Districtwide School Safety Plan

The 2024-25 safety plan was approved by the Board of Education on Aug. 8, 2024.

Table of Contents

• Section I: General Considerations and Planning Guidelines
• Section II: General Emergency Response Planning
• Section III: Responding to Threats and Acts of Violence
• Section IV: Communication with Others
• Section V: Prevention and Intervention Strategies
• Section VI: Recovery
• Appendix A: District Contacts and Phone Numbers
• Appendix B: Potential Hazardous Sites
• Appendix C: Communicable Disease – Pandemic Continuity of Operations Plan
• Appendix D: Emergency Remote Instruction Plan

Introduction

Emergencies and violent incidents in school districts are critical issues that must be addressed in an expeditious and effective manner. Districts are required to develop a district-wide school safety plan designed to prevent or minimize the effects of serious violent incidents, declared state disaster emergencies involving a communicable disease or local public health emergency declaration and other emergencies and to facilitate the coordination of the district with local and county resources in the event of such incidents or emergencies. The district-wide plan is responsive to the needs of all schools within the district and is consistent with the more detailed emergency response plans required at the school building level. Districts stand at risk from a wide variety of acts of violence, natural, and manmade disasters. To address these threats, the State of New York has enacted the Safe Schools Against Violence in Education (SAVE) law. Project SAVE is a comprehensive planning effort that addresses prevention, response, and recovery with respect to a variety of emergencies in each school district and its schools.

The Cambridge Central School District supports the SAVE Legislation and intends to facilitate the planning process. The Superintendent of Schools encourages and advocates on-going district-wide cooperation and support of Project SAVE.

Section I: General Considerations and Planning Guidelines

Purpose

The Cambridge Central School District district-wide school safety plan was developed pursuant to Commissioner’s Regulation 155.17. At the direction of the Cambridge CSD Board of Education, the Superintendent of the Cambridge CSD appointed a district-wide school safety team and charged it with the development and maintenance of the district-wide school safety plan.

Identification of Chief Emergency Officer

The Cambridge Central School District designates the Superintendent as the district’s chief emergency officer whose duties shall include, but not be limited to:

• Coordination of the communication between school staff, law enforcement, and other first responders;
• Lead the efforts of the district-wide school safety team in the completion and yearly update by September 1st, of the district-wide school safety plan and the coordination of the district-wide plan with the building-level emergency response plan;
• Ensure staff understanding of the district–wide school safety plan;
• Ensure the completion and yearly update of building-level emergency response plans for each school building by September 1st;
• Assist in the selection of security related technology and development of policies for the use of such technology;
• Coordinate appropriate safety, security, and emergency training for district and school staff, including required training in the emergency response plan yearly by September 15th; and
• Ensure the conduct of required evacuation and lock-down drills in all district buildings as required by Education Law section 807.

Identification of School Teams

The Cambridge Central School District has a two-tiered method of dealing with the district-wide school safety team. There are two teams:

Incident Command Team

The Incident Command Team (ICT) is a group that is activated at the building level to evaluate the situation to determine if the incident warrants further action. If the ICT assesses that further action is necessary, then they will activate the Incident Management Team. Members Include:

• Superintendent (Chief Emergency Officer)
• School Business Administrator
• District Clerk
• Secondary Principal
• Elementary Principal
• Associate Principals
• Superintendent of Buildings & Grounds

Incident Management Team

The Incident Management Team (IMT) will actually manage the incident to completion. Members of the Incident Management Team are also members of the District Wide Safety Team and Building Level Safety Team. Members include:

• Superintendent
• School Business Administrator
• District Clerk
• Secondary Principal
• Elementary Principal
• Superintendent of Buildings & Grounds
• Director of Transportation
• Bus Driver/Monitor
• One Nurse
• One Psychologist
• Elementary School Counselor
• One Secondary School Counselor
• The Cambridge-Greenwich Chief of Police
• Teachers
• Support Staff
• Parents

Concept of Operations

• The district-wide school safety plan is directly linked to the individual building-level emergency response plan to the school. Protocols reflected in the district-wide school safety plan guide the development and implementation of individual building-level emergency response plan.
• In the event of an emergency or violent incident, the initial response to all emergencies is the activation of the Incident Command Team to assess the necessity to activate the Incident Management Team.
• Upon the activation of the Incident Management Team local emergency officials are notified.
• Efforts may be supplemented by County and State resources through existing protocols.

Plan Review and Public Comment

• This plan shall be reviewed and maintained by the Cambridge Central School District Wide Safety Team and will be reviewed on an annual basis and adopted by the Board of Education on or before Sept. 1 of each year. A copy of the plan is available in the Superintendent’s office.
• Pursuant to Commissioner’s Regulation 155.17 (e)(3), this plan was made available for public comment 30 days prior to its initial adoption. The district-wide school safety plan was then adopted by the School Board after the required public hearing that provided for the participation of school personnel, parents, students and any other interested parties.
• While linked to the district-wide school safety plan, the building-level emergency response plan shall be confidential and shall not be subject to disclosure under Article 6 of the Public Officers Law or any other provision of law, in accordance with Education Law Section 2801-a. The building-level emergency response plan shall be kept confidential and shall not be disclosed except to authorized department staff and law enforcement officers.
• Full copies of the district-wide school safety plan and any amendments are submitted to the New York State Education Department within 30 days of adoption by posting this public plan on the district’s website. The building-level emergency response plan is supplied to the Cambridge/Greenwich police department, Washington County Sheriff and NYS State Police within 30 days of adoption.

Section II: General Emergency Response Planning

The district-wide school safety plan provides the framework for the building-level emergency response plan. The purpose of a uniform plan is to ensure district-wide continuity for emergency responses. These general emergency responses are used to assist school employees, students, parents and emergency responders learn one system that can be used in the Cambridge Central School District.

Identification of Sites of Potential Emergency

• The district-wide school safety plan was developed in conjunction with local officials has identified areas outside of school property that may impact a district facility during an emergency. Factors that were considered included population, presence of hazardous materials, and potential for emergency based on national trends and proximity to district property.
• A list of areas has been identified as having the potential to impact within the district. This list has been created for reference and awareness. The list is not all-inclusive for every emergency. However, these areas have been identified as having the most probable impact on district facilities or district boundaries should they have or create an emergency. A list of potential community-based hazards or emergency situations has been noted in the building-level emergency response plan
• The Incident Management Team has recognized that there are many factors that could cause an emergency within our school building. There are also factors that need to be considered when responding to an emergency. A list of potential internal and external hazards or emergency situations has been noted in the building-level emergency response plan.

Multi-hazard Response Guides

These guidelines are located in the building-level emergency response plan and are in ICS (Incident Command System) format. Plans for taking the following actions in response to an emergency where appropriate are, including but not limited to:

• Initial Actions
• Command Post Location (primary and secondary)
• Shelter in Place: Used to shelter students/staff inside the school
• Severe Weather
• Bomb Threat
• HazMat Incident
• Evacuation: Used to evacuate students/staff from the school
  • Before, during and after school hours, including security during evacuation and evacuation routes
  • Evacuation/Relocation Sites (internal and external)
• Secure Lockout: Used to secure school buildings and grounds during incidents that pose an imminent concern outside of the school
• Lockdown: Used to secure school buildings and grounds during incidents that pose an immediate threat of violence in or around the school.
• Hold in Place
• School Cancellation
• Early Dismissal

Emergencies include, but are not limited to:

• Air Pollution
• Epidemic
• Medical Emergency
• Anthrax/Biological
• Explosion
• Natural Gas Leak
• Aviation Crash
• Fire Alarm Activation
• Radiological
• Bldg. Structural Failure
• Flood
• Roof Leak/Failure
• Bomb Threat
• Heating System Failure
• School Bus Accident
• Civil Disturbance
• Hostage Situation
• Severe Weather Emergency
• Crimes Against People
• Intruder Situation
• Suicide Threat
• Earthquake
• Loss of Building
• Threats of Violence
• Elec. System Failure
• Loss of Buses
• Water Emergency
• Energy Supply Loss
• Mass Casualty

Resources

The district has identified various district resources that may be available for use during an emergency, including the identification of personnel, equipment and shelters.

