Gregg Elementary
Reopening
Health and Safety
Health Screenings
Parents/guardians and staff members will be provided resources to educate them regarding the careful observation of symptoms of COVID-19 and the health screening that must be conducted each morning before coming to school.
Students’ Screening Including Temperature Checks
Parents/guardians and school staff shall be instructed that any student with a fever of 100°F or greater and/or symptoms of possible COVID-19 virus infection should not be present in school. The Centers for Disease Control and Prevention (CDC) keeps an up to date list of symptoms of Coronavirus on its website. This list is not all inclusive as some individuals may display other symptoms or none at all.
As of 7/13/2020, the following are listed as the most common symptoms of COVID-19:
Fever or chills (100°F or greater);
Cough;
Shortness of breath or difficulty breathing;
Fatigue;
Muscle or body aches;
Headache;
New loss of taste or smell;
Sore throat;
Congestion or runny nose;
Nausea or vomiting; and/or
Diarrhea.
All staff shall be educated to observe students or other staff members for signs of any type of illness such as:
Flushed cheeks;
Rapid or difficulty breathing (without recent physical activity);
Fatigue, and/or irritability; and
Frequent use of the bathroom.
Students exhibiting any of these signs or symptoms, with no other explanation for them, should be sent to the school health office for an assessment by the school nurse. If a school nurse is not available, the school should contact the parent/guardian to come pick up their ill child.
Students are required to have a daily temperature check and periodic completion of a screening questionnaire. A student who has a temperature of 100°F or greater or has a positive response on the screening questionnaire must be isolated from others and sent home immediately.
Student Screening at Home Including Temperature Checks
Per NYSED and NYSDOH guidance, the District and its schools shall encourage parents/guardians to screen their child(ren) before sending them to school. Screening by the parent/ guardian prior to school is preferred in lieu of temperature checks and symptom screening performed after arrival to school.
Screening of students includes a daily temperature check and periodic completion of a screening questionnaire.
The District anticipates the use of an on-line screening questionnaire available through an app and/or the District website. Paper copies of the screening questionnaire will also be available at each school as needed.
The screening questionnaire will determine whether the individual has:
Do you currently have (or have had in the last 10 days) one or more of these new or worsening symptoms?
A temperature equal to or above 100 degrees F; Feel feverish or have chills; Cough; Loss of taste or smell; Fatigue/feeling of tiredness; Sore throat; Shortness of breath or trouble breathing; Nausea, vomiting or diarrhea; Muscle pain or body aches; Headaches; or Nasal congestion/runny nose.
In the past 10 days, have you tested positive for COVID-19 or have you been tested for COVID-19 and you are still waiting for the result?
In the last 10 days, have you been designated a contact of a person who tested positive for COVID-19 by a local health department?
Visitor Screening
Pursuant to NYSED and NYS DOH requirements, the District shall conduct health screenings including a daily temperature check and completion of a screening questionnaire for visitors, contractors, and vendors.
Anyone who has a temperature of 100°F or greater or has a positive response on the screening questionnaire must be isolated from others and sent home immediately.
For visitors, the questionnaire shall be a paper copy available upon entry at each school or building.
The screening questionnaire will determine whether the individual has:
Do you currently have (or have had in the last 10 days) one or more of these new or worsening symptoms?
A temperature equal to or above 100 degrees F; Feel feverish or have chills; Cough; Loss of taste or smell; Fatigue/feeling of tiredness; Sore throat; Shortness of breath or trouble breathing; Nausea, vomiting or diarrhea; Muscle pain or body aches; Headaches; or Nasal congestion/runny nose.
In the past 10 days, have you tested positive for COVID-19 or have you been tested for COVID-19 and you are still waiting for the result?
In the last 10 days, have you been designated a contact of a person who tested positive for COVID-19 by a local health department?
The District shall adhere to New York State Department of Health guidance that schools are prohibited from keeping records of student, faculty, staff, and visitor health data (e.g., the specific temperature data of an individual), but are permitted to maintain records that confirm individuals were screened and the result of such screening (e.g., pass/fail, cleared/not cleared).
