Reopening Plan

Naples Central School District

July 2020
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Table of Contents

Message to Parents 4

Communication and Engagement 6

Stakeholder Involvement 6
Communications Plan 6
Face Coverings and Physical Distancing 6
Plan Accessibility 7

Health and Safety 7

Capacity Assessment 7
Measures to Ensure Safety 8
Visitation to School Buildings 9
Confirmed Cases of COVID-19 9
Return to School After a Positive COVID-19 Diagnosis 10
School Safety Drills 10
Before and Aftercare Programs 11
COVID-19 Safety Coordinator 11

Facilities 11
Classroom/Workspaces 11
Restrooms 12

Standard Operating Procedures: Custodial – Maintenance 12

Supervisor 12
Cleaning & Maintenance Staff 13
Facility Considerations 13

Cleaning/Disinfecting Protocols 13
General Cleaning 13
General Disinfecting 13
General Classrooms 13
Conference Rooms 14
Lobby and Common Areas 14
Kitchen 14
Break Rooms 15
Restrooms 15

Child Nutrition 15
In Person Meals 15
Health and Safety Guidelines 16
Food Allergies 16
Hand Hygiene 16
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Cleaning and Disinfection 16
Compliance with Child Nutritional Program Requirements 16
Physical Distancing and Face Coverings in the Cafeteria 16

Transportation 17
Roles and Responsibilities 17
Density Reduction, physical distancing, Bus Capacity 17
Routing 18
Loading/Unloading & Pickup/Drop-off 18
Transporting to BOCES 18
Cleaning and Disinfecting 19
Special Education Considerations 19
Transportation Operation Center 19

Social Emotional Well-Being 20

Adult SEL & Well-Being 21

School Schedules 21

Attendance and Chronic Absenteeism 22

Technology and Connectivity 23

Devices and Internet Access 23
Multiple Ways to Participate in Learning 23

Teaching and Learning 24

Special Education 26

Bilingual Education and World Languages 28

Teacher and Principal Evaluation System 28

Certification, Incidental Teaching, and Substitute Teaching 28

Student Teaching 29
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Message to Parents

Dear Big Green Families:

Over the past two weeks, students, parents, faculty, and staff have been working hard on creating a
school reopening plan for NCS. While the process has been challenging, it has also been an opportunity to
see how much individuals care about school safety, connection, and learning in our corner of the world.

Prioritizing Parent Preference

Throughout the planning process, it has been clear that parents are in very different places when it comes
to sending their sons or daughters back to school. While some would have them return to in-person
learning tomorrow, others have indicated that they would likely withdraw their child from school if a
remote option were not provided.

Because both positions are completely understandable, we have prioritized parent preference
throughout the reopening planning process. At this point in time, our goal is to provide both a 100% in-
person learning option for some students, as well as a 100% remote learning option for others, based on
parent preference.

10 Week Learning Commitments

In order to ensure, however, that we can safely welcome all interested students back to in-person
learning, we need your help. At some point between now and next Friday (August 7), we are asking each
family to fill out a separate learning preference survey for their child or children that can be used in
creating class lists and master schedules. (Survey will be emailed to parents and made available on the
District homepage as well as social media accounts.)

Because information regarding COVID-19 continues to evolve, we recognize that the comfort levels of
families might change in the weeks and months ahead. However, we are asking that when parents submit
their surveys, they are comfortable committing to their in-person or remote learning choices for at least
the first 10 weeks of the school year. If at that point preferences have changed, we will provide
opportunities for families to modify the preferred models of learning that they initially selected.

It should also be noted that throughout the scheduling process, the return of all interested students in
grades UPK-6 to in-person learning will be prioritized. If we have to decrease the number of students we
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can welcome back to in-person learning because of limitations involving busing staffing, or space, we will
create a hybrid schedule in which grades 7-12 students only attend in-person classes 2-3 days a week.

Continuing the Conversation

We know that decisions related to school reopening this fall are difficult, emotional, and complex. If
students resume in-person learning, they will do so with daily symptom/temperature checks at home,
physical distancing, and face coverings when 6 feet of space cannot be maintained. If they choose to
participate in remote learning, they will be required to engage on a daily basis, and to meet the same
levels of rigor experienced by their peers.

If you have questions or would like additional information before completing the parent preference
survey, I would invite you to join us for a reopening presentation on Facebook Live this coming Monday
(August 3) at 6:00 p.m. Additionally, if you would like to continue the conversation, I would ask that you
register for an Elementary School Zoom meeting on Tuesday (August 4) at 3:00 p.m. or a High School
Zoom meeting on Wednesday (August 5) at 3:00 p.m. by completing a brief form emailed to parents and
made available on the District webpage as well as social media accounts. On Monday evening, I will send
out Zoom links to anyone who registers for the conversations, and look forward to having a chance to
connect.

Finally, despite our best efforts, we know that our reopening plans will continue to evolve as new
information emerges. Throughout the process, however, we promise to communicate, to ask for feedback,
and to make decisions with an understanding that each child at NCS is someone’s whole world.

Please know how much we value your partnership, and that we do not take for granted the trust and
support you have shown us in recent months.

Looking forward to connecting soon.

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Communication and Engagement
With continued uncertainty surrounding COVID-19’s spread and its impact on health and safety, it will be
more important than ever to communicate with NCS stakeholders during the reopening process. The
guidelines referenced in this plan have been developed with direct input from students, parents, faculty,
and staff, and they reflect requirements and recommendations from the Centers for Disease Control and
Prevention (CDS), the New York State Department of Health (DOH) and the needs of the Naples
community.

Stakeholder Involvement
During the reopening planning process, the Naples Central School District leveraged the collective
expertise of the school community by engaging multiple stakeholder groups. To ensure that individuals
had a chance to contribute to the plan, the District used surveys, Zoom meetings, in person gatherings,
and phone calls to solicit ideas and feedback. Throughout the planning process, the District solicited input
from the following groups to make the best decisions possible for the school community:

 Students
 Parents and Guardians
 Faculty and Staff
 Department of Health (DOH)
 School Physician
 Naples Ambulance
 Board of Education
 Administrative Team

Communications Plan
Because the District values its existing partnership with the surrounding community, the reopening
planning process has prioritized the active participation of multiple stakeholder groups. To ensure that
trust and transparency continue to define the culture that exists in Naples, two-way communication will
be critical in the weeks and months ahead. To make sure that students, parents, faculty, and staff have
relevant and up to date information, the following communication tools will be used on a regular basis:

 Blackboard Connect Email and Phone Message System

 District Webpage
 Distance Learning Portal
 Naples CSD Facebook Page
 Naples CSD Twitter Account
 Zoom and In Person Meetings
 COVID-Related Signage in All District Buildings

Face Coverings and Physical Distancing

Experts have advised that face coverings, physical distancing, hand hygiene, and respiratory hygiene play
important roles in containing the spread of COVID-19. In preparation for the reopening of school, the
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District will provide written information as well as in-person instruction for all faculty, staff, students,
and visitors that reinforces the safety protocols recommended by the CDC and the DOH. Additionally, the
District will display signage reminding individuals to follow essential health practices.