Incident Command System

Using the ICS (Incident Command System) the district has identified the school officials authorized to make decisions during an emergency. Through ICS, the procedures to coordinate the use of school district resources and manpower during emergencies are clearly defined. ICS also identifies the staff members and their backups assigned to provide assistance during emergencies.

Policies and Procedures

The district has policies and procedures for annual multi-hazard school safety training for staff and students, including the strategies for implementing training related to multi-hazards. By October 1 of each school year, the superintendent provides written information to all students and staff about emergency procedures. All staff receive annual training by September 15th on the building level emergency response plan which includes components on violence prevention and mental health. New employees hired after the start of the school year receive this training within 30 days of hire or as part of the district’s existing new hire training program, whichever is sooner. The district certifies that this training is completed by October 1st every year in the New York State Education Department (NYSED) Basic Education Data System (BEDS).

The following procedures, which have been established to provide this training on an annual basis, include but are not limited to: early dismissal/go home drill, shelter-in place, hold-in-place, evacuation/fire drills, lockout, lockdown, and Incident Command System training.

Drills and Training Exercises

The district conducts drills and other training exercises to test components of the emergency response plan, including the use of tabletop exercises, in coordination with local, county, and state emergency responders and preparedness officials. A debriefing concludes each test to determine if changes to the plan are necessary.

Fire and Emergency Drills

The school district, at least once every school year, and where possible in cooperation with local county emergency preparedness plan officials, conducts one test of its emergency response procedures under its building-level emergency response plan, including sheltering, lock-down, or early dismissal, at a time not to occur more than 15 minutes earlier than the normal dismissal time.

Education Law §§ 807(1-a), 807 (b): Fire and Emergency Drills

The July 2016 amendments expanded fire drill requirements to also include emergency drills to prepare students to be able to respond appropriately in the event of a sudden emergency. The statute now requires twelve drills be conducted each school year, four of which must be lock-down drills, the remaining eight are required to be evacuation drills. There is still a requirement that eight of the required twelve drills must be completed in the first half of the school year (September 1 to December 31st).

The statute now explicitly requires schools to conduct lock-down drills, which are essential, because they prepare students and staff to respond to the highest level of threat with the most urgent action and the least margin for error. The goal is to have schools conduct drills where they immediately clear hallways, lock doors and take positions out of sight to practice their ability to put the building into a protective posture as quickly as possible. These emergency measures allow time for responding law enforcement to arrive on scene and neutralize the threat. If possible, law enforcement should be involved in the drills to help prepare students and staff for their interactions and release from lock-down by uniformed officers. However, law enforcement involvement is not required by the new legislative mandate. Other protective actions such as lock-out or shelter in place are emergency actions that are usually preceded by some degree of warning time and do not require the immediate response necessary for a lock-down. While the school should be well versed in their lock-out and shelter in place protocols, lock-down is the only type of protective action that is specifically required by the statute.

Drills should be completed on different days of the week and during different times of the school day. Drills shall be conducted in a trauma-informed, developmentally, and age-appropriate manner and shall not include props, actors, simulations, or other tactics intended to mimic a school shooting, incident of violence, or other emergency. At the time that drills are conducted, students and staff shall be informed it is a drill.

Cambridge CSD announces drills in advance to parents and the school community at the bottom of the one page school calendar.

Section III: Responding to Threats and Acts of Violence

The school refers to its Multi-Hazard Emergency Response Guides located in the building-level emergency response plan. These are reviewed by the district-wide school safety team to ensure content and consistency throughout the district. These policies and procedures are for responding to implied or direct threats of violence by students, teachers, other school personnel and visitors to the school, including threats by students against themselves, which includes suicide. The following types of procedures are addressed in the plan:

• The use of staff trained in de-escalation or other strategies to diffuse the situation.
• Informing the Superintendent or designee of implied or direct threats.
• Determining the level of threat with the Superintendent and building-level emergency response team members.
• Contacting appropriate law enforcement agency, if necessary.
• Monitoring the situation, adjusting the district’s responses as appropriate to include possible implementation of the building-level emergency response team.
• Communication with parent/guardian. When a student implies or specifically threatens self-inflicted violence including suicide, the school’s psychologists or school counselors directly contacts the respective parents/guardians.

The Multi-Hazard Emergency Response Guides in the building-level emergency response plan provide the school on the district’s policies and procedures for responding to direct acts of violence (i.e., Crimes Against Persons, Hostage Taking, Intruder and Kidnapping) by students, teachers, other school personnel and visitors to the school, including consideration of zero-tolerance policies for school violence. The following types of procedures are addressed in the plan:

• Inform the Superintendent/designee
• Determine the level of threat with the superintendent/designee and the building-level emergency response team.
• If the situation warrants, isolate the immediate area.
• Monitor the situation; adjust the level of response as appropriate; if necessary, initiate lockdown, evacuation, sheltering and/or early dismissal procedures as needed, if needed.
• Contact appropriate law enforcement agency.

NOTE: The Cambridge CSD “Code of Conduct” describes policies and procedures for responding to acts of violence by students, teachers, other school personnel and visitors to the school.

Response protocols are identified in the Building-level Emergency Response Plan in the ICS format along with definitions of ICS Roles and Responsibilities. The Multi-Hazard Emergency Response Guides address specific procedures for responding to a bomb threat, intruders, hostage takings and kidnapping.

The following protocols for appropriate responses to emergencies are provided as examples of responses to bomb threats, hostage takings, intrusions and kidnappings:

• Identification of decision-makers.
• Plans to safeguard students and staff.
• Procedures to provide transportation, if necessary.
• Procedures to notify parents.
• Procedures to notify media.
• Debriefing procedures.

The district has established policies and procedures to contact parents, guardians or persons in parental relation to the students in the event of a violent incident or an early dismissal. In the Cambridge Central School District the following communication methods are taken:

• For small-scale incidents, school personnel directly call the parents/guardians of all students directly impacted by any acts of violence. All other parents/guardians receive an informational letter. The Incident Management Team is activated and available. If needed, as needed, community meetings are scheduled in a timely manner for further discussion.
• For any major incident, the district works with the media (TV, radio) to relay pertinent school related information (i.e., how and where parents can be reunited with children, etc.) It is unfortunate, but important to remember that major emergencies can quickly tie up phone lines with incoming and outgoing calls and roads can be quickly blocked by the traffic of emergency vehicles, concerned parents and community members. School personnel directly call the parents/guardians of all students directly impacted by any acts of violence. All other parents/guardians receive an informational letter. Community meetings are scheduled in a timely manner, when further discussion/explanation is necessary.
• Cambridge CSD has adopted a Workplace Violence Prevention Policy Statement and a Workplace Violence Prevention Program, which enables employees to report incidents of targeted workplace violence.