The District anticipates the use of on-site touchless screening monitors that register whether a staff member, student or visitor, contractor or vendor, has a temperature of 100.0°F or greater. These monitors will not register or record an actual temperature but will use a Green or Red indicator to show whether a person may proceed to enter the building or not. The monitors also do not record an individual user’s name or identity.
All staff members involved in administering temperature screenings, including school nurses, shall be provided with and shall use necessary PPE.
Social (Physical) Distancing
The District shall follow the NYSDOH, NYSED and CDC guidance concerning social distancing - additionally called “physical distancing” – meaning to keep a six foot space between yourself and others, in all directions.
Pursuant to NYSDOH Guidance, all schools must ensure that appropriate social distancing (i.e. 6 feet/barriers) is maintained between individuals while in school facilities and on school grounds (inclusive of students, faculty, and staff), unless safety or the core activity requires a shorter distance. Schools must maintain protocols and procedures for students, faculty, and staff to ensure appropriate social distancing to protect against the transmission of the COVID-19 virus when on school grounds and in school facilities, including the responsibility to configure spaces so individuals can maintain social distancing.
The District’s schools and departments shall develop and implement building and student management methods and schedules, and enforce social distancing in all school facilities and on school grounds, including transportation.
The District’s adopted instructional schedule and the class assignments set by each school shall ensure that student groupings are as static as possible by having the same group/cohort of students stay together to the greatest extent possible.
Additionally:
The size of groups/cohorts of students have been determined by the number of students who can be in each classroom while maintaining 6 feet social distancing (see prior section on Instructional Capacity).
Arrival and/or dismissal times may be staggered to allow increased social distancing on buses as well as in classrooms. Additional student entry points may be established at schools rather than funneling all students through the same entry space while still maintaining school safety, so as to limit the amount of close contact between students in high-traffic situations and times.
Schools shall follow all safety requirements when considering the use of other entrances and ensure that all entrances are monitored and are locked after use.
Arrival schedules may be changed for students who walk or are dropped off at school by a parent or caregiver to avoid congestion with the arrival of bussing students.
Schools shall establish designated areas for student drop-off and pick-up, limiting contact and entry of parents/guardians into the building, to the greatest extent possible.
In-school movement shall be reduced where possible by keeping students within a defined area or classroom and modifying class schedules or class transitions using these actions:
Whenever possible, the same cohort of students will attend class with the same teacher each day.
Special area teachers (e.g., music, art, physical education) may go to individual classrooms versus rotating all students through a shared space that is not able to be cleaned with each new use.
Whenever possible, hold physical education and music classes outside and encourage students to spread out.
The use of restrooms may be staggered, allowing use at other times when necessary. Bathrooms may be monitored by staff to ensure social distancing, that they are clean, and students are washing hands after use.
Desks shall be turned to face in the same direction rather than facing each other to reduce transmission caused by virus-containing droplets (e.g., from talking, coughing, sneezing);
Open windows to improve ventilation if appropriate. Do not open windows if there is a health or safety risk (e.g., allergies, or potential fall);
Individual student belongings shall be kept separated. The use of shared supplies to one group of students shall be limited or not allowed at all, and supplies shall be cleaned between use by cohorts of students if allowed;
Visual aids and signs shall be used (e.g., painter’s tape, stickers, posters, cones etc.) to illustrate traffic flow and appropriate spacing to support social distancing;
The use of alternate spaces shall be considered (e.g., classroom) for eating lunch and/or breakfast. If an alternate space is not used, classroom groups shall be together in lunchrooms while adhering to the social distancing rules.
The use of classrooms and other places where students, faculty, and staff gather (e.g., lockers, cubbies, entryways, hallways) shall be restricted, so that individuals can be socially distanced.
Lockers and other student storage areas shall be assigned whenever possible by cohort or possibly eliminate their use. However, students shall not carry an unreasonable number of books or materials throughout the day.
