-6495 (fax)

From: Laura Winters [mailto:lwinters@lakewoodpiners.org]

Please see attached.

Chief School Administrator

Work hard in Silence....And Let Success Make the Noise!

Laura A. Winters, Superintendent of Schools

Ocean County Health Department

RE: Child Study Team Evaluations

Dear Mr. Regenye,

Laura A. Winters, Superintendent of Schools

1. Is anyone in the household currently sick?

2) Speech/OT/PT Therapists will schedule evaluations utilizing 1 of the 4 new Modular

3) The Parent will arrive at Campus 2, with the student.

Laura A. Winters, Superintendent of Schools

I look forward to hearing from you shortly!

Good Evening Kevin,

I hope you are feeling healthy!

1) Speech/OT/PT Therapists will schedule evaluations utilizing 1 of the 8 new Modular

2) The Parent will arrive at Campus 2, with the student.

6) The Evaluator will be wearing a mask and gloves.

Please let me know your thoughts in regard to our evaluation plan.

All the best!

Work hard in Silence....And Let Success Make the Noise!

Thanks for keeping us in the loop and stay safe.

From: Laura Winters <lwinters@lakewoodpiners.org>

Caution! This message was sent from outside your organization.

Good Morning Chief,

I hope you are feeling healthy!