Plan Accessibility
To ensure that stakeholders have access to communications and planning documents related to COVID-
19, information will be made accessible via email, the District webpage, and social media accounts. If a
student or family member speaks a language other than English at home or has a visual and/or hearing
impairment, the District will make sure the communications are modified and shared in an appropriate
manner.

Health and Safety

The health and safety of the students and staff in the District are paramount. Health and safety
considerations will come first in decisions made and actions taken by the organization.

Whether instruction is provided in person, remotely, or through some hybrid combination, the District
has an important role to play in educating and communicating with stakeholders about the preventive
actions it will take to prevent the spread of COVID-19. Prevention is accomplished by following the
recommendations of health authorities in the following areas:

 Health Checks
 Healthy Hygiene Practices
 Physical Distancing
 Personal Protective Equipment (PPE) and Face Coverings
 Management of Ill Persons
 Cleaning and Disinfecting

Capacity Assessment

Because safety is always the District’s first priority, the health and well-being of students and adults is the
focal point of the reopening planning process. When considering in-person instruction, the organization
used the following strategies to determine potential capacity:

 Classroom measurements and the square footage of buildings to maintain appropriate physical
distancing as per current guidelines
 PPE and face covering availability for students, faculty, and staff
 Human resource availability recognizing that smaller classes will likely be needed, and that labor
shortages might be a possibility if faculty or staff members are unable to return
 Evaluation of the bus runs, available seats, drivers, and monitors needed to safely transport
students to and from school. As a part of the process, parents were surveyed to see if they might
be willing to transport their child(ren) to school each day
 Local hospital capacity (Note: The Ontario County Health Director shared that the Superintendent
of Schools would be notified if the region encountered issues related to hospital capacity -
something that has not been a problem since the onset of the pandemic.)
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Measures to Ensure Safety

 Physical Distancing: In order to reduce close contact between people, social or physical
distancing will be used whenever possible in buildings and on school buses. Learning spaces will
be modified and individuals will be expected to stay at least six feet (about 2 arms’ length) away
from other people in both indoor as well as outdoor areas to the extent practicable
 Face Coverings: When physical distancing cannot be maintained, individuals will have to wear
acceptable face coverings. However, students and staff members will be able to remove their face
coverings during meals, periods of instruction, breaks, etc. when physical distancing guidelines
can be implemented. If a student or staff member does not have a face covering, the District will
provide an appropriate covering. If a student refuses to adhere to the safety expectations outlined
for in-person learning, they will be assigned to a remote learning program. Finally, if a student has
a diagnosed medical condition that prevents wearing a face covering, his or her parents will need
to discuss an alternate method of protection with the District. Faculty and staff members should
discuss concerns for face coverings with their supervisor. (Note: Students and staff are
encouraged to wear face coverings to the greatest extent practicable, and the District will follow
the most current guidelines from the CDC and SED)
 Health Screenings: SED guidance requires that students, faculty, and staff undergo daily health
screenings. Because Health Directors strongly recommend that student daily screenings (including
temperature checks) take place before learners board a bus or arrive at school, the District will be
investing in a third party application system. Each morning, parents will need to use the
application system to address the following questions with their child(ren):
o Is your temperature above 100?
o Have you had any of the following COVID-19 symptoms in the past 14 days?
 Cough (not associated with Asthma or allergies)
 Shortness of breath or difficulty breathing
 Fever
 Chills
 Muscle pain
 Sore throat
 New loss of taste or smell
 This list does not contain all possible symptoms. Other less common symptoms have
been reported including gastrointestinal symptoms like nausea, vomiting, or
diarrhea
o Have you had a positive COVID-19 test in the past 14 days?
o Have you had close contact with a confirmed or suspected COVID-19 case in the past 14
days?
o Have you travelled to one of the states listed on New York State's travel advisory list within
the last 14 days?

Over the course of the school year, there may be times when a parent is unable to screen the health of his
or her child before he or she arrives at school. If that occurs, the District will conduct the assessment and
temperature check. If a student’s temperature is above 100, they will be sent to the nurse’s office,
potentially isolated, and their parents will be contacted. Throughout the process, student privacy will be
maintained. Additionally, although the District will not keep records of student, faculty, staff, or visitor
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health data, it will maintain records confirming that individuals were screened and the result of such
screening (E.g. Pass/Fail, Cleared/Not Cleared, etc.).

Isolation rooms will be identified in both school buildings. If a student is suspected of having COVID-19
and is awaiting transport home by a parent or guardian, they will be separated from others in the room
supervised by a trained adult utilizing appropriate PPE. If multiple students are suspected of having
COVID-19, they may be in the isolation room together if they can be separated by at least 6 feet.

 Training: Before the start of the school year, faculty and staff will be assigned online training to
cover COVID-19 related topics recommended by the CDC and the DOH. A component of the
training will involve how to better observe signs of any type of illness such as:
o Flushed cheeks
o Rapid or difficulty breathing (without recent physical activity)
o Fatigue and/or irritability
o Frequent use of the bathroom

Additionally, students will receive age-appropriate instruction on how to wear a face covering, how to
safely distance, proper hand hygiene, etc. To reinforce the information, signage will be displayed in
school buildings and on buses.

Visitation to School Buildings

To minimize the number of people entering school buildings, non-mandated meetings or visits will be
limited. Whenever possible, non-mandated meetings with parents will be conducted using phone or
video conferencing. If it is essential for a parent or a visitor to enter a school building, they will be
required to:

 Wear a face covering

 Complete a health screening
 Follow guidelines regarding physical distancing

Furthermore, the following will be used to limit contact or potential exposure to COVID-19 from visitors:

 Polycarbonate barriers in reception areas

 Removal of toys, magazines, etc. from main offices
 Limited seating in main offices
 Sanitization of writing utensils and clipboards between use
 PPE and hand sanitizer available before individuals enter

Confirmed Cases of COVID-19

If there is a confirmed case of COVID-19 at NCS, the District will immediately contact the Ontario County
Department of Health as well as its medical provider (Workfit Medical) to determine appropriate next
steps. To ensure the health and safety of students and staff, actions will involve:

 Isolating and safely removing individual(s) with a positive COVID-19 diagnosis

 Closing off areas used by individual(s) with the positive COVID-19 diagnosis
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 Increasing natural air circulation in affected areas
 Turning off HVAC services to the affected area to prevent spread
 Follow CDC and DOH recommendations for cleaning and disinfecting affected areas
 Coordinating with the DOH in notifying relevant classroom/building/district parents of the
positive COVID-19 diagnosis. (Note: Medical confidentiality will be protected and identifying
student and/or staff information will not be shared.)
 Supporting contact tracing efforts by:
o Maintaining accurate visitor logs and attendance records
o Keeping up to date class rosters and attendance records
o Creating bus and classroom seating charts
o Utilizing hallway cameras to help determine potential exposure