Gathering in or the use of small spaces (e.g., elevators, faculty offices) by more than one individual at a time shall be restricted, unless all individuals in such space are wearing acceptable face coverings. However, even with face coverings in use, occupancy should not exceed 50% of the maximum capacity of the space, unless it is designed for use by a single occupant.
A distance of twelve feet in all directions shall be maintained between all students and staff while participating in activities that require:
projecting the voice (e.g., singing)
playing a wind instrument
aerobic activity resulting in heavy breathing (e.g., participating in gym classes).
Student assemblies, athletic events/practices, performances, and school-wide parent meetings shall not be held until guidance changes. Field trips shall be virtual until guidance changes. Certain in-school events may be converted to a virtual format.
Visitors to school buildings shall be limited and subject to the visitor screening process. Online meetings with parents and other persons will be used when appropriate.
Face Coverings (Masks)
The District and its staff, students and visitors, contractors and vendors shall adhere to all state laws, regulations and guidance related to face coverings.
Definition of Face Coverings
Per NYSDOH Guidance, acceptable face coverings include but are not limited to cloth-based face coverings (e.g. homemade sewn, quick cut, bandana) and surgical masks that cover both the mouth and nose
Cloth face coverings are meant to protect other people in case the wearer is unknowingly infected but does not have symptoms. Cloth face coverings are not surgical masks, respirators, or other medical personal protective equipment.
When Face Coverings Must be Worn
All students, staff members and visitors, contractors and vendors must wear an acceptable face covering any time or place that individuals cannot maintain appropriate social distancing (defined as six feet all directions in most circumstances – see section on Social Distancing)
All individuals in District facilities and on District property must be prepared to put on a face covering if another person unexpectedly cannot socially distance. For this reason, all students, staff members and visitors, contractors and vendors must wear cloth face coverings:
Whenever they are within 6 feet of someone;
In hallways and when traveling moving around the school or building;
In common areas such as entrances and exits and lobbies;
In restrooms; and
In other congregate settings, including on school buses.
When Face Coverings May Be Removed
Face coverings may be removed for instruction when social distancing (defined as six feet in all directions in most circumstances) may be maintained.
Face coverings can be removed for meals when social distancing (defined as six feet in all directions in most circumstances) may be maintained. Students must be six feet apart or be separated by a barrier while consuming meals.
Face coverings may be removed in the school and workplace in settings where social distancing (defined as six feet in all directions in most circumstances) may be maintained.
All students, staff members and visitors, contractors and vendors should be aware that while face coverings are “strongly recommended” by the New York State Department of Health at all times, except for meals and instruction with appropriate social distancing, the District can require face coverings at all times, even during instruction. This is strongly recommended in areas with higher rates of COVID-19 community infection. Therefore if the community rate of infection were to increase and the District was advised or directed by local or state agencies to require face coverings at all times, the District’s allowance of removing masks in situations where social distancing can be maintained – ex. instruction, meals – would have to be altered as a safety measure.
Provision of Face Coverings
The District shall allow students and employees to wear their own acceptable face covering but may not require them to supply their own face coverings.
The District shall provide acceptable face covering to employees (and students if they forget their own) and shall have an adequate supply in case of need for replacement per Executive Order 202.16.
Face coverings should be cleaned or replaced after use and must not be shared. Students and parents/legal guardians as well as employees should take responsibility for maintaining their face coverings.
Accommodations
Employees with healthcare provider documentation stating they are not medically able to tolerate face covering may seek an accommodation for this. (See plan section on Accommodations for Staff)
Students with healthcare provider documentation stating they are not medically able to tolerate face covering may seek an accommodation for this. (See plan section on Accommodations for Students)
Appropriateness of Masks
The District acknowledges that face coverings may be challenging for students (especially younger students) to wear in all-day settings such as school, so scheduling mask breaks is important and shall be done as necessary.