Section IV: Communication with Others

The Districtwide School Safety Plan provides the framework for the Building-level Emergency Response Plan.

The Cambridge CSD is fortunate to have substantial ties to the community of Cambridge and Washington County. If there were to be an emergency within our facility, that facility would call 911 for emergency assistance. If involvement is needed from other local government agencies, then the Superintendent or designee would act as the contact person. Additional procedures for communications can be found in the Building-level Emergency Response Plan including local emergency contacts and phone numbers, and the NYS/BOCES Communication Flow Chart. These contacts are provided to the school for obtaining assistance during emergencies from emergency services organizations and local government. The following examples are the types of arrangements that could be used by the district:

• Superintendent (IC-Incident Commander or backup IC) in an emergency would contact the county dispatch center for fire, EMS, or police by calling 911.
• Superintendent (IC or backup IC) contacts the highest-ranking local government official for notification and/or assistance.

Arrangements for obtaining advice and assistance from local government officials including the county or city officials responsible for implementation of Article 2-B of the Executive Law is carried out through the protocols established in the NYS/BOCES Communication Flow Chart. The following are examples of the types of arrangements that could be used by the district during county-wide emergencies:

• Superintendent (IC or backup IC) in an emergency contacts the Washington County Emergency Management Coordinator and/or the highest-ranking local government official for obtaining advice and assistance.
• The district has identified resources for an emergency from the following agencies: Cambridge-Greenwich Police, Washington County Civil Defense Office, American Red Cross, Washington County Emergency Services Office, New York State Police, Washington County Sheriff, Washington County Mental Health Office and the Capital Region Health/Safety/Risk Management Office.
• If the emergency is within the school district boundaries and has the potential to impact the surrounding community, the Superintendent or designee notifies the appropriate local officials (Example: Mayor, Highway Dept., and Village and Town Highway Departments). Likewise, should there be an emergency within the community that has the potential to impact the school, the Superintendent should be notified immediately.

If there is a disaster within the district that has the potential to impact other educational agencies within the district boundaries, the Chief Emergency Officer activates a robocall system to inform all necessary parties.

Along with the phone tree, the district also maintains the following information about each educational agency located in the confidential, Building-level Emergency Response Plan:

• School population
• Number of staff
• Transportation needs
• Business and home telephone numbers of key officials of each such educational agency

Section V: Prevention and Intervention Strategies

The Districtwide School Safety Plan provides the framework for the Building-Level Emergency Response Plan.

The district has developed policies and procedures related to school building security, including, where appropriate: visitor sign-in and badge procedures, employee badges, security film and other security procedures.

The Cambridge Central School District has implemented procedures for the dissemination of informative materials regarding the early detection of potentially violent behaviors, including, but not limited to: the identification of family, community and environmental factors to teachers, administrators, parents and other persons in parental relation to students of the school district or board, students and other persons deemed appropriate to receive such information. The district has and continues to participate in programs such as: child abuse and prevention workshops, programs designed to provide staff on how to identify potentially violent behaviors and other risk factors. The district additionally employs school psychologists, school counselors, special education staff and a school nurse who are instrumental in assisting the district in identifying early warning signs in students, early intervention/prevention strategies and the development of violence prevention instruction for staff.

Appropriate prevention and intervention strategies includes:

• Collaborative agreements with state and local law enforcement officials designed to ensure that school safety officers and other security personnel are adequately trained including being trained to de-escalate potentially violent situations
• At the discretion and approval of the Board of Education and local law enforcement, the consideration of a School Resource Officer
• Non-violent conflict resolution training programs

The district has created and supported strategies for improving communication among students and between students and staff and reporting of potentially violent incidents, such as the establishment of:

• Conflict resolution;
• Creating a forum or designating a mentor for students concerned with bullying or violence, establishing reporting mechanisms for school violence;

The Administration has descriptions of duties, hiring and screening process.

Section VI: Recovery

Recovery addresses the help needed for all involved to heal and to restore the school community to “normal” operations. The District Plan supports the school building plan by deploying district resources that support the school’s building-level emergency response team and the post-incident response team.

Recovery plans include mental health/emotional recovery, academic, physical and business recovery, and can continue long after the actual emergency. The District has school counselors and school psychologist resources and support systems. The District has the ability to coordinate with school, local, Warren-Washington County and State disaster mental health services. The District’s role with mental health services includes looking at the school culture and climate, providing student access to services and following threat assessment procedures.

District Support

The Building-level Emergency Response Plan provides resources for supporting the building-level emergency response team and post-incident response team. The district’s Incident Command System (ICS) identifies back-ups to relieve team members. This provides team members the opportunity to rotate personnel, to fill in if assigned personnel are unavailable and to debrief in a supportive environment.

The district realizes that some emergencies may overwhelm an individual school’s ability to manage an extreme crisis. If/when the school is faced with an emergency such as threats of violence or actual violent incidents; the district-wide school safety team assists as follows:

• Acting as a sounding board regarding the implied or direct threats and/or violent acts.
• Assisting in determining the level of threat and appropriate response.
• Monitoring the situation and adjusting the district’s response as appropriate.
• Assisting with parent/guardian, faculty/staff, and media communication.
• Assisting with coordinating building and grounds security in conjunction with local and State Police.
• Assisting with offering a backup post-incident response team (i.e., another school district’s team and/or an outside group) as needed, if needed.
• Offering debriefing sessions as needed working in conjunction with local, Washington County and/or State emergency responders.

Disaster Mental Health Services

If/when a building-level emergency response team or post-incident response team is faced with an emergency that may overwhelm the school’s ability to manage an extreme crisis, the district-wide school safety team assists as follows:

• Activating the district-wide post-incident response team. The district has three school counselors, two school psychologists, and two school nurse who have local connections to:
  • Neighboring school districts
  • Washington County Department of Mental Health
• Offering district support and looking for continued feedback from those directly impacted during the incident, with projected plans to assist if needed during heightened stressful times such as a re-occurrence of a similar event and anniversaries of the original event.
• Assisting with parent/guardian, student, and faculty/staff debriefing and/or post-incident crisis intervention. The debriefing is also used in part to evaluate the district’s plan for possible revisions. If needed, assisting in contacting additional outside mental health resources such as the National Organization for Victim Assistance (1-800-try-nova; www.trynova.org).
• Assisting the schools with written statements going out to faculty/staff, parents/guardians, press releases and media requests through the district’s Public Information Officer.

The district supports the recovery phase and reevaluates current multi-hazard and violence prevention practices and school safety activities.

Appendix A: District Buildings, Contacts and Phone Numbers

The addresses and phone contacts for each district building are:

District Office/Bus Garage

58 South Park St.
Cambridge, NY 12816

Ken Facin
Interim Superintendent
518-677-2653, ext. 1014

Elementary and Junior/Senior High School

24 South Park St.
Cambridge, NY 12816

Kathleen Skellie
Elementary Principal
518-677-8527, ext. 1433

Caroline Goss
High School Principal
518-677-8527, ext. 1411

Appendix B: Identification of Potential Hazardous Sites

Community Based List

A list of areas have been identified as having the potential to impact within the district. This list was created for reference and awareness. It is not all-inclusive for every emergency. However, these areas have been identified as having the most probable impact on district facilities or district boundaries should they have or create an emergency. A list of potential community-based hazards or emergency situations has been noted in the building-level emergency response plan.

