City Tech Reopening Plan

Attachment J. Reopening Student Services

CUNY Taskforce on Reopening Student Services
(Includes Childcare Centers)

Overview

CUNY continues to respond to the ongoing COVID-19 pandemic and economic crisis, including the launch of the AY2020-21 Instructional Mode and Student Support Task Force. The Task Force has been charged with exploring the feasibility, viability, and desirability of various instructional mode and student support service scenarios based on current and emerging information regarding public health policies and practices. The task force has been asked to develop a detailed internal project plan, and the creation of a series of concept papers and guidance memos that will be issues on a biweekly basis. The first set is slated to be delivered to the Chancellor’s Executive Committee on or before May 22. These documents will address the following key questions:

  • How do we prepare our campuses for the lifting of the “NY Pause Executive Order” in the lead up to or during the Summer 2020 or beyond? How and when would CUNY transition from telecommuting and distance education?
  • With Summer 2020 courses being offered online, how do we organize our work during the summer to keep our stakeholders safe and deliver a quality experience for the students taken the summer courses?
  • How do we prepare our campuses for the current and emerging public health scenarios foreseen for the Fall 2020 and Spring 2021 academic terms?

In producing these deliverables, the task force will be guided by principles of equity and inclusion, will seek to provide students and faculty with as much planning certainty as it reasonably can for the Summer 2020, Fall 2020, and Spring 2021 terms, and will keep front of mind the safety of our students, faculty and staff, especially those who may be members of at-risk populations. Subcommittees will consider the following areas:

Areas of Task Force Consideration
Enrollment Management Strategy
Academic Program Strategy
Student Support Services Strategy
Research Support Strategy
Professional Development and IT support Strategy

The following template is intended to help each subcommittee in creating and delivering on its concept papers and guidance memos.

Task Force Subcommittee Template: Student Service: Campus Child Care Centers

Define and describe the aspirational state for your subcommittees area of focus. This will likely include multiple aspirational statements.

Example:By 2021, a blended and digital model Student Support Services will be implemented across CUNY, resulting in 30 percent of advisement and counseling taking place remotely,

Campus child care is an integral component of college life, providing the essential support CUNY’s student-parents need to persevere. As CUNY follows the Governor’s phased re-opening plan and continues its remote learning through the summer and considers options for the fall semester campus child care needs to be part of the solution. Student-parents tell us that pursuit of online learning with young children and limited high speed capacity in their homes is detrimental to their study. We acknowledge that each campus center will work with their campus administration to refine plans to meet the needs of their own student-parents. Opening campus child care (and libraries, as another example) could go a long way to support student-parents in their pursuit of online learning and for this reason should be included in the state’s Phase 2.

By the Summer, 2020 up to five campus child care centers will extend their services to campus student-parents who need support while managing online learning of their own. The centers will admit up to 12 children, implementing all measures defined by the CDC and the Office of Early Childhood Initiatives, and help inform a larger scale opening in the Fall.

By the Fall, 2020 all 17 campus child care centers will re-open for 25-50% enrollment, implementing all measures defined by the CDC and the Office of Early Childhood Initiatives, in consultation with the Graduate School of Public Health and Policy.

By the Winter, 2020-21 all 17 campus child care centers increase enrollment to 100% capacity and follow a modified plan recommended by the CDC and the Office of Early Childhood Initiatives.

Understand our Capacity to Deliver
Describe the opportunities and challenges associated with achieving this aspirational state.
Opportunities Challenges
  • A open up to five sites this summer to test the re-opening plan
  • B While families might be nervous about putting their children in group care settings there are significant social and academic benefits for both student-parents and children.
  • C Student-parents would be able to come to campus to manage coursework and studying (IF libraries and other quiet spaces with high-speed were available)
  • D We want to also acknowledge that faculty and staff with young children also may need the relief that the campus child care center provides to enable them to focus on their work.
  • A Selecting only five sites does not help all student-parents who need the service
  • B There are still many unknowns about the virus and what works best. Results from a national epidemiology study of early childhood programs and COVID-19 are not available yet (but could be available in the next few weeks), helping to inform our practices.
  • C Student-parents would use the child care centers more intentionally IF other support services such as the libraries were also open. It is also important for young children and parents to have separation when possible: campus is for school and child care and home is for family time.
  • D There are limited spaces for faculty/staff and currently not all CUNY campus child care centers serve faculty and staff, and so charters may need to change.
What are the risks associated with the project? How would you mitigate them?
Risk A. The health of children Mitigation strategy. Programs would employ a wide range of universal precautions detailed elsewhere in this document, including but not exclusively limiting enrollment to allow for some natural physical distancing, creating dedicated isolation rooms, proper use of PPE, and implementation of strategies that guide the preparation and serving of food, identify practices regarding clothing, testing, temperature-taking, and identifying new protocols for drop-off and pick-up of children.
Risk B. The health of staff Mitigation strategy. Programs would employ a wide range of universal precautions detailed elsewhere in this document.
Risk C. The cleanliness of centers Mitigation strategy. While each site will amplify their daily cleaning and disinfecting protocols, each campus would need to make a commitment to provide essential materials (PPE) and cleaning support each evening.
Risk D. Social distancing and space ratio Mitigation strategy. Each program will assess their space and make adequate accommodation to ensure that there is proper teacher:child ratios under new protocols from the Health Dept. (DOHMH) that will allow minimal contact from person to person, to avoid spread or contamination of any illness.
Risk E. Mitigation strategy.
Recommendations & Rationale: Please provide the recommendations and a rationale.
Recommendation 1.
Up to five sites open as soon as is permitted, this summer
To attempt a phase-in process and provide services for student-parents in each of the five boroughs to assess its effectiveness before opening additional programs in the Fall.
Recommendation 2.
Develop a staggered re-opening plan for the fall assuming some courses and many support services will be available on campus in the fall.
Staggered openings allow programs to operate effectively and make adjustments where necessary to adhere to policy, procedures and guidelines recommended by CDC, DOHMH, and CUNY.
Recommendation 3.
Re-open all centers and build to full capacity in time for the Spring semester.
The phase-in process will allow a percentage of children to attend, and centers will build capacity once success is achieved as it relates to space, health and wellness, security, cleanliness and monitoring. Within the phase plan, each center will establish procedures relative to their demographics, articulated field, and their campus re-opening plan.
Recommendation 4.
Design a rapid-response approach to campus closure to maintain support of student-parent families throughout that closure.
In anticipation of subsequent campus closures due to the possible resurgence of COVID-19, plans will be put in place for a rapid response. Specific practices to be included in the plans are to conduct regular wellness checks for parents, creating “go-bags” for children to support at-home learning, minimal distance-learning connections for children that are developmentally-appropriate for young children: a library of familiar stories/books pre-recorded and available; on line – zoom calls, etc.
Recommendation 5.
Establish a Health Hotline as an additional resource for the centers.
This resource will provide centers with the opportunity to receive immediate guidance with making proper health decisions, as needed.
Recommendation 6.
Considering the use of a rotating nurse.
This resource will provide the centers with the opportunity to consult with a nurse who can make recommendations for best practices, as needed.