Face coverings should not be placed on:
Children younger than 2 years old;
Students where such covering would impair their health or mental health, or where such covering would present a challenge, distraction, or obstruction to education services and instruction (see section on Student Accommodations);
Anyone who has trouble breathing or is unconscious; or
Anyone who is incapacitated or otherwise unable to remove the cloth face covering without assistance.
The District and its schools shall instruct students, parents/guardians and staff, contractors and vendors on:
The proper way to wear face coverings;
Washing hands before putting on and after removing their face covering;
Proper way to discard disposable face coverings;
The importance of routine cleaning of reusable face coverings; and
Face coverings are for individual use only and should not be shared.
Information and resources in instructing on the proper use and cleaning of face masks are on the CDC webpage on cloth face coverings.
Students and staff may use alternate PPE (i.e., face coverings that are transparent at or around the mouth) for instruction or interventions that require visualization of the movement of the lips and/or mouths (e.g., speech therapy). These alternate coverings may also be used for certain students (e.g., hearing impaired) who benefit from being able to see more of the face of the staff member.
Mask Breaks
It is expected that face coverings will be challenging for students (especially younger students) to wear in an all-day setting, so scheduling mask breaks is important.
It is anticipated that the need for scheduled mask breaks will be alleviated by allowing students to remove their face coverings during instruction and meals.
However, there may be other times when teachers will need to provide students with short breaks when students may remove their masks, subject to being able to maintain the necessary social distancing requirements while doing so. This will be especially the case if masks were required to be worn during instruction due to a high community infection rate.
At the secondary level, students will be encouraged to take mask breaks, as necessary, when socially distant and/or protected by physical barriers. These will be permissible throughout the school day, including during class, off periods, and at lunch.
The manner in which a mask break might be conducted while maintaining social distancing may include but is not limited to:
during quiet reading or study time in the classroom
while having a class outside
At the beginning of class while the teacher is taking attendance
Obtaining and Maintaining Adequate Supplies of Face Coverings and PPE
The District has reviewed and continues to use the OSHA document “Guidance on Preparing Workplaces for COVID-19” which can be found at https://www.osha.gov/Publications/OSHA3990.pdf as foundation for its efforts in maintaining a safe and healthy workplace.
The District is committed to obtaining and maintaining adequate supplies of Personal Protective Equipment (PPE), including face coverings, respirators (N-95 masks), face shields, eye coverings, gloves, gowns and other necessary materials.
For example, the District has calculated that for a twelve week period, it should have a stock of approximately 105,000 disposable masks on hand.
Having adequate amounts of additional materials related to hand and respiratory hygiene including hand soap, hand sanitizer, dispensing stations, facial tissues, touchless waste cans, cleaning wipes, and other such supplies are also part of the District’s plan. Polycarbonate barriers are also part of the plan.
The District continues to work with its primary supplier to source and obtain these materials. There is currently an adequate supply available. However, the District has identified alternative sources for the supply of these materials if necessary.
Purchasing of these supplies is being done centrally through the District’s Buildings and Grounds department rather than through individual schools.
The exception is that the District’s Pupil Personnel Services Department which oversees school nurses and school health offices shall purchase materials needed for those settings.
Both departments are working collaboratively in this effort with the District’s Business Services office. All purchasing related to the District’s COVID-19 response is being tracked in the event that any avenue for reimbursement becomes available.
Required Safety Drills
The District will ensure compliance with Education Law § 807 that requires that all schools conduct eight (8) evacuation and four (4) lockdown drills each school year. Evacuation drills are most typically done as “fire drills”. In addition, the NYS Fire Code requires that an evacuation drill be conducted monthly for a total of ten (10) drills for the school year.
Further, since the District’s model for in-person instruction has students divided into two separate groups for attendance on different days, each school shall conduct sufficient drills so that each group of students has the required number of safety drills. That is, schools will conduct ten (10) evacuation drills (one per month) and four (4) lockdown drills - as well as any other District-directed drills (ex. Lockout, shelter in place, hold in place) for each of the two groups of students.