Return to School After a Positive COVID-19 Diagnosis

To protect the health and safety of students and staff, the District will be extremely cautious when
individuals exhibit symptoms that are consistent with COVID-19. If there is a positive diagnosis, the
District will work closely with the Ontario County Department of Health and Workfit Medical to facilitate
a safe return to school. At a basic level, students and staff must be fully recovered and meet all the
following protocol in order to return to school:

 Written clearance from a medical practitioner

 At least 10 days since symptoms began
 At least 3 days since the individual has had a fever without taking fever reducing medication (E.g.
Tylenol, acetaminophen, ibuprofen, Motrin, aspirin, etc.)
 At least 3 days since symptoms have improved (E.g. Shortness of breath, cough, etc.)

If a student or staff member is diagnosed with a medical condition other than COVID-19, the following
conditions must be met in order to return to school:

 Written clearance from a medical practitioner along with a diagnosis clearing them of COVID-19
 Fever free and feeling well for at least 24 hours without taking fever reducing medication (E.g.
Tylenol, acetaminophen, ibuprofen, Motrin, aspirin, etc.)

It should be noted that districts should not have mandatory requirements about COVID-19 testing.
Decisions about COVID-19 testing and the use of results should continue to be the prerogative of medical
practitioners.

School Safety Drills

Over the course of the year, the District will continue to conduct mandatory fire and lockdown drills to
comply with existing safety requirements. When conducting drills, however, the following considerations
will be used to minimize the potential spread of infection:

 Lockdown Drills:
o Conduct drills in settings where physical distancing and face coverings can be implemented
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o Conduct drills on staggered schedules so that physical distancing and face coverings can be
maintained
o Provide an instructional overview of how to respond in a crisis situation as opposed to
actually hiding or sheltering
 Fire Drills:
o Conduct drills on staggered schedules so that classrooms are not evacuating all at once
o Stagger drills by classrooms in order to minimize contact between students and staff in
hallways, stairwells, evacuation sites, etc.
o Provide education to all students about fire drill procedures whether they are participating
in remote or in-person instruction

Before and Aftercare Programs

For years, the District has partnered with the YMCA to provide aftercare for a small group of students.
Before resuming the aftercare program, the District will meet with the YMCA to determine whether all
reopening expectations regarding health and safety can be met.

At this point, interscholastic athletic activities in New York State have been postponed until at least
September 21. Because of these restrictions, all co-curricular activities requiring a physical presence in
school will be postponed until further notice.

Finally, to prioritize uninterrupted daily cleaning and disinfecting, District facilities will be closed to
outside groups for the time being.

COVID-19 Safety Coordinator

To ensure continuous compliance with all aspects of the District’s reopening plan, the Superintendent of
Schools or his/her designee will serve as the COVID-19 Safety Coordinator.

Facilities

When students and staff return to school buildings for in-person instruction, it will be vitally important
that physical spaces are configured and maintained in a way that provides the maximum possible
protection from spreading the coronavirus. The following are cleaning practices that will be
implemented by the District:

Classroom/Workspaces
 Clean and disinfect high touch surfaces, including, but not limited to:
o Classroom desks and chairs
o Door handles and push plates
o Bathroom faucets
o Light switches
o Shared telephones
o Shared desktops
o Shared computer keyboards and mice
 All trash receptacles emptied and trash removed from the room
 Floors swept and dust mopped
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 Floors spot mopped or full mopped
 Wipe clean: Tables, furniture and countertops
 Window in the classroom door is cleaned at minimum once per week
 Walls are spot cleaned
 Carpets are spot cleaned
 Make sure all windows are locked
 Clean/Disinfect classroom sink and toilet area, if applicable
 Vacuum carpet daily, if applicable
 Re-stock all paper and soap products
 Clean baseboards - Weekly
 Clean light fixtures - Weekly
 Replace lights (Notify custodian or maintenance)

Restrooms
 Clean and disinfect toilets, sinks and shower areas
 Wear proper PPE, avoid splashes
 Clean and disinfect high touch surfaces:
o Sinks
o Faucets
o Soap dispensers
o Drinking Fountains
o Door handles and push plates
o Light switches
o Handrails
 All trash receptacles emptied and trash removed from room
 Floors full mopped
 Clean doors and partitions in restrooms and locker rooms
 Walls are spot cleaned
 Check that toilets, faucets, and drains are working
 Check sanitary napkin boxes
 Clean exterior of dispensers
 Make sure all windows are locked
 Re-stock all paper and soap products
 Clean baseboards - Weekly
 Clean light fixtures - Weekly
 Replace lights (Notify custodian or maintenance)

Standard Operating Procedures: Custodial – Maintenance

Roles and Responsibilities

Supervisor
 Create plans per guidance
 Inventory necessary materials and supply chain for cleaning, disinfecting, and preventing spread
of disease
 Conduct a facility walkthrough to ensure that the classrooms, offices, common spaces, and the
exterior are ready for staff and students
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 Provide training to staff members on operating procedures, proper cleaning techniques, proper
use of chemicals and PPE
 Provide ongoing communication and feedback to staff
 Participate in planning meetings as needed

Cleaning & Maintenance Staff

 Maintain physical distancing as much as possible
 Wear face coverings where other physical distancing measures are difficult to maintain
 Use all chemical cleaners and disinfectants in the manner recommended by the manufacturer and
your supervisor
 Wear all required PPE when cleaning and using chemicals
 Wash hands regularly with soap and water for at least 20 seconds. If soap and water are not
readily available, use an alcohol-based hand sanitizer containing at least 60% ethanol or 70%
isopropyl alcohol

Facility Considerations
 Ensure ventilation systems operate properly and increase circulation of outdoor air as much as
possible by opening windows and doors, using fans, or other methods. Do not open windows and
doors if they pose a safety or health risk (i.e. allowing pollen in or exacerbating asthma symptoms)
to students and staff using the facility
 Take steps to ensure that all water systems and features (i.e. drinking fountains, decorative
fountains) are safe to use after a prolonged facility shutdown to minimize the risk of Legionnaires’
disease and other diseases associated with water

Cleaning/Disinfecting Protocols

General Cleaning
 Ensure all cleaning staff have been trained on any new PPE, cleaning products and techniques
 Ensure safe and correct application of disinfectants
 Ensure the facility has been cleaned/disinfected as per current NYSDOH protocols and that all
high touch surfaces are routinely cleaned/disinfected