In a paragraph, describe how would you prototype this with a subgroup of campuses?

Use the timeline below to map out the key steps that need to be taken in order to successfully scale this by Spring 2021.

Timeline for Prototyping and Scaling (Please Include Phases and Important Action Steps and Milestones
Phase 1: Prototype
(Summer/Fall 2020)
Phase 2: Assess and Improve
(Fall 2020)
Phase 3: Scale
(Spring 2021)
Phase 4: (Assess and Improve)
(Ongoing)
5 centers (one per borough) open for very limited enrollment to address immediate needs. All 17 centers re-open for partial enrollment. All 17 centers are open and building to full capacity. Continual assessment of enrollment, illness occurrence,
Student-parent need, faculty-staff need
Secure adequate PPE for each site: masks, gloves, gowns (for isolation room), sanitizing solution, hand sanitizer and dispensers in and outside of the center, non-contact thermometers, foot covers, etc. CUNY purchases these materials centrally and distributes to all 17 programs.
Centers establish a dedicated isolation area for children who may develop symptoms during the day. While COVID-19 is active the dedicated isolation area is required. Continue the use of dedicated isolation area. As COVID-19 is addressed (vaccine/cure) the isolation area can be reincorporated into usable space and original isolation space can be used.
Centers start with a baseline heavy cleaning/disinfection process before opening and then thorough cleaning occurs every night. Heavy cleaning is conducted before opening, thorough cleaning occurs every night. Thorough cleaning occurs every night. Thorough cleaning occurs every night.
Staffing patterns are determined to successfully re-open 5 pilot sites, ensuring adequate teacher: child ratios to ensure reasonable distance and heightened supervision. Staffing patterns are increased to accommodate increased enrollment and attendance. Staffing patterns are increased above “old normal” to accommodate the recommended shift in teacher:child ratio. Maintain new teacher:child ratios.
Staff to return to sites in first phase are identified. Additional staff return. Additional staff return and new staff may need to be identified. Center is fully enrolled and staffed.
Staff prepared to return to sites undergo initial and then weekly testing. All staff are tested weekly. Staff are tested at the first sign of illness. All staff are vaccinated.
Initial training provided to ensure that amplified universal precautions will be followed. Training is provided every week to accommodate returning staff. Training is provided monthly to accommodate returning and new staff. Training is provided every three months to accommodate new staff.
Drop-off and pick-up practices are revised to limit the number of adults on the premises. Modified drop-off and pick-up practices continue to limit the number of adults on the premises. Families are now able to bring children to the center and to pick them up from their classrooms. Parents can begin using family-support spaces. Pick-up and drop-off practices are totally restored. Parents can spend time in classrooms and use family-support spaces.
Enrollment management phase-in to determine which children come back first. Enrollment is increased allowing for moderate distancing. Enrollment is increased to at
least 75% and possibly 100%
Enrollment is increased to 100% and waiting lists are established.
Determine tiered operation subsidy, if needed, to accommodate the phase-in, allowing for intentional low enrollments. Determine tiered operation subsidy, if needed, to sustain program. Determine tiered operation subsidy, if needed, to sustain program.  
Classrooms should be modified to eliminate all clutter and remove all unnecessary equipment and materials, adopting disinfecting procedures of all materials and equipment on a daily basis - and throughout the day. Restore enough equipment and materials to accommodate increased enrollment and attendance. Restore enough equipment and materials to accommodate enrollment and attendance.  
Provide orientation for families to help them understand daily screening, drop-off and pick-up strategies, isolation process and expectations for children being picked up upon presenting COVID-19 symptoms, mid-day. Provide orientation for additional families to help the understand daily screening, drop-off and pick-up strategies, isolation process, and expectations for children being picked up upon presenting COVID-19 symptoms, mid-day.    

Design and deliver professional development to ALL CUNY Campus child care center staff on the following topics:

  • Universal precautions
  • Supporting children to manage loss, stress, and transition back to the Center (and other changes)
  • Supporting families who have suffered job loss, less income, substance abuse and domestic violence, relationship stress, food insecurity, etc.
  • Managing staff stress
Continue delivering professional development as needed. Continue delivering professional development as needed.
Add new relevant topics.
Continue delivering professional development as needed.
Add new relevant topics.