Consideration will be given to how schools may modify their drill procedures to minimize risk of spreading infection. Conducting drills is an important part of keeping students and staff safe in an emergency, however, steps will be taken to minimize the risk of spreading infection while conducting drills. As such, it will be necessary for schools to conduct drills in the 2020-21 school year using protocols that are different than they are used to.
However, regardless of the modifications used when conducting a drill, students and staff will be instructed that if it was an actual emergency that required evacuation or lockdown or other necessary response, the most imminent concern is to get to safety; maintaining social distancing in an actual emergency that requires evacuation or lockdown may not be possible and should not be the first priority.
Lock Down Drill Modifications
Lockdown Drills will be modified as follows:
Lockdown will be conducted on a scheduled, school-wide basis with the drill announced to the school and the entire school participating at the same time. However, the drills will be carried out in classrooms without “hiding” or “sheltering”. Instead, teachers and faculties will provide instruction as to how students should react in an actual situation, including how to shelter or hide in the classroom.
Drills will be scheduled so that students in different attendance groups each receive the required number of drills.
These modifications shall continue until such time that social distancing and face coverings are no longer necessary.
Evacuation (Fire) Drill Modifications
Modifications to evacuation (fire) drill protocols will include, but are not limited to:
It will be required that the drill be conducted with all students in the school building on that school day. Therefore, it may be necessary to extend the class period for this purpose.
Drills will be conducted on a school side basis in which the fire alarm is sounded so as to familiarize students with the sound of the alarm and how to respond appropriately.
Drills will be pre-announced so that students can be prepared for leaving the classroom and entering hallways and common areas which require the use of a face covering.
Each school will review its current evacuation plan, and may develop and use a modified evacuation plan so as to reduce congestion in evacuation points if necessary.
Drills will be scheduled so that students in different attendance groups each receive the required number of drills.
These modifications shall continue until such time that social distancing and face coverings are no longer necessary.
Health and Safety protocols refer to District Plan
Facilities
Cleaning Procedures
The Corning-Painted Post Area School District will adhere to hygiene and sanitation requirements from the Centers for Disease Control and Prevention (CDC) and Department of Health (DOH) and maintain cleaning logs on site that document the date, time, and scope of cleaning:
A cleaning log will be maintained in the office of the head or sole custodian of each school. The head and sole custodian will be responsible for maintaining the cleaning log, which will include the date, time and scope of cleaning for each area.
Handwashing stations for personnel, including handwashing with soap, water, and paper towels, or an alcohol-based sanitizer containing 60% or more alcohol for areas where handwashing is not feasible, will be provided in restrooms used by faculty and staff.
Employees will be provided with training to promote healthy hygiene practices and will ask supervisors for more information as needed. Teachers will provide demonstrations and instruct students on healthy hygiene practices.
This will include:
Proper handwashing techniques
Use of hand sanitizer
Respiratory etiquette, including covering coughs and sneezes
Proper use of cloth face coverings
Encouraging staff and students to use the self-assessment and stay at home when they are sick
Signs shall be posted on how to stop the spread of COVID-19, properly wash hands, promote everyday protective measures, and properly wear a face covering:
Classroom, office area, common areas signage:
Post CDC Handwashing Poster
Post CDC Cover Your Cough Poster
CDC Use of Cloth Face Coverings to Help Slow the Spread of COVID-19
Restrooms:
Post CDC Handwashing Poster
Post CDC Stop the Spread of Germs Poster
Building entry door signage
Post CDC Stay Home if You Are Sick Poster
Cleaning and Disinfecting Protocols
The Asst. Supt. for School Operations and the Head Building Maintenance Mechanic will formulate, review, and distribute written protocol to clean and disinfect each school following the Centers for Disease Control and Prevention guidance to Building Administration and the Head/Sole Custodian.