School Based List

The district team has recognized that there are many factors that could cause an emergency within our school building. There are also factors that need to be considered when responding to an emergency. A list of potential internal and external hazards or emergency situations has been noted in the building-level emergency response plan.

Appendix C: Communicable Disease – Pandemic Continuity of Operations Plan

This Continuity of Operations Plan (plan) has been developed to meet the requirements of subsection (2)(m) of Education Law §2801-a which requires public employers to prepare a plan for the continuation of operations in the event that the Governor declares a public health emergency involving a communicable disease. This plan is built upon the components of the Districtwide School Safety and the Building-Level Emergency Response Plan(s). The Plan includes elements of COVID-19 Reopening Plan and will be updated regularly to reflect current guidance and best practices. The Districtwide School Safety Team assumes responsibility for development and compliance with all provisions of this plan and implementation at the building level through the Building-Level Emergency Response Team.

The Cambridge Central School District will work closely with the Washington County Department of Health to determine the need for activation of this plan. The district will report suspected and confirmed cases of communicable diseases (e.g., influenza, coronavirus, etc.) on the monthly Communicable Disease Report, (DMS-485.7/93; HE-112.4/81) and submit it to the local health department. Depending on the severity of the disease, the district may be required to report information more frequently and in another format (i.e., daily for COVID-19).

The local health department will monitor county-wide communicable disease cases and inform school districts as to appropriate actions.

When this plan is activated, the Districtwide School Safety Team may invite additional people to the meetings to aid in the planning efforts:

• District Medical Director/Physician
• School nurse(s)
• Technology Director
• Business Official
• Facility Director
• Food Service Director
• Transportation Coordinator
• Public Information Officer

Communication with parents, students, staff, and the school community is important throughout a pandemic outbreak. Communication methods will include postings to the district website, general mailings, email, social media, school communication apps, and the public media. The district Superintendent has been designated to coordinate this effort. Communications will work closely with the Technology Director to ensure proper function of all communication systems.

Essential Positions/Titles

The district has developed this plan to prepare for any future government ordered shutdowns that may occur, similar to the coronavirus shutdown in the spring of 2020. Attachment 1 includes a list of essential positions that would be required to be on-site or in district to continue to function as opposed to those positions that could work remotely. The list includes:

• Title – a list of positions/titles considered essential (i.e., could not work remotely) in the event of a state-ordered reduction of in-person workforce.
• Description – brief description of job function.
• Justification – brief description of critical responsibilities that could not be provided remotely.
• Work Shift – brief description of how work shifts of essential employees and/or contractors will be staggered in order to reduce overcrowding in the district.
• Protocol – how precise hours and work locations, including off-site visits, will be documented for essential employees and contractors.

Working/Learning Remotely

The District will assess devices and technology needs of all non-essential employees and contractors in order to enable telecommuting.

Options for assessing district needs include stakeholder meetings or surveys to determine:

• Who will need devices and/or peripherals at home,
• What programs will need to be added to these devices, and
• The availability of viable existing at-home Internet service.

The information from these surveys will be used to determine what items need to be purchased, which programs need to be installed on devices and if appropriate Internet bandwidth can be provided to those in need

Reducing Risk

Depending on the exact nature of the communicable disease and its impact, the district is prepared to use the strategies below to reduce traffic congestion and maintain social distancing:

• Limiting building occupancy to 25%, 50% or 75% of capacity or the maximum allowable by state or local guidance.
• Forming employee work shift cohorts to limit potential contacts.
• Limit employee travel within the building and/or between buildings.
• Limit restroom usage to specific work areas.
• Stagger arrival and dismissal times.
• Alternate work-days or work weeks.
• Implement a four-day work week.
• Limit or eliminate visitors to the building.

The district may need to include additional strategies based on updated federal, state, and local guidance.

Personal Protective Equipment (PPE) and Face Coverings

The district will procure a six-month supply of face coverings and PPE required for essential work tasks. Disposable PPE will be provided in quantities of at least two pieces per work day.

• N-95: Nurses/Nurses’ Aides; Cleaners/Custodians (based on disinfectants used)
• Face Shields: Nurses/Nurses’ Aides; Special Education
• Gowns: Nurses/Nurses’ Aides; Special Education
• Gloves: Nurses/Nurses’ Aides; Special Education; Cleaners/Custodians; Maintenance/Mechanics
• Cloth Face Coverings*: All faculty, staff and students

*OSHA does not consider cloth face coverings to be personal protective equipment because their capability to protect the wearer is unknown. However, cloth face coverings are important as a source control for COVID-19 and provides some protection to the wearer. As such, OSHA strongly encourages workers to wear face coverings.

Those individuals that are required to wear N-95 respirators will be fit-tested and medically screened prior to use to ensure they are physically able to do so.

The use of cloth face coverings to reduce the spread of communicable diseases is important to the health and safety of faculty, staff and students. Cloth face coverings are meant to protect other people in case the wearer is unknowingly infected (asymptomatic) and are essential when physical distancing is difficult. Information will be provided to faculty, staff and students on proper use, removal, and cleaning of cloth face coverings. All faculty, staff and students will be encouraged to utilize their own personal face coverings but the district will secure and provide face coverings as needed.

PPE and face coverings will be stored in a manner which will prevent degradation. These supplies will be monitored to ensure integrity and track usage rates.

Continuity of Operations

Continuity of operations could be severely impacted by a loss of staff. The table below describes the procedures for maintaining essential functions and services by planning for backup personnel.

Role/Topic	Task	Backups
Overall Operations	Have decision-making authority for the district. Make district policies and procedures to reflect crisis response.	Those listed below are assigned to this role: Superintendent Business Official
Business Office	Maintain overall function and facilities operation. Review essential functions and responsibilities of back-up personnel. Monitor utilization of supplies, equipment, contracts, and provided services and adjust as necessary	Purchasing: Accounts Payable Clerk Payroll: Payroll Clerk Insert additional functions: District Clerk School Business Administrator
Facilities	Keep the Business Office informed of staffing issues and of the point at which buildings can no longer be maintained Provided building administrators with procedures for maintaining essential building functions (e.g., HVAC system operation, alarms, security, etc.) along with a list of telephone numbers of outside companies and alternates for repair and maintenance of these systems Meet with staff and monitor their ability to maintain essential function	Head Maintenance Mechanic Night Custodial Supervisor
Human Resources	Monitors absenteeism and ensures appropriate delegation of authority Work with bargaining units to develop the plan for emergency use of personnel in non-traditional functions and changes in the normal work-day such as alternate or reduced work hours, working from home, etc.	Recruitment/Staffing: Superintendent School Business Administrator Building Principals Workplace Safety: Superintendent School Business Administrator Building Principals Training: Superintendent School Business Administrator Building Principals Labor Law Compliance: Superintendent School Business Administrator Building Principals Compensation Planning: Superintendent School Business Administrator Building Principals
Continuity of Instruction	Implemented in the event of significant absences or school closure. Alternate learning strategies will include: Hard copy, self-directed lessons Use of mobile media storage devices for lessons (CDs, Jump Drives, iPads) Online instruction; on-line resources; on-line textbooks Communication modalities for assignment postings and follow-up: telephone; Postal Service; cell phone, voicemail, text messages; e-mail; automated notification systems; website postings	N/A

Response

The Districtwide School Safety Team will meet to determine the need for activation of a pandemic response based on internal monitoring and correspondence with the local health department and other experts.