General Disinfecting
 Clean the area or item with EPA-registered cleaner and then use EPA-registered disinfectant
 When using EPA-registered disinfectants:
o Keep surfaces wet for the entire contact time (see product label)
o Precautions such as wearing proper PPE and making sure you have good ventilation during
use of the product
o Check the label to see if your product is intended for disinfection, and ensure the product is
not past its expiration date
o Leave solution on the surface for 5-10 minutes

General Classrooms
 Disinfectant wipes will be made available upon request to faculty and staff for basic cleaning
 Trained staff will be responsible for heavier cleaning and disinfecting within classrooms
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 Frequency of room cleaning should be greater than the regular cleaning schedule

Conference Rooms
 Consider the repurposing of those room(s) and limiting their use
 Conference rooms that are used should be disinfected on a daily basis at minimum
 If a meeting is required, consider limiting in-person meetings (refer to NYS guidance), if virtual
meetings are not feasible. If staff meetings cannot be held virtually use a large enough space to
accommodate physical distancing
 If any type of meeting/training needs to occur in person, they should be conducted in an efficient
manner
 Congregating before and after meetings should be discouraged. Disinfectant wipes or spray should
be left in each conference room and employees should be encouraged to wipe down all surfaces
and equipment (i.e. mouse, keyboard, phone) touched during conference room meetings

Lobby and Common Areas

 Common areas (lobby, security check-in) should be cleaned and disinfected on a daily basis at
minimum
 Consider removal of benches, chairs, etc. from these areas to limit congregation
 Disinfect all surfaces and commonly touched equipment (i.e. check-in tablets, pens, etc.)
 Employers and employees should not provide communal meals to employees, and should not
make food available in common areas where employees may congregate
 Regulate the use of common areas with clear signage (including maximum occupancy) and
physical distancing measures in accordance with public health rules and guidelines
o Provide cleaning supplies for employees to utilize before/after they use common spaces
and contact surfaces
o Encourage staff not to congregate in common areas
o If physical distancing is not possible, then partitions can be placed between desks

Kitchen
 Kitchen areas should be cleaned and disinfected on a daily basis at minimum
 Congregating in kitchen areas should be discouraged
 Kitchen equipment should also be cleaned on a routine basis and establish a schedule for this area
(consider cleaning at least twice per day):
o Coffee machines, refrigerator handles, and the ice machine handles may be disinfected
before and after each use with cleaning supplies provided
o Water/beverage faucets that require workers to operate them with their hands may also be
disinfected before and after each use with cleaning supplies provided
o The outside of dishwashers may be cleaned daily
o All silverware and dinnerware should be cleaned in the dishwasher. This helps ensure
thorough cleaning and disinfection
o Silverware should be stored in a way so that adjacent silverware is not easily touched when
a worker is retrieving a piece of flatware
o If silverware and dishes cannot be kept clean and covered, disposable options are
recommended
o Ice machines that require a handheld scoop should not be used, as it is difficult to control
potential contamination in this case
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Break Rooms
 If possible, temporarily replace amenities that are handled with high contact frequency, such as
water coolers, coffee makers, toasters, refrigerators, and bulk snacks and replace them with
alternatives
 Use of items such as coffee makers, toasters, refrigerators, etc. by multiple people may be
discouraged. If they must be used then each person may wipe the touch surfaces with disinfectant
wipes or use a cleaning spray to wipe them off, before and after use
 Communal meals will not be provided to employees, and food will not be available in common
areas where employees may congregate
 Stagger lunch breaks to minimize occupancy in break rooms and allow for physical distancing
 Congregating in break room/kitchen areas should be discouraged
 Seating and tables should promote physical distancing
 Postings and reminders regarding proper handwashing, physical distancing, etc. may be placed in
these areas
 Cleaning and/or disinfecting supplies may be supplied in these areas

Restrooms
 Place signs asking employees to wash hands before and after using the restroom
 Consider the use of trash cans that are open at the top
 Doors to multi-stall restrooms should be able to be opened and closed without touching handles if
at all possible
 Increase efforts to keep bathrooms clean and properly disinfected
 If possible, provide paper towels in restrooms
 Disconnect or tape-off hand air dryers to reduce any potential transmission
 Place a trash can by the door if the door cannot be opened without touching the handle
 If possible, limit the amount of people that are in bathrooms

Child Nutrition

The District recognizes that a high functioning nutrition program is a key component of a successful
educational environment. Children cannot focus on learning when they are hungry. School meals boost
learning, and studies show that students perform best academically when they are well-nourished.

In Person Meals

 Elementary School: To minimize movement and close contact between students, breakfast and
lunch will be eaten in classrooms. For breakfast, interested students will receive standard pre-
packed meals. For lunch, students will pre-order their choices of a main entree from a
predetermined selection and the meals will be packed with standard sides and delivered to
classrooms.
 High School: Interested students will be offered a choice of pre-packed breakfast options upon
arrival. For lunch, students will come to the cafeteria with appropriate physical distancing
protocols put in place (E.g. Signage, floor spacing, etc.). All food options will be packaged and
plasticware will be wrapped.

For students who are participating in remote learning, the District will designate and communicate meal
pick-up times and locations for interested families.
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Health and Safety Guidelines

 Elementary School: Food Service Department staff members will be trained on the new cleaning
protocols which will include daily disinfecting of the kitchen, requirements for wearing gloves,
face masks, face shields, cleaning logs, etc.
 High School: Signage, floor markings, and barriers will be used to reinforce guidelines involving
physical distancing. Food Service Department staff will be trained on daily kitchen disinfecting,
requirements for wearing gloves, face masks, face shields, cleaning logs, etc.

Food Allergies

All students with food allergies will have a doctor’s note on file with the nursing staff. The Food Service
Department will work closely with the nurses, students, parents, etc. to ensure that all nutritional needs
and restrictions are met. To ensure health and safety, food will be prepared and labeled according to the
student’s needs, and all allergens will be noted in the Point of Sale (POS) system.

Hand Hygiene

 Elementary School: Training will be conducted for all teacher aides, monitors, and students on
proper hand washing before meals. All classrooms have sinks for handwashing in addition to
sanitizer stations. Training, signage, and supervision will also be used to discourage the sharing of
food products.
 High School: Training will be conducted on proper handwashing and sanitizer stations will be
placed before the serving line and at the entrance/exit of the cafeteria. Training, signage, and
supervision will be implemented to discourage the sharing of food products.

Cleaning and Disinfection

Training for all Food Service Department staff will occur before the start of the school year on cleaning
products and the timing of cleaning. Cleaning logs will be implemented. Scheduling of students in the
designated eating area at the High School will provide enough time in between groups to allow for
disinfecting of the serving lines. A deep clean of the kitchens will be performed daily by the maintenance
staff.