Cleaning protocols, procedures, and frequencies are in compliance with applicable regulatory guidelines. All custodial staff have been trained in District procedures. Adequate supplies are located at each school. Staff have been trained in appropriate PPE and PPE supplies are readily available in all schools.
Facilities protocols refer to District Plan
Child Nutrition
The District will ensure that students adhere to social distance while consuming meals in school unless a physical barrier is provided.
The District will plan to limit the number of students in our dining facilities to ensure proper social distancing.
Students and staff will be required to wear masks while not seated for dinning.
The District will limit the hands-on interaction between food items, use one time disposable service were, and utensils. Food items will be individually packaged to provide student choice while promoting appropriate hygiene.
Cleaning and Disinfecting
The District will ensure protocols and procedures for cleaning and disinfection prior to the next group of students arriving for meals, if served in the same common area. The District will schedule additional cleaners and staff to each dining facility to ensure that areas are disinfected prior to and after usage.
Proper Hygiene
The District will ensure protocols and procedures for how students will perform hand hygiene before and after eating, how appropriate hand hygiene will be promoted, and how sharing of food and beverages will be discouraged. The District will install signage in our dining facilities to provide guidance on appropriate hygiene, discouragement of food sharing and promotion of recommended practices.
Remote Meals
The District will provide access to meals remotely for families who are attending remotely or not scheduled for in-person instruction. A detailed meal plan will be communicated to all families via our school website.
Expectations
Student
Students will be expected to follow campus guidelines for cafeteria procedures.
Students will be seated according to a seating plan for students consistent with social distancing guidelines
All students are expected to wash hands or use hand sanitizer prior to entering the cafeteria.
Students are encouraged to read and adhere to the expectations and posted directional prompts/signs to ensure for proper social distancing.
At schools with open lunch, students are required to wash hands or use hand sanitizer upon their return to school.
Parent
At this time, due to COVID-19, mealtime visitors will not be permitted in the school cafeterias.
Parents are encouraged to speak to their children about safety protocols and social distancing.
Parents are asked to read and be familiar with all school communication regarding health and safety protocols.
Parents should talk to their students about COVID-19 symptoms and prevention strategies.
Staff
Signs will be posted on the walls and floor to ensure appropriate social distancing in cafeteria lines.
A seating plan for students will be followed for social distancing.
Assigned staff will supervise students in cafeteria lines, direct students to open seats, and ensure that students maintain desired social distance.
A seating plan for students will be followed for social distancing.
Teachers will monitor students while in the cafeteria to ensure social distancing.
Staff will ensure to maintain a student consistent cohort for “in person” lunches.
Nutrition Protocols refer to District Plan
Transportation
refer to District Plan
School Schedule
Arrival - 8:00-8:40
Students/families will complete the health screening questions prior to arrival. Upon arrival students will remain socially distanced and complete a touch free temperature check. Students will be required to wear masks upon arrival until they are either seated in the cafeteria for breakfast or the classroom.
Dismissal - 2:50 Students and staff will wear masks during dismissal, and remain socially distanced when possible. If parents exit their vehicle during drop off or pick up times, they will be required to wear a mask. Students riding a bus will be required to leave their mask on for the duration of their bus ride.
Lunch/ Recess
4th 10:50-11:10 Lunch
11:10-11:30 Recess
5th 10:50-11:10 Recess
11:10-11:30 Lunch
K 11:35-11:55 Lunch
11:55-12:15 Recess
1st 11:35-11:55 Recess
11:55-12:15 Lunch
3rd 12:20-12:40 Recess
12:40-1:00 Lunch
2nd 12:20-12:40 Lunch
12:40-1:00 Recess
CPP-Elementary Instructional Model
Reopening 2020
Off Site Instruction
Attendance taken daily for all students
Food distribution plan
Related arts (2) + PE
Reinforcement/practice, virtual resources for exposure to new learning
AIS/RR/Tele-Therapies
Google meet from classroom
Potential Elementary School Schedule
8:00-8:40
Arrival, Health Screening & Breakfast
8:21-8:50
Morning Work
8:50-10:30
ELA
10:35-11:35
Mathematics
11:35-11:45
Movement Block
11:50-12:20
Related Arts
12:25-:12:45
Lunch
12:45-1:05
Recess
1:05-2:15
Science/Social Studies
2:15-2:50
Individual instruction
Prepare for off site learning
Dismissal
Related Arts/Lunch/Recess will vary depending on grade level.