• The Incident Command Structure at both the District and Building level will be informed that the response effort has been enacted. These individuals will meet to discuss the plan’s activation and review responsibilities and communication procedures.
• Communications will work closely with the Informational Technology Department to re-test all communication systems to ensure proper function. The District-wide School Safety Team and Building-Level Emergency Response Teams will assist in this effort.
• An alert will be sent to the school community upon activation of this plan. The communication will be based on the latest information from federal, state and local health authorities.
• If the decision is made to close a school building, the district will notify the NYS Education Department and District Superintendent.

The district will assign a communicable disease safety coordinator for the district, whose responsibilities include continuous compliance with all aspects of the district’s reopening plan and any phased-in reopening activities necessary to allow for operational issues to be resolved before activities return to normal or “new normal” levels. The coordinators shall be the main contact upon the identification of positive communicable disease cases and are responsible for subsequent communication. Coordinators shall be responsible for answering questions from students, faculty, staff, and parents or legal guardians of students regarding the public health emergency and plans implemented by the school.

Hand Hygiene

Faculty, staff, and students will be trained on proper hand hygiene. Information will be provided to parents and/or legal guardians on ways to reinforce hand hygiene at home. The district will provide stations around the school buildings:

• For hand washing: soap, running water, and disposable paper towels.
• For hand sanitizing: an alcohol-based hand sanitizer containing at least 60% alcohol for areas where hand washing facilities may not be available or practical.
• Accommodations for students who cannot use hand sanitizer will be made.

Communicable Disease Exposures

The district must be prepared for communicable disease outbreaks in their local communities and for individual exposure events to occur in their facilities, regardless of the level of community transmission. The Centers for Disease Control and Prevention (CDC) and New York State Department of Health (NYSDOH) have provided recommendations for strategies to follow after an exposure:

• Close off areas used by a sick person and not using these areas until after cleaning and disinfection has occurred;
• Open outside doors and windows to increase air circulation in the area.
• Wait at least 24 hours before cleaning and disinfection. If waiting 24 hours is not feasible, wait as long as possible;
• Clean and disinfect all areas used by the person suspected or confirmed to have a communicable disease, such as offices, classrooms, bathrooms, lockers, and common areas.
• Once the area has been appropriately cleaned and disinfected it can be reopened for use.
• Individuals without close or proximate contact with the person suspected or confirmed to have a communicable disease can return to the area and resume school activities immediately after cleaning and disinfection.
• If more than seven days have passed since the person who is suspected or confirmed to have a communicable disease visited or used the facility, additional cleaning or disinfection is not necessary, but routine cleaning and disinfection should continue.

Contact Tracing

The district will notify the state and local health department immediately upon being informed of any positive communicable disease diagnostic test result by an individual within school facilities or on school grounds, including students, faculty, staff, and visitors of the district.

Districts may assist with contact tracing by:

• Keeping accurate attendance records of students and staff members
• Ensuring student schedules are up to date
• Keeping a log of any visitor which includes date and time, and where in the school they visited
• Assisting the local health departments in tracing all contacts of the individual in accordance with the protocol, training, and tools provided through the NYS Contact Tracing Program

The district, in consultation with the local health department, will determine what process will be followed when communicable disease cases are discovered in the school (e.g., how many individuals will be quarantined, closing of areas or classrooms, etc.).

Confidentiality must be maintained as required by federal and state laws and regulations. School staff should not try to determine who is to be excluded from school based on contact without guidance and direction from the local health department.

Returning after Illness

The district has established protocols and procedures, in consultation with the local health department(s), about the requirements for determining when individuals, particularly students, who screened positive for communicable disease symptoms can return to the in-person learning environment at school. This protocol includes:

• Documentation from a health care provider following evaluation
• Negative diagnostic test result as per the communicable disease identified (e.g. COVID-19)
• Symptom resolution, or if positive for a communicable disease, release from isolation

The district will refer to the NYSDOH’s “Pre-K to Gr 12 COVID-19 Toolkit” and other applicable guidance regarding protocols and policies for faculty, staff, and students seeking to return to work after a suspected or confirmed communicable disease case or after the faculty or staff member had close or proximate contact with a person with a communicable disease. Or any future guidance on future possible pandemic outbreaks.

The district requires that individuals who were exposed to a communicable disease complete quarantine and have no symptoms before returning to in-person learning. The discharge of an individual from quarantine and return to school will be conducted in coordination with the local health department.

Cleaning/Disinfecting

The district will ensure adherence to hygiene and cleaning and disinfection requirements as advised by the CDC and NYSDOH, and other guidance, as applicable.

Attachment 2 describes cleaning and disinfection protocols and procedures for the district. Regular cleaning and disinfection of the facilities will occur, including more frequent cleaning and disinfection for high-risk and frequently touched surfaces. This will include desks and cafeteria tables, which will be cleaned and disinfected between each individual’s use. Cleaning and disinfection will be rigorous and ongoing and will occur at least daily, or more frequently as needed.

The district will ensure regular cleaning and disinfection of restrooms. Restrooms will be cleaned and disinfected more often depending on frequency of use.

The school district has determined employee policies for available leave in the event of the need of an employee to receive testing, treatment, isolation, or quarantine. These policies are consistent with existing federal, state, or local law, including regarding sick leave or health information privacy.

Housing for Essential Employees

The school district, in coordination with the local health department, will determine when the emergency housing of essential workers is necessary. Essential workers who will be required to use emergency housing will be identified.

Recovery

Re-establishing the normal school curriculum is essential to the recovery process and should occur as soon as possible. The district will:

• Work toward a smooth transition from the existing learning methods to the normal process.
• Use the described communication methods to keep the school community aware of the transition process.
• Work closely with the New York State Education Department to revise or amend the school calendar as deemed appropriate.
• Evaluate all building operations for normal function and re-implement appropriate maintenance and cleaning procedures.

Each Building-Level Post-incident Response Team will assess the emotional impact of the crisis on students and staff and make recommendations for appropriate intervention. The District-Wide School Safety Team and Building-Level Emergency Response Teams will meet to de-brief and determine lessons learned with input from all essential functions. The District-Wide School Safety Plan and Building-Level Emergency Response Plans will be updated accordingly.

Curriculum activities that may address the crisis will be developed and implemented.

