Reopening Our Schools
Remote Schooling Plan
Remote Schooling Plan - Updated August 31
Phased Reopening Plan - Hybrid Begins October 12
Phased Reopening Plan - Power Point
Full Restart and Reopening Plan
Full Restart and Reopening Plan - Updated September 1, 2020
August 27, 2020
We hope that you and your family are well and that, despite ongoing concerns over our current health emergency, you’ve been able to enjoy time with those special to you. During a break from that time, we hope also that you’ll respond to our “Re-Entry Commitment Application” wherein we request information about which schooling model (hybrid or all-remote) you prefer for your child(ren), if you’ll take advantage of or waive your transportation privileges, and whether or not you’ll need childcare for your youngsters in pre-kindergarten through fifth grade. Having accurate data enhances our ability to plan effectively.
As we continue to plan for our re-entry to school, a number of parents have reached out to their children’s principals, other school-district officials, or school-board members to request that our schools accommodate parental requests to identify the students with whom we’ll group the parents’ youngsters as we develop our learning cohorts. Some parents have sought these accommodations because they’d like to set up “pods” of students so they, the parents, can provide additional academic and other support to their youngsters, particularly on the latters’ remote-schooling days.
We understand the motivation of the parents: They want what’s best for their children. It’s the same as each of us wants for ours.
If our schools officially enable self-selected cohorts to arise, albeit with well-meaning intentions on the part of the pods’ advocates, then our school system, an institution that values community, diversity, fairness, equality, and equity, may inadvertently but directly contribute to fostering instances of racial, ethnic, or other forms of discrimination. Allowing parents to identify with whom their children should attend school is a solution that may serve what some families see as their legitimate needs, but it tramples on values we hold dear.
Thus, our principals and their colleagues will use the following guidelines in assigning students to cohorts. Our guidelines are neutral and positive: They neither abet nor deny parents’ efforts to support their children beyond our schools’ walls as the parents see fit, and the guidelines affirm our commitment to valuing all our students equally.
PUMS and PHS
For our middle and high schools: We will assign students to Cohort A or Cohort B according to the initial letters in their surname.
We’ll make exceptions for students who live in the same household but who have different surnames to ensure we keep siblings together and maintain groupings for potential infection-tracking and -tracing efforts. Principals may make other exceptions on a case-by-case basis.
For Community Park, Johnson Park, Littlebrook and Riverside
For youngsters enrolled last year, we’ll assign pupils to Cohort A or Cohort B according to last spring’s educational recommendations of the school’s teachers, counselor, child-study-team (C.S.T.) members, and principal.
- For newly enrolled children, we’ll assign students to Cohort A or Cohort B based on educational and other relevant information the principal receives from the parent and from educators at the pupil’s former school.
- We’ll assign siblings and others who live in the same household to the same cohort to maintain groupings for potential infection-tracking and -tracing efforts.
- Although we may create an all-virtual school, we can’t provide guidelines related thereto as we don’t yet know how many remote-only pupils we’ll have nor how many teachers our board of education will have approved to teach remotely.
Thank you for working with us as we strive to put in place plans to support the success of all our students. We look forward to a safe, enriching, and productive year ahead.
Robert A. Ginsberg
Acting Assistant Superintendent for Curriculum & Instruction
August 19, 2020
Fully Remote Opening in September
Princeton Public Schools announced recently that the district will begin classes in September in a fully-remote mode. No in-person classes will be offered until October, when the district hopes to begin a phased-in plan to bring students back to school buildings in person. The district will also provide a fully remote option for all students who select that plan. The hybrid option (a combination of remote and in-person learning) is scheduled to start on October 12 for elementary school students and October 19 for middle and high school students.
School Will Be Different in October
Here's a short presentation about how school will be different starting October 12, the first scheduled day of hybrid learning for Pre-K, Kindergarten and Grades 1-5. October 19 will be the first day of hybrid learning for students in the middle school and Princeton High School.
Reopening Our Schools
New Jersey Department of Health
COVID-19 Public Health Recommendations for Local Health Departments for K-12 Schools
May - June 2020
Mental Health Resources
Reopening Our Schools Committee Members
Mridula Bajaj, Supervisor of Science, Professional Development
Jessica Baxter, Principal, Princeton High School
Matt (Matthew) Bouldin, Business Administrator
Donna Bradin, Transportation
Jason Burr, Principal, John Witherspoon
Patrick Cavanagh, Riverside/Facilities
Timothy Charleston, Assistant Principal, John Witherspoon
Elizabeth Collier, Communications
Micki Crisafulli, Director of Special Services
Kristina Donovan, Director of Guidance
George DiFerdinando, Princeton Health Department
K. Lee Dixon, Food Service Director, Nutri-Serve
Brian Dzbenski, Athletics Director
Marian Figueroa Toro, Dual Language Immersion Teacher, Community Park
Barry Galasso, Interim Superintendent, Princeton Public Schools
Krista Galyon, Director of Technology
Lindsey Garriton, Teacher, Johnson Park
Lisa Goldsmith, Health/Nursing Coordinator
Jeffrey Grosser, Princeton Health Officer
Dineen Gruchacz, Principal, Community Park
Ellen Hale, Teacher, Community Park
David Harding, Facilities Director
Dafna Kendal, Board of Education
Susan Kanter, Board of Education
Eric Karch, Support Staff, PRESSA Representative
Patrick Lenihan, Supervisor of the Arts
Liz Lien, Teacher, Riverside
John McCann, Teacher, PREA Representative
Bryan McKenna, Teacher, Littlebrook
Luis Ramirez, Principal, Littlebrook
Sarah Schwimmer, Teacher, Littlebrook
Mark Shelley, Principal, Riverside
Renée Szporn, Teacher, Princeton High School, PREA representative
Ashante Thompson, Instructional Assistant, John Witherspoon
Valerie Ulrich, Grant Writer and Special Projects Coordinator, Curriculum
Robert Ginsberg, Assistant Superintendent, Curriculum & Instruction