Compliance with Child Nutritional Program Requirements

As in previous years, the Food Service Department will ensure that all options on breakfast and lunch
menus meet the Child Nutritional Program requirements. Students will be offered prepacked choices, and
all food made available for off-site pick-up will contain the five components needed for reimbursable
meals.

Physical Distancing and Face Coverings in the Cafeteria

Students and staff will be required to wear masks when moving through the cafeteria line at the High
School. To enable students to remove their masks during meals, desks/tables will be set 6 feet apart from
one another in the High School Cafeteria as well as in the High School Gymnasium. Students will eat at
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their classroom desks in the Elementary School, which will be set 6 feet apart so students may safely
remove their masks during meals.

Transportation

Roles and Responsibilities

Supervisor
 Ensure employees are equipped with proper PPE and protective measures to keep them safe
 Be sure employees maintain annual training requirements. Update employees on new policies
and/or procedures adopted during COVID-19 pandemic
 Work with administrative team to develop policies for physical distancing, density reduction, bus
capacity, routing issues, cleaning and disinfection
 Enforce new policies
 Inventory and order PPE with sufficient lead time for use when schools open
 Provide access to mental health resources for transportation staff in crisis or under stress
 Review employee medical records (19a files) and accommodate (if feasible) employees with
underlying medical conditions
 Regularly inspect busses and other transportation vehicles for cleanliness (document all
cleanings/inspections via trackable log)
 Enforce and communicate the self-screening program for staff before coming to work
 Be prepared for a lack of drivers due to increased absences. Have a protocol established in
advance to address these absences
 Provide ongoing communication and feedback to staff on a regular basis
o Employees
 Self-screen before coming to work. Do not come to work if sick
 Maintain physical distancing as much as possible
 Wear an appropriate face covering that covers the mouth and nose when physical distancing
measures cannot be maintained
 Use all chemical cleaners and disinfectants in the manner recommended by the manufacturer and
your supervisor
 Wear all required PPE when cleaning and using chemicals
 Wash hands regularly with soap and water for at least 20 seconds. If soap and water are not
readily available, use an alcohol-based hand sanitizer containing at least 60% ethanol or 70%
isopropyl alcohol. Follow current rules regarding the use of hand sanitizer on buses and other
transport vehicles. Wash hands with soap and water as soon as possible

Density Reduction, physical distancing, Bus Capacity

 CDC guidelines suggest creating distance between children on the school bus when possible.
o As a density reduction strategy, seat 2 students per row, all students wearing masks.
(Source: National Council on School Facilities and Cooperative Strategies)
 This results in approximately 22 students on a 66-passenger bus
o Allow siblings or those that live in the same household to sit together
o Do not seat students directly behind the driver
 18
o Provide additional adult supervision (monitors) on buses to manage physical distancing
o Students will wear face masks while in transit
o Windows and roof hatches will be open for proper ventilation during transit
o If applicable, have an aide take student attendance on every route, every day, to and from
school. The attendance sheets should be documented in writing and retained for contact
tracing

Routing
 Develop multiple routing scenarios for administration to analyze different instructional
scheduling options
o Split sessions
o Alternating days
o Hybrid schedules – some grade levels in person learning at school buildings, other grade
levels virtual remote learning
 Utilize computerized routing programs to provide different routing scenarios and analyze
cost/feasibility
 Limit rotation of substitute drivers and aides if possible
 Limit student movement between bus routes
o Discontinue allowing students to ride different buses on different days of the week unless
parent or guardian makes plausible requests (childcare, custody arrangements)
o If possible, mirror AM and PM routes, so bus riders are the same group each day

Loading/Unloading & Pickup/Drop-off

 Seating charts will be utilized to load and unload in sequential order, to promote student safety,
etc.
 Dismissal times can be staggered to best suit district needs and to promote physical distancing
 Possible adjustments needed:
o For unloading and entry, and loading and departure
o Route timing will be affected by delayed loading/unloading processes
o All bus routes should not load/unload at the same time to maximize physical distancing of
students
o Arrival and departure activities shall be supervised to ensure physical distancing
 Consider adding bus routes to reduce load levels on buses

Transporting to BOCES
 Students being transported to BOCES will follow the same District protocols
 School Districts must keep a log of attendees on the trip in both directions from the BOCES
building. Upon request, schools may need to supply the log of passengers in addition to cleaning
logs in the event BOCES must assist in contact tracing due to exposures either at the BOCES
buildings, or during transportation
 19
Cleaning and Disinfecting
Refer to the “Cleaning” standard operating procedures guidance for further information.
 Buses and other transportation vehicles will be cleaned and disinfected daily (focus on high touch
areas) and in between runs if scheduled for multiple routes. At the end of the day clean and
disinfect the entire bus
 Daily Cleaning
o All trash removed
o Floors swept and dust mopped
o Walls and windows cleaned
 High Touch Surfaces
o Bus seats and seat backs
o Seat belts
o Door handles, handrails
o Driver operator area
 Determine who will be responsible for daily cleaning and disinfection procedures (Custodial
Maintenance, Drivers or Bus Mechanics)
 Use only cleaning and disinfecting products that are approved by the EPA. Read all labels and
follow instructions. Wear appropriate PPE (disposable gloves or any other required PPE) to clean
and disinfect
 Ensure proper ventilation during cleaning. Open windows, roof hatches, and turn fans on
 Prohibit eating and drinking on the bus
 Follow up with frequent inspections to be sure cleaning/disinfecting protocols are followed on
district owned and contracted buses
 Document and submit all cleanings/inspections (via trackable log)

Special Education Considerations

 Make sure that none of the practices/protocols employed are interfering with the students’ IEP or
504 Plan
 Collaborate with special education staff to determine best practices for face mask use, physical
distancing, and other safety considerations
 Consider alternate schedules and transport vehicles for medically fragile children
 If applicable, temperature screening for special education students by bus aides
 Increase training for bus aide staff to manage issues that arise on a bus transporting student(s)
with special needs

Transportation Operation Center

 Provide appropriate PPE and cleaning supplies to office and garage workers (i.e. face
coverings/masks, gloves, face shields)
 Provide hand sanitizer of at least 60% ethanol or 70% isopropyl alcohol. Follow current rules
regarding the use of hand sanitizer on buses and other transport vehicles
 Provide appropriate training for staff
 20
 Develop density reduction protocols to maximize physical distancing in the bus garage, office, and
dispatch areas
o Eliminate lounge areas
o Create one-way walkways
o Require appointments to see management/office staff
o Eliminate gathering at dispatch area
 Cross train staff to provide coverage in the event of absenteeism
 Limit non-essential visitors to the transportation operations center

Social Emotional Well-Being

Research supports that social and emotional learning (SEL) is fundamental to academic success and must
be the work of every faculty and staff member to prepare students for college and the workforce. The
COVID-19 pandemic has created traumatic experiences and high levels of stress for some in the District.
To support the social and emotional needs of students and staff, the following will be used in planning
and decision making:

 Ensure that the district-wide and building-level comprehensive developmental school counseling
program plan is updated under the direction of certified school counselor(s) and
reviewed/updated by the comprehensive team in response to COVID 19 and civil unrest
 Reconvene the current Advisory Council in the fall and spring, to update/inform the district-wide
and building-level comprehensive developmental school counseling program plan
 Incorporate resources and referrals to address mental health, behavioral, and emotional support
services and programs for individual students that include:
o Elementary School-Multi-Tiered Systems of Support (MTSS) meetings
o High School-Student Support Team (SST) meetings
o Referrals to mental health professionals
o Mental health staff will use other indicators, such as attendance and lack of engagement in
remote, hybrid, and in-person learning as reported by teachers/staff, to identify students
who might experience mental health issues
 Provide faculty and staff with professional development to support students with topics related to
the public health emergency and civil unrest, including coping and resilience skills. Professional
development will be provided through:
o Faculty and staff meetings
o Department and grade level team meetings
o Conference days
o Adult wellness opportunities
o Various online/in-person professional learning opportunities
o Supporting and building connections, utilizing various strategies such as restorative
practices and community/academic circles
o Multi-Tiered Systems of Support (MTSS) meetings
o New teacher mentoring
o Requested teacher coaching/consultation
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Adult SEL & Well-Being

To support the social and emotional needs of faculty and staff, the District has partnered with the Family
Counseling Service of the Finger Lakes (FCSFL) to provide an important Employee Assistance Program
(EAP). The EAP is designed to empower employees to face challenges in their lives with both support and
resiliency. FCSFL is a well-respected, not-for-profit agency that is staffed by professional, Masters-level
counselors, and it provides individual, couple, parent-child, and family sessions at no cost to employees.

School Schedules

At the Pre-K through 12 level, the District priority is to return students to in-person instruction in the
safest manner possible. However, if a family prefers remote learning for their student, the District will
develop a program in line with community need and resource capacity.

If guidance allows the District to bring back all students with limited physical distancing requirements,
traditional scheduling and schooling will resume. However, if health and safety guidelines continue to
require strict physical distancing, the District will move to a hybrid model. The District preference is
hybrid Option A, which focuses on bringing back all students in grades Pre-K through 12 by using every
available space for instruction while following health and safety guidelines. However, if the number of
students who want to attend in-person learning surpasses the maximum space capacity, the District will
move to hybrid Option B, an alternating model of in-person instruction in grades 7-12, while grades Pre-K
through 6 continue to attend every day. If hybrid Option B needs to be modified further, special emphasis
will be placed on maintaining in-person instruction at the elementary level. To accommodate this need,
the High School will make considerations related to classroom space, scheduling, course type, and course
offerings.

Option B (in–person instruction) in grades 7-12 will be scheduled alphabetically (e.g. A-L, M-Z) so that
students may attend classes on a rotating schedule (AABBB, AAABB) on the same days as siblings or
household members.

M T W R F

Hybrid Option A

Pre-K through 12 In-person In-person In-person In-person In-person

with remote with remote with remote with remote with remote
preference preference preference preference preference

Hybrid Option B

Pre-K through 6 In-person In-person In-person In-person In-person

with remote with remote with remote with remote with remote
preference preference preference preference preference

7-12 Cohort A: A-L In-person In-person Remote Remote Remote

*Shifts from AABBB to with remote with remote
AAABB every other
preference preference
 22
week so cohorts have
same amount of in-
Cohort B: M-Z Remote Remote In-person In-person In-person
person instructional with remote with remote with remote
time preference preference preference

• Select SPED, ENL, and other identified students come in every school day.

At the Pre-K through 12 level, District administrators will assign cohorts for days that are in-person to
better account for tracking in the event of exposure. The District will make reasonable efforts to ensure
that cohorts are fixed – meaning contain the same students – for the duration of the COVID-19 public
health emergency. Faculty may instruct more than one cohort so long as appropriate physical distancing
is maintained.

Schedules will prioritize limiting movement of students, with the exception of recess. At the 7-12 level,
attendance will be taken through SchoolTool for students in school and at home. Students will be
required to sign into a class to work when at home.

Attendance and Chronic Absenteeism

Research shows that in order for students to achieve academic success, consistent attendance is essential.
During the COVID-19 pandemic, school attendance continues to be a right and responsibility. The District
plans to:

 Increase school completion for all students

 Raise student achievement and close gaps in student performance
 Identify attendance patterns in order to design attendance improvement efforts
 Verify that individual students are complying with education laws relating to compulsory
attendance
 Determine the District's average daily attendance for State aid purposes

To accomplish these objectives, the District will:

 Utilize SchoolTool, the district’s student information system, as a mechanism to collect and report
daily student engagement or attendance while in a remote, hybrid, or in-person model. When
learning is hybrid/remote, this may include systems which record student
participation/engagement in asynchronous learning situations by completion of assigned tasks
o Establish clear expectations for participation in each learning model. Communicate and
reinforce to parents and students the importance of attendance in school, regardless of
setting
 Create and maintain a positive school culture that fosters daily attendance
 Carefully monitor student attendance through the student information system
o The building principals will work in conjunction with attendance clerks and school nurses
to review attendance records in order to identify and address absenteeism patterns
 Identify the causes for chronic absenteeism and implement interventions
 Implement the communication protocol below to address absenteeism:
o A BlackboardConnect call to parents of students who are absent will be made on in-person
school days. If the District does not receive a return call from parents, a personal phone
 23
call to parents will be made. Staff may reach out to individuals on the emergency contact
list for information about how to contact parents to verify that they are aware their child is
not in school
o If a student has been chronically absent (from in-person or remote learning), staff will
contact the counseling team or administration for support (i.e. administrator phone call or
home visit)
 Mail home letters to parents when the number of absences equals 7, 14, and 21 days. Attendance will be
reported as part of a student’s quarterly report cards and can be accessed through SchoolTool

Technology and Connectivity

Whether exclusively remote, fully face-to-face or offering hybrid learning experiences, technology will be
an important tool in the learning process at Naples CSD. During the spring COVID-19 closure, faculty and
staff learned to use many technology tools to deliver instruction to District students. Plans have been
made to continue many of these practices into the fall reopening.