Face-to-Face Instruction
Daily health screenings upon arrival
Socially distanced classrooms (desks are 6 feet or more apart) (approximately 9 students per space)
Masks except when seated 6 feet apart
Teachers also work to prepare students for virtual time (expectations, structures, materials)
New instruction and practice/reinforcement
Working to bring Special Education Classes everyday based on safe occupancy ( 8:1:1, 8:1:2, 12:1:1, 12:1 + 3:1)
English Language Arts
Mathematics
Social Studies/Science
Related Arts
AB = 1 RA/1PE (In person)
Wk/Wk= Regular RA Schedule in person or off site
AB Wednesday Potential Schedule
Classroom Teachers
8:50-9:20 Whole class Google meet
9:30-11:00 Small group Google meets
11:00-12:00 Individual Google meets
12:00-12:40 Lunch
12:40-3:15 Professional Development,
Planning, Team Collaboration
AIS / Related Arts / RR / Therapies
9:30-2:00 Small Group & Indv.
2:00-3:15 Professional Development,
Planning, Team Collaboration
Potential Student Schedule
8:50-9:20 Whole Class
9:30-9:50 Small Group Math
10:00-10:20 AIS ELA
10:20-10:40 Small Group ELA
11:30-12:00 Physical Education
1:00- 1:30 Music
Instructional Breakdown/Screen Time (Offsite)
(Screentime is not necessarily consecutive)
Monday/Tuesday/Thursday/Friday
Grade
Offsite Direct Instruction (includes Related Arts)
Offsite Independent Work
Total Daily Work Time
K
2 hours
40 minutes
2 hours 40 minutes
1
2 hours 25 min
60 minutes
3 hours 25 minutes
2
2 hours 30 min
60 minutes
3 hours 30 minutes
3
2 hours 45 min
60 minutes
3 hours 45 minutes
4
2 hours 45 min
65 minutes
3 hours 50 minutes
5
2 hours 45 min
75 minutes
4 hours
Additional Offsite Independent
Potential opportunity for additional time for skills practice, math fact work, independent reading, art projects, FOSS learning, etc.
(Common Agreements:)
Lunch Schedule:
10:50- 11:30 (4th/ 5th)
11:35- 12:15 (K/ 1)
12:20-1:00 (2nd/ 3rd)
Related Arts:
Order: 5th, 4th, 3rd, K, 1st, 2nd
K-2 (35 min)
3-5 (40 min)
Movement Block
K-5 (10 min 4 days a week)
School Counselor
Counselors will provide one in-person lessons to each cohort in each grade level on alternating months
Related Arts Schedule: (times may vary slightly)
8:45-9:25 5th Grade
9:35-10:15 4th Grade
10:25- 11:05 3rd Grade
RA Lunch 11:05-12:15
12:20-12:55 Kindergarten
1:05-1:40 1st Grade
1:50 - 2:25 2nd Grade
Remote Learning (Wednesday)
Grades 4-5
Grades 2-3
Grades K-1
8:30-8:40
Attendance check in with classroom teacher
8:40-9:20
Combined 4-5 RA
Math + AIS
Math + AIS
9:25-10:00
Math + AIS
ELA + AIS
Combined K-1 RA
10:05-10:40
ELA + AIS
Combined 2-3 RA
ELA + AIS
Math & ELA blocks above could be used to divide groups into smaller groups for differentiated support, may also be supported by an AIS teacher (division could be hi/lo, A/B, etc.)
Review, Practice as well.
10:45-12:00
Individualized support, counseling, related services, resource room, assessments, small group support, relationship building.