Attachment 1 – Essential Positions

Title	Description	Justification	Work Shift	Protocol
Superintendent	Chief School Officer	Required to ensure continuity of the response efforts and daily operations.	Daily	Work on site within a separate, isolated office space.
Central Administration	School Business Administrator	Required to ensure continuity of the response efforts and daily operations.	Daily	Work on site within a separate, isolated office space.
Central Office Clerical Support	Central Office Staff	Required to ensure continuity of the response efforts and daily operations.	Daily on a rotating schedule to reduce the number of people in the office spaces.	Work on site within a separate, isolated office space.
Building Administrators	Building Principals and Associate Principals	Required to ensure continuity of the response efforts and daily operations.	Daily on a rotating schedule	Work on site within a separate, isolated office space.
Building Clerical Support	Principal and Associate Principal Secretaries, Guidance Secretary, Special Education Secretary, Registrar, Attendance Clerks	Required to ensure continuity of the response efforts and daily operations.	Daily on a rotating schedule to reduce the number of people in the office spaces.	Work on site within a separate, isolated office space.
Facilities Director	Director of Custodians, maintenance mechanics/workers, and grounds	Required to ensure continuity of the response efforts and daily operations.	Daily	Work on site with additional safety protocols and personal protective equipment (PPE).
Facilities Services	Custodians, maintenance mechanics/workers, and grounds	This group is needed to maintain the cleanliness and the continued functioning of the buildings and grounds.	Staggered to maintain building functions and to decrease number of staff in the building at any given time.	Work on site with additional safety protocols and personal protective equipment.
Transportation Director	Directs drivers, mechanics, cleaners and aides	Required to ensure continuity of the response efforts.	Daily	Work on site within a separate, isolated office space.
Transportation	Drivers, mechanics, cleaners and aides	To transport food and/or instructional materials to students at home, and/or to transport students in the event they are attending in person instruction.	As required according to our remote learning plan.	As required according to our remote learning plan.
Food Service Director	Directs food service processors	Required to ensure continuity of the response efforts.	Daily	Works in the food service area according to our remote learning plan with appropriate safety protocols and necessary PPE.
Food Service	Food service processors	Required to ensure continuity of food delivery service to students during the duration of the pandemic.	Daily	Works in the food service area according to our remote learning plan with appropriate safety protocols and necessary PPE.
Communications	Superintendent	Required to ensure continuity of the response efforts.	Daily	Work on site within a separate, isolated office space.
Technology	Technology Director	This person is responsible to maintain the Internet capabilities of the district including remote learning and those employees who would be working remotely	Daily	Work on site within a separate, isolated office space.
Instructional Programs (Including Special Education)	Teachers, Teaching Assistants, Teacher Aides, Special Education Related Services	To continue the process of educating students in either a remote or blended capacity.	Daily	Work from home, or in isolated areas with appropriate PPE as necessary.

Attachment 2 – Cleaning and Disinfection Protocols and Procedures*

Room Types/Areas	Cleaning Frequency	Disinfection Frequency	Responsible Party	Additional Information
Classrooms	Daily	Daily	Custodial staff; staff and teachers	Doors, desks, chairs and floors
Restrooms	2x daily	2x daily	Custodial staff	Doors and sinks will be done twice daily. Floors will be done once daily.
Health Offices/Isolation Rooms	Various	Various	Nursing staff; Custodial staff	Cots, bathrooms and health office equipment will be cleaned after each use. Floors will be done once daily.
Breakrooms	Daily	Daily	Custodial staff	Doors, tables, chairs and floors
Cafeterias/Kitchens	Various	Various	Custodial staff; staff and teachers	Tables and chairs will be cleaned/disinfected in between each group’s use. Floors will be spot moped daily and machine cleaned once per week.
Outside Seating Areas	Various	Various	Custodial staff; staff and teachers	Tables and chairs will be cleaned/disinfected in between each group’s use. Floors will be done once daily.
Computer Labs	Various	Various	Custodial staff; staff and teachers	Equipment to be cleaned/disinfected between each use. Doors, tables, chairs and floors will be done once daily.
Science Labs	Daily	Daily	Custodial staff; staff and teachers	Equipment to be cleaned/disinfected between each use. Doors, tables, chairs and floors will be done once daily.
Maintenance Office and Work Areas	Daily	Daily	Custodial staff	Doors, desks, chairs and floors
Bus Garage	Daily	Daily	Custodial staff	Bathroom, doors, desks, chairs and floors
Libraries	Daily	Daily	Custodial staff; Librarians	Equipment to be cleaned/disinfected between each use. Doors, tables, chairs and floors will be done once daily.
Playgrounds	As needed	N/A	Custodial staff	N/A
School Buses	Daily	Daily	Transportation staff	High contact spots will be cleaned after the morning (AM) runs and cleaned/disinfected after the afternoon (PM) run.
School Vehicles	After each use	After each use	Cleaned by custodial or transportation staff	N/A
Administrative Offices	Daily	Daily	Custodial staff	Doors, desks, chairs and floors
Large Meeting Areas (e/g/ gyms, auditoriums, music rooms)	Daily	Daily	Custodial staff	N/A
Athletic Training Rooms, Locker Rooms	Daily	Daily	Custodial staff/others by plan	N/A
Frequently touched surfaces (e.g., doorknobs, light switches, elevator buttons, copy machine buttons, handles, etc.)	2x daily	2x daily	Custodial staff & student work program (life skills)	N/A
Shared frequently touched surfaces (e.g., keyboards, desks, phones, laptops, tablets, remote controls, etc.)	After each use	After each use	Staff using shared surfaces	N/A
Shared equipment (e.g., hand tools, facilities equipment, grounds keeping equipment, golf cart, etc.)	After each use	After each use	Staff using equipment	N/A

*Only district approved chemicals will be used.

Appendix D: Emergency Remote Instruction Plan

This appendix addresses the 2022-2023 amendments of Sections 100.1, 155.17, and 175.5 of the Regulations of the Commissioner of Education Relating to Remote Instruction and its Delivery under Emergency Conditions, and the amendments of Sections 200.7, 200.16, and 200.20 of the Regulations of the Commissioner of Education Relating to Remote Instruction and its Delivery Under Emergency Conditions and Length of School Day for Approved School-Age and Preschool Programs Serving Students with Disabilities

Introduction

The Cambridge Central School District developed the following Emergency Remote Instruction Plan to address the instruction of students if extraordinary circumstances prevent students and staff from physically attending school. The Emergency Remote Instruction Plan meets the requirements of New York State Education Commissioner’s Regulations for inclusion in the 2023-2024 District-Wide School Safety Plan. Additionally, the plan adheres to guidance set forth in the following Board of Education policies: 4526 Computer Use in Instruction; 5300 Code of Conduct; 5300.25 Student Dress Code.

Background Information

The NYS Education Department (NYSED) authorized a “snow day pilot” program during the COVID-19 pandemic 2020-2021 and 2021-2022 school years. This program allowed school districts to deliver instruction remotely on days in which they would otherwise have closed due to an emergency.

To give districts greater predictability, in September 2022, the NYSED Board of Regents amended section 175.5(e) of the Commissioner’s regulations to codify this flexibility. Districts that would otherwise close due to an emergency may, but are not required to, remain in session and provide instruction through remote learning and count these instructional days towards the annual hours requirement for State Aid purposes. Instruction must be provided to all students and be consistent with the definition of remote instruction, as explained below. In addition, beginning with the 2023-2024 school year, such instruction must be consistent with the school district’s Emergency Remote Instruction Plan.

NYSED also amended section 155.17 of the Commissioner’s regulations to require public schools, BOCES, and county vocational education and extension boards amend their District-wide School Safety Plans to include plans for remote instruction beginning with the 2023-2024 school year. This gives the public an opportunity to provide feedback on such plans for remote instruction prior to their adoption. The Emergency Remote Instruction Plan must include the methods that the school district will ensure the availability of: devices; internet access; provision of special education and related services for students with disabilities; the expectations for time spent in different remote modalities.

Such plans also require that each chief executive officer of each educational agency located within a public school district report information on student access to computing devices and access to the internet each year.

NYSED additions to section 100.1 of the Commissioner’s regulations define the term “remote instruction.” This definition identifies various ways in which remote instruction may be delivered, but which must include, in all situations, regular and substantive teacher-student interaction with an appropriately certified teacher.

The NYS Board of Regents adopted the amendments noted above that became effective as a permanent rule on September 28, 2022.

Sections 200.7, 200.16, and 200.20 of the Regulations of the Commissioner of Education were amended, and became effective September 13, 2022, and December 12, 2022, as an emergency action for the preservation of the general welfare to permit approved special education providers to provide remote instruction in the 2022-2023 school year on days they would otherwise close due to an emergency and to count such instructional days towards 14 minimum requirements and to identify the ways in which such remote instruction may be delivered. These amendments relate to remote instruction and its delivery under emergency conditions for students in approved private schools for the education of students with disabilities, state-supported schools, state-operated schools, and approved preschool special education programs. These updated regulations now provide the same flexibility for remote instruction under emergency conditions that was given to school districts. The effective date of the final rule was January 25, 2023.

Remote Instruction

The Commissioner’s regulations define remote instruction as “instruction provided by an appropriately certified teacher, or in the case of a charter school an otherwise qualified teacher pursuant to Education Law §2854(3)(a-1), who is not in the same in-person physical location as the student(s) receiving the instruction, where there is regular and substantive daily interaction between the student and teacher.” For the purpose of this plan, remote instruction means the instruction occurring when the student and the instructor are in different locations due to the closure of one or more of the district’s school buildings due to emergency conditions as determined by the Superintendent of Schools. Emergency conditions include, but are not limited to, extraordinary adverse weather conditions, impairment of heating facilities, insufficient water supply, prolonged disruption of electrical power, shortage of fuel, destruction of a school building, shortage of transportation vehicles, or a communicable disease outbreak, and the school district would otherwise close due to such an emergency.

Unscheduled School Delays and Early Releases

Instructional hours that a school district scheduled but did not execute, either because of a delay to the start of a school day or an early release, due to emergency conditions, may still be considered as instructional hours for State aid purposes for up to two instructional hours per session day, provided the School Superintendent certifies such to NYSED, on the prescribed NYSED form, that an extraordinary condition existed on a previously scheduled session day and that school was in session on that day (NYSED Part 175.5).

The Emergency Remote Instruction Plan shall identify various ways in which instruction may be delivered, including synchronous and asynchronous instruction. In all situations, remote instruction requires regular and substantive teacher-student interaction with an appropriately certified teacher.

Synchronous instruction engages students in learning in the direct presence (remote or in-person) of a teacher in real time. During remote instruction, students and teachers attend together from different locations using technology. Asynchronous instruction is self-directed learning that students engage in learning without the direct presence (remote or in-person) of a teacher. Students access class materials during different hours and from different locations. During an emergency closing, synchronous instruction is the preferred method of instruction, whereas asynchronous instruction is considered supplementary instruction.

Ensuring Accessibility and Availability

The Cambridge Central School District shall survey families to find out who has a reliable high-speed internet connection. A survey conducted in 2020 identified families who live in the district that do not have access, therefore remote learning is a challenge, if not impossible, for these students. Since 2020, every student who enrolls in the district provides information on internet access and computer accessibility. All survey information is stored and available in SchoolTool. When students do not have internet access, the district works with the families to develop a plan to provide instructional materials for them as well as a process for recording attendance and grading. The district works with the community to provide locations where internet access could be used if they are able to use these locations.

Commissioner’s regulation 115.17(f) outlines the annual data collection that districts must submit to SED every year by June 30. It requires the school district to survey families regarding internet and device access at the student’s place(s) of residence. The chief executive officer (School Superintendent) shall survey students and parents and persons in parental relation to such students to obtain information on student access to computing devices and access to internet connectivity.

District policy 4526 Computer Use in Instruction and procedures are followed to ensure computing devices are made available to students or other means by which students will participate in synchronous instruction.

Emergency Closure Remote Learning Plan

Policies

The plan adheres to guidance set forth in the following Board of Education policies: 4526 Computer Use in Instruction; 5300 Code of Conduct; 5300.25 Student Dress Code.

Internet and Digital Device Access

The school district provides all students in grades K-12 access to a personal computing device (Chromebook). In the event of an emergency, closing provisions will be made to the greatest extent possible to ensure that all students have their device at home for instruction.

The school district participates fully in the SED Digital Access Survey along with locally developed surveys to assess how many students have internet access at home. The district provides hotspots to any families that indicate a need for reliable internet to facilitate access to learning at home.

All faculty should have an alternative general activity for students in the instance that widespread power outages or other disruptions to connectivity occur preventing synchronous connection. If students lose connectivity, then the expectation is they will complete the alternate assignment provided.

Pedagogy

All teachers in grades K-12 will use Google Classroom as their primary instructional platform.

Several district provided instructional technology software programs are available to support instruction along with a wide array of other resources curated by faculty. Teachers will utilize these programs to differentiate instruction, accessing a variety of delivery methods that best suit their course, grade level, and teaching style. The instructional approach may include a combination of:

Synchronous “Live” Instruction

Using Google Meet along with other digital platforms, teachers will deliver real time instruction to a full group or subset of students. Teachers may incorporate asynchronous or project-based opportunities within this model.

Teachers will make personal connections with all students during scheduled class times via Google Meet. These connections will allow teachers to take attendance, introduce new content or skills and will allow students to connect with their teachers and peers in order to be guided through lessons, ask questions, and maintain personal relationships. The duration of these synchronous connections depends on the grade level and daily instructional plan but should be the primary mode of instruction and substantial enough to guide learning.

Asynchronous “Flipped” Instruction

Using a variety of digital platforms, teachers will deliver captured or recorded lessons with associated expectations for student participation and assignment completion. These activities may include teacher/student synchronous interactions for a portion of the lesson.

Authentic Independent Instruction

Using a variety of methods, teachers will engage students in high quality learning activities. These activities must engage students in the learning process. Teachers will provide assistance to students in this mode of instruction through asynchronous and synchronous methods outlined above.

Student Expectations

All students will receive information on how to access course material and instruction from their teachers. Students are expected to follow all directions and requests to participate in instruction to the fullest extent possible. During synchronous instruction students are expected to be school ready. This includes being on time for class, engaging fully through video and audio as directed by their teacher, and presenting themselves in a manner that is in accordance with school expectations.

• All students are expected to practice appropriate digital etiquette and responsible behavior during all online interaction:
  • Mute yourself on meets as directed by your teacher
  • Cameras are to be kept on during classroom meets unless directed specifically by your teacher to do otherwise.
• Students are expected to work in an appropriate setting when participating remotely/online. Work places include a desk, table, kitchen counter, etc. Other locations are not appropriate or acceptable.
• Student dress must be appropriate in all platforms – the Student Dress Code section of the Student Handbook/Code of Conduct applies to students in all platforms.

If there are any circumstances preventing full and appropriate participation the student should let the teacher know. As this is a required attendance day, students must fulfill expectations for satisfactory participation as determined by their teacher.

Daily Schedule

The virtual day will follow the same schedule framework as the HS, MS and Elementary School to which the student is assigned. As with all school schedules, appropriate breaks will be included in the daily schedule for students and faculty, including time for lunch. Students will attend all assigned classes at their scheduled time. The method of instructional delivery will vary to facilitate appropriate screen time per age level within these parameters. All teachers must be available for academic support during 9th period (Mon-Thurs).

Communication Protocol: Intervention

Teachers will follow the same communication protocols that are established in school for addressing areas of academic or behavioral need. This includes a combination of email, phone calls, and academic/behavioral referrals to the administration. All effective strategies should be accessed to maintain effective communication.

Special Services

School districts are required to implement supports, services and accommodations, as indicated in students’ IEPs or 504 Accommodation Plans, to the best of their ability. NYSED recognizes that there may be limitations to implementing certain services or accommodations through remote instruction and as a result, encourages districts to apply a “lens of reasonableness” to their approach. Please see below for specific guidelines.

Support For Students With Disabilities During Emergency Closing Virtual Instruction

School districts are required to implement supports, services and accommodations, as indicated in students’ IEPs or 504 Accommodation Plans, to the best of their ability, when providing virtual instruction.

Special education teachers who provide direct/indirect consultant services will initiate outreach to their students’ general education teacher(s) to collaborate on instructional modalities and any necessary accommodations or modifications required of assignments or assessments for the day.

Special education teachers who teach resource room, self-contained special classes either content specific or specialized programs, should follow the same guidance and expectations as classroom teachers in regards to pedagogy, content, class meetings, and flexibility.

Teaching assistants are available for instructional support by way of participating in class meetings, keeping up on classroom assignments and expectations, and serving as additional academic support.

Related service providers are to provide “tele-therapy” services, to the best of their ability. Related service providers are expected to adhere to similar guidelines as other professionals in regard to student and teacher work at home, communication, and flexibility and they will use the students’ IEPs to determine an appropriate/reasonable level of communication and support.

Documentation Requirements: Special education personnel are expected to document all supports and services provided to students during this time. Document the manner, means, duration of time, follow up efforts, etc. IEP progress monitoring is required to be collected and reported to parents following the schedule listed on students’ IEPs. Medicaid session notes continue to be a requirement for eligible related service providers. Special education teachers/service providers are responsible to hold any virtual professional meetings already scheduled on a day that becomes a virtual instruction day.

Non-Instructional Services

These include:

• Transportation
• Food Service
• Maintenance
• Custodial
• Clerical/Administrative Support

When a school district is in remote session, non-instructional services may still be required to report to work to perform critical services related to their area of expertise. In the event that the change to remote instruction is due to a snow or other weather emergency, such change will likely impact transportation and other critical services. Decisions whether or not non-instructional employees should report to work will be made and communicated in real time by the appropriate supervisor or administrator based on whether services can be provided in a safe and efficient manner.

1. Policies and procedures to ensure computing devices will be made available to students or other means by which students will participate in synchronous instruction;
2. Policies and procedures to ensure students receiving remote instruction under emergency conditions will access internet connectivity;
3. Expectations for school staff as to the proportion of time spent in synchronous and asynchronous instruction of students on days of remote instruction under emergency conditions with an expectation that asynchronous instruction is supplementary to synchronous instruction;
4. A description of how instruction will occur for those students for whom remote instruction by digital technology is not available or appropriate;
5. A description of how special education and related services will be provided to students with disabilities and preschool students with disabilities, as applicable, in accordance with their individualized education programs to ensure the continued provision of a free appropriate public education; and
6. For school districts that receive foundation aid, the estimated number of instructional hours the school district intends to claim for State aid purposes for each day spent in remote instruction due to emergency conditions pursuant to section 175.5 of this Chapter.

Instructional Hours for State Aid and Reporting Requirements

Pursuant to Section 175.5 of Education Law the school district may decide to transition to remote instruction in the event emergency conditions dictate the closure of the PreK through Grade 12 facilities. Under the provisions of New York State Education Law and the District Emergency Remote Instruction Plan any instruction sessions provided during the closure of the school facilities are counted towards annual hour requirements for meeting 180 days required for State financial aid.

Annual Hourly Requirements for the purpose of apportionment of State Aid (for districts receiving foundation aid) are noted below:

• 450 instructional hours for pupils in half-day kindergarten
• 900 instructional hours for pupils in full-day kindergarten and grades one through six
• 990 instructional hours for pupils in grades seven through twelve

The district estimates the number of instructional hours it intends to claim for State aid purposes for each day spent in remote instruction due to emergency conditions from a minimum of 1 remote instruction day due to emergency conditions, up to the full year’s annual hourly requirement. The district remote instructional day is the same number of hours as an in-person instructional day. The actual hours of the instructional day shall be discussed each spring during building council.

For example, if the school district has three (3) remote instructional days in a school year, then it will claim an estimated total hours for State Aid purposes due to emergency conditions as follows:

• Grades K-6: 5.5 hours, x3 days = 16.5 hours (16 hours, 30 minutes)
• Grades 7-12: 5.48 hours, x3 days = 16.44 hours (16 hours, 26 minutes)

Transportation

When a school district is in remote session, pupil transportation must be provided to students attending religious and independent schools, charter schools or students whose individualized education program (IEP) have placed them out of district. In the event that the change to remote instruction is due to a snow or other weather emergency, such change will likely impact transportation for students attending school outside of the district. Decisions not to transport need to be based on real-time information relevant to the safety of students, staff and vehicles. School districts and religious and independent schools, charter schools and other programs are encouraged to work together to ensure continuity of education while ensuring that transportation can be provided in a safe and efficient manner.

Reporting

Immediately

Whenever a school building must close to instruction due to the activation of its District-wide School Safety Plan or Building-level Emergency Response Plan, a Report of School Closure must be submitted to the Commissioner of Education by the School Superintendent as required under CR 155.17(f) via the NYSED Report of School Closure portal. Even when remote instruction is provided during an emergency closure, a Report of School Closure must be submitted. This also applies when instruction can be delivered in an interim location or via another instructional modality.

When it is determined that it is safe to re-open a school building after an emergency closure, the School Superintendent must notify the Commissioner by completing a corresponding Report of School Re-Opening, via the NYSED Report of School Re-Opening portal.

The Report of School Closure is intended to provide immediate notification to the Commissioner regarding an emergency closure. The Report of School Re-Opening notifies the Commissioner of the re-opening and also collects the actual duration of the closure, the location and modality of instruction, and detailed information that may not have been available at the time of the closure.

Reasons for building closures may include, but are not limited to, natural disasters, power outages, instances of infectious disease, extraordinary adverse weather conditions and threats of violence. It is no longer required to submit a Report of School Closure for routine snow days.

Annually by June 30

The School Superintendent shall notify the NYSED Commissioner the results of the survey on student access to computing devices and access to internet connectivity through the Student Information Repository System (SIRS) every year by June 30.

End of the School Year

The school district shall report Emergency Remote Instruction through the State Aid Management System at the end of the school year. After the close of the school year starting with the ending of 2023-2024, the School Superintendent reports remote instructional days under emergency conditions through the State Aid Management System, and certifies this at the time NYSED’s Form A is submitted as part of other required certifications. Using the NYSED prescribed form, the School Superintendent certifies to NYSED:

• That an emergency condition existed on a previously scheduled session day and that the school district was in session and provided remote instruction on that day;
• How many instructional hours were provided on such session day; and
• Beginning with the 2023- 2024 school year, that remote instruction was provided in accordance with the district’s Emergency Remote Instruction Plan.

Board of Education Approval

As part of the District-wide School Safety Plan, the school district’s Board of Education shall make the Emergency Remote Instruction Plan available for public comment and public hearing for no less than thirty days (30) prior to adoption. The plan must be adopted as part of the District Wide School Safety Plan annually prior to September 1st and posted on the district website in a conspicuous location.