Devices and Internet Access

The District will survey families and teachers to determine each student’s and each staff member’s level
of high speed Internet access at home. To increase connectivity, the District will:
 Provide devices to all students in grades UPK-12
 Provide devices to all staff
 Provide hotspots and wifi in school parking lots as options for students and staff who do not have
reliable Internet access at home

Multiple Ways to Participate in Learning

In cases where there is no Internet availability or cellular service, the District will provide alternative
options for students to participate in learning, including flash drives and the ability to work on devices
offline. A special emphasis will be given to:
 Providing professional development throughout the 2020-2021 school year focused on the
creation and maintenance of effective blended learning environments for both synchronous and
asynchronous settings
 Ensuring data privacy for all students following EdLaw 2D requirements
 Providing ongoing technical support throughout the year, regardless of instructional setting
 24
 Providing instruction to students to build digital fluency

Teaching and Learning

At Naples CSD, curriculum is the foundation of instructional programming. To ensure that students
graduate with the skills and confidence needed to excel in their chosen pursuits, faculty and staff will:

 Include a continuity of learning plan for the 2020-2021 school year to prepare for in-person,
remote, and hybrid models of instruction
 Include an educational program that is aligned to the New York State Learning Standards
regardless if instruction is delivered in-person, remotely, or in a hybrid model. Elementary
teachers who teach common subjects are identifying and prioritizing learning standards during
Summer 2020 professional development and High School teachers are doing so during teacher
conference days at the beginning of the 2020-2021 school year. Yearlong plans are being
developed in anticipation of a variable school year which may include in person, remote, or hybrid
learning situations, as well as intermittent switching between those scenarios
 Ensure continuity of learning expectations, regardless of the educational setting. This continuity
will be accomplished through the use of common units of study across a given grade or course,
which have been developed and aligned to New York State Learning Standards for all subjects.
Teachers will use these units and collaborate on content, skills, and assessments
 Adapt units so that students can be taught face-to-face or virtually and identify preferred
strategies which will engage them in the learning process. This will be accomplished during
professional growth opportunities
 Provide for a program that includes regular substantive interaction between teachers and
students whether delivered in-person, remotely, or through a hybrid model of instruction. Ensure
that teachers use regular feedback cycles with students to communicate about their learning. In
addition, students will have routine opportunities to interact with one another. In face-to-face and
hybrid situations, this will be accomplished through classroom discussions, individual meetings
with teachers and through ongoing, routine formative and summative feedback cycles. In a virtual
setting, this will be accomplished through synchronous and/or asynchronous communication
opportunities that will be regularly used to connect students with teachers and with each other.
The distance learning portal, Schooltool parent portal, as well as the grading and feedback tools
inherent in Seesaw, Google Classroom, SchoolTool, and Schoology, will be used to support regular
communication about student progress
 Develop equitable instruction so that whether delivered in-person, remotely, or through a hybrid
model due to a local or state school closure, there are clear opportunities for instruction that are
accessible to all students. Such opportunities must be aligned with State standards and include
routine scheduled times for students to interact and seek feedback and support from their
teachers. The District will address the need for equity by adhering to the principles of rigorous
learning for all Naples students. These include ensuring that all students have access to consistent
opportunities to work on grade appropriate assignments, strong instruction where students do
most of the thinking, deep engagement in what they are learning, and teachers who hold high
expectations for students and believe they can meet grade level standards. Specific pedagogical
practices used in both face-to-face and virtual learning environments may include, but are not
limited to, open-ended, inquiry-based learning experiences, promoting thinking through
 25
discussion and visible thinking strategies, and providing students with voice and choice in their
learning
 Create a clear communication plan for how students and their families can contact the school and
teachers with questions about their instruction and/or technology. In addition to the IT Help Desk
email communication system, a similar system for academic support will be created, streamlining
the process for students and families to receive the support they need. In addition, the distance
learning portal on the District website directs users to every classroom and teacher. At the
classroom level, educators will provide students and parents with further information to clarify
classroom procedures and expectations

Other considerations will include:

 Diagnostic assessment and progress monitoring. For students in grades K-6, locally developed as
well as standardized measures will be used to determine learning gaps. These include Fountas and
Pinnell Benchmark Assessment Systems (Reading) and aimswebPlus (Math), as well as results of
unit and lesson assessments. For students in grades 7-12, locally developed measures will be used
to determine gaps which may include unit and lesson assessments and common formative
assessments that have been developed in conjunction with common units of study
 Supporting students in learning loss. The District will use MTSS to address the learning gaps of
students resulting from the spring 2020 closure. At the Tier 1 level, elementary teachers have
adjusted their curriculum to include those concepts and skills which were to be taught during the
spring but may/may not have been learned by students. Teachers will also identify learning gaps
and interventions for all grades during weekly grade level team meetings, and at Student Support
Team meetings in grades 7-12. The MTSS model will include measures of progress (or lack
thereof) for social, emotional, and academic support. If necessary, students will be provided with
Academic Intervention Services (AIS) if determined that learning gaps cannot be addressed in the
general education classroom. These services can be provided in both face-to-face as well as
remote situations
 In preparation for the 2020-2021 school year, teams of teachers will meet to plan for instruction.
This planning includes identifying individual student needs based on spring progress. Professional
development is being offered which will increase a teacher’s ability to instruct in remote and
hybrid situations
 Parent trainings for select technological tools (See Saw, Schoology, Google Classroom, and
Schooltool) as well as online learning expectations are being planned for late summer/early fall.
This information will be offered in multiple formats (i.e. live virtual option, videos, and in-person if
CDC guidelines permit)
 Grading practices have been developed by each school building and will continue to be reviewed
throughout the 2020-2021 school year. Practices will be consistent across learning situations (i.e.
in person, remote, or hybrid). At the High School, students will be assessed on a 0-100 scale. In the
Elementary School, feedback will be provided using standards-based report cards and rubrics
 Specific facility and material plans will be developed for the following areas:
o Pre-K
o Science laboratory requirements
o Art
o Family Consumer Science (FCS)
 26
o Music
o Physical Education
o Technology
o Athletics/Extracurricular Activities
o Library/Media Center

Special Education

Special education students, their families, and their school teams faced several unprecedented challenges
during the school closure. Priority has been placed on providing continuity of learning, special education
programming and services, and access to general education and high-quality curriculum specifically
designed to meet individual students' needs and abilities.