Kindergarten - Daily Schedule
In-Person
Off-site Direct Instruction
Off-site Independent Work
8:00-8:45
Arrival, Health Screening & Breakfast
8:45-9:10 (25)
Morning Meeting/Read Aloud
8:45-9:10 (25)
9:10-9:35 (25)
Mathematics
9:10- 9:35 (25)
9:35-9:45 (10)
Movement
9:35-9:45 (10)
(can stay on or off site)
9:45-10:45 (60)
ELA
9:45-10:15 (30)
10:45-11:30 (45)
Mathematics
20 min
11:35-12:15 (40)
Lunch/ Recess
Off site lunch/recess
12:20-12:55 (35)
Related Arts
12:20-12:35 (15)
1:00-1:45 (45)
FOSS/Social Studies
1:00 - 1:15 (15)
1:45-2:15 (30)
ELA/Read aloud
20 min
2:15-2:30 (15)
Center Play
Off site play
2:35-2:45
Prepare for off site learning
Potential opportunity for skills practice, math fact work, independent reading, art projects, FOSS learning, etc.
2:50
Dismissal
Off-site Direct Instruction
2 hours
Off-site Independent Work
40 minutes
Off-site Total Daily Work Time
2 hrs 40 minutes
Grade 1 - Daily Schedule
In-Person
Off-Site
Direct Instruction
Off-Site
Independent Work
8:00-8:45
Arrival, Health Screening & Breakfast
8:45 - 9:00 (15)
Morning Meeting/Read Aloud
8:45-9:00 (15)
9:00 - 10:20 (80)
ELA*
9:00 - 9:50 (50)
20 min
10:20 - 10:30
Movement Block
Off site movement
10:30 - 11:30 (60)
Math
10:30-10:50 (20)
20 min
11:35-12:15 (40)
Lunch/Recess
Off site lunch
12:20 - 1:00 (40)
ELA
12:20-12:50 (30)
20 min
1:05 - 1:40 (35)
Related Arts
1:05-1:20 (15)
1:45 - 2:30 (45)
FOSS/Social Studies
1:45- 2:00 (15)
2:35-2:45
Prepare for Offsite Learning
Potential opportunity for skills practice, math fact work, independent reading, art projects, FOSS learning, etc.
2:50
Dismissal
* ELA Block is flexible depending on whole/small group instruction
Off-site Direct Instruction
2 hr 25 minutes
Off-site Independent work
1 hr
Off-site Total daily work time - 3 hrs 25 minutes
Grade 2 - Daily Schedule
In-Person
Off-site
Direct Instruction
Off-site
Independent Work
8:00-8:45 (45)
Arrival, Health Screening & Breakfast
8:45-9:00 (15)
Morning Meeting/Read Aloud
8:45-9:00 (15)
9:00-10:40 (100)
ELA*
9:00 -10:00 (60)
20 min
10:40-10:50 (10)
Movement
10:40-10:50
Off site movement
10:50-11:50 (60)
Math
10:50-11:20 (30)
20 min
11:50-12:15 (25)
Silent Reading/ Ind. Work
20 min
12:20-1:00 (40)
Lunch/Recess
Off site lunch/ recess
1:05-1:45 (40)
FOSS/Social Studies
1:05-1:25 (30)
1:50-2:25 (35)
Related Arts
1:50- 2:10 (15)
2:30-2:45 (15)
Prepare for Off-Site Learning
Potential opportunity for skills practice, math facts work, independent reading, art projects, FOSS learning, etc.
2:50
Dismissal
* ELA Block is flexible depending on whole/small group instruction
Off-site Direct Instruction
2 hr 30 minutes
Off-site Independent work
1 hr
Off-site Total daily work time - 3 hrs 30 minutes
Grade 3 - Daily Schedule
In-Person
Off-site
Direct Instruction
Off-site
Independent work
8:00-8:45 (45)
Arrival, Health Screening & Breakfast
8:45-9:00 (15)
Morning Meeting/Read