In order to address the provision of Free Appropriate Public Education (FAPE) consistent with the need
to protect the health and safety of students with disabilities and those providing special education
services, the District will ensure the following:
 Students whose IEP indicates special programming of self-contained, 6:1:1 will attend school 5 days
weekly or in an agreed upon hybrid model as determined by the students parent/guardian in
collaboration with the District
 In addition, students whose IEP indicates 15:1 will be prioritized for in-person learning. Decisions
will be made on a student-by-student basis in collaboration with families
 Students whose IEP indicates Integrated Co taught (ICT) and/or Consultant Teacher programming
will follow the district K-12 hybrid schedule with scheduled access to special education instruction as
per IEP. Decisions will be made on a student-by-student basis in collaboration with families
 Resource Room will follow the district K-12 hybrid schedule and include both in person and remote
services. Decisions will be made on a student-by-student basis in collaboration with families
 Maximize staffing to ensure access to general education and integration opportunities in-person and
remotely
 Related services will be provided in-person, hybrid, or through remote learning. Safety guidelines will
be considered in all models. When possible, related services will be provided in classrooms to
prioritize safety and quality of service
 In the case of school closure, the remote model will provide a consistent schedule of synchronous
and/or asynchronous learning that supports the needs and abilities of individual students as per the
IEP
 Document the programs and services offered and provide this documentation to students with
disabilities and their parents
o Documentation will include:
 Utilization of Frontline (IEP Direct) progress notes and contact log
 Continue to follow goal progress monitoring (schedule and frequency) as per
individual students’ IEPS
 Maintain monitoring of goals regardless of in person, hybrid, or remote learning
models
 Provide PD for progress monitoring of goals and use of Frontline as needed
 27
 Address meaningful parent engagement in the parent’s preferred language or mode of
communication regarding the provision of services to his/her child to meet the requirements of
the IDEA
o Utilize a communication plan to both parents and students in order to provide clarity and
continuity of learning expectations. All educators will establish regular times to connect
with parents. Educators will provide parents with information about how to contact the
administration and/or teaching staff to answer questions they may have
o Regular communication with families via phone, Zoom meetings, letters, email, or other
district approved communication platforms
o Maintain schedule of team meetings, review meetings, annual reviews and reevaluation
meetings, etc. as per identified in individual students’ IEPS via Zoom whenever possible
o Conduct requested reviews and initial CSEs following State guidelines via Zoom whenever
possible
o Evaluation requests will be reviewed on an individual basis to determine if they need to be
held in person or can be completed virtually
o The district will provide training on the primary technology tools being used to support
learning as needed

 In order to provide collaboration between the committees on preschool special education (CPSE)
and committees on special education (CSE) and program providers representing the variety of
settings where students are served to ensure there is an understanding of the provision of
services consistent with the recommendations on/individualized education programs/(IEPs),
plans for monitoring and communicating student progress, and commitment to sharing resources,
the District will:
o Communicate with outside agencies, BOCES, nonpublic, private/parochial schools
regarding status of their reopening plans and impact on Naples Central School District
students attending those schools or accessing services
 Ensure access to the necessary accommodations, modifications, supplementary aids and services,
and technology (including assistive technology) to meet the unique disability related needs of
students by:
o Team meetings
o Maximize staff to ensure student access to accommodations, modifications, aids, services,
and technology
o Regular scheduled meetings of the High School Student Support Team and the MTSS team
o Student centered transition meetings in the High School and Elementary building
o Regular scheduled meetings with
 Special education teachers and Case Managers
 Psychologists and Counselors
 Related Service Providers
o Consistent scheduled parent communication at CSE and building level
o Communicate with building level teams to ensure that students have access to
differentiated and appropriate materials in any learning model (ex. access to leveled text
remotely, hands on materials at home, hard copy of material when screen not appropriate)
 28
o Students with identified accommodations and modifications to be provided according to
their section 504 plan

Bilingual Education and World Languages

Many English learners have had a significant disruption of their daily lives. These students and their
families have had to endure stressful situations. A priority must be given to ensuring that these students
receive additional support to rebalance and refocus on learning. To support English learners achieving
the same rigorous grade-level academic standards that are expected of all students, within a reasonable
period of time, the District will:

 Complete the English Language Learner (ELL) identification process within 30 school days of the start
of the school year for all students who entered during the March 2019-September 2020 timeframe.
Following this, the District will resume regulatory identification processes, which require screening
and identification to take place within ten school days after initial enrollment
 Provide all identified ELL students with regulatory services based on their English language
proficiency level as measured by the NYSITELL (new entrants) or the 2018-2019 NYSESLAT
assessment
 Communicate regularly with parents and guardians. This will include providing parents with
comprehensive opening plans and training to use the technology tools that may be used for remote
learning. Communication will be provided in the preferred language or mode of communication
 Continue to provide professional development to all teaching staff on topics related to teaching ELL
students in remote and hybrid environments
 Assessment and progress monitoring tools will be used to determine English learning loss during
COVID-19
 Utilize the District’s process for identifying and monitoring social/emotional wellbeing on all
students, including ELLs
 Determine need for technology and Internet to support home learning. Train ELL students to utilize
the specific technology tools that will be used during any remote and/or hybrid learning situations

Teacher and Principal Evaluation System

To create a learning environment in which feedback and growth are prioritized, the District will continue
to implement its currently approved Annual Professional Performance Review (APPR) plan. In the case of
remote learning, the District and the Association will adjust procedures in order to conduct mandated
formal observations of teaching staff and building principals. Throughout the process, the District will
follow relevant guidance from SED.

Certification, Incidental Teaching, and Substitute Teaching

Research has repeatedly shown that teachers have a greater impact on student learning than any other
school-related factor. With this in mind, the District Office will continuously review certifications to
ensure that students are taught by highly qualified educators. If there are times when the Superintendent
of Schools chooses to assign certified teachers to instruct a subject not covered by their certificate
(incidental teaching) to meet staffing challenges, they will make sure that individuals do not exceed ten
classroom hours per week outside of their certification areas.
 29
Furthermore, to ensure the District meets the instructional needs of all students, support staff members
will be asked to connect with learners and reinforce key academic priorities. In preparation for remote or
hybrid learning, the District will provide support staff with training and alternate schedules so that they
can effectively engage in the following:

 Conduct daily check-ins with identified students and families

 Participate in grade level virtual lessons when asked
 Provide virtual academic support to students (E.g. Book reading, homework help, etc.)
 Help identified students organize academic learning schedules and/or assignments

Student Teaching

Hosting student teachers is a priority even during the COVID-19 pandemic, as it is an opportunity to
support future educators. It is the responsibility of the student teacher to follow the CDC guidelines
inside and outside the classroom to ensure the safety of students. Throughout the process, the District
will:

 Involve student teachers in planning and curriculum instruction whether teaching remotely, in a
hybrid model, or providing in-person instruction
 Encourage student teacher participation in faculty meetings and grade level team meetings
 Provide opportunities for student teachers to collaborate with teaching colleagues
 Incorporate professional networking opportunities virtually or in-person as available for student
teachers
 Set up a school email and provide access to school network by Technology Department through
host teacher

 Benefits to Students
 Experience multiple teaching styles/co-teaching models
 Provide additional individualized support
 Innovative ideas that may build connections

 Benefits to Student Teachers

 Learn flexibility
 Opportunity to learn from experienced educators
 Engage in instruction in multiple models
 Collaborate to provide accessibility to academics through learning management systems (Google
Classroom, Schoology, Seesaw)

 Benefits to Host Teachers

 Learn new innovative ideas/programs
 Collaborate on materials and curriculum
 Rejuvenate instructional strategies
 Learn about new technology
 Provide an opportunity to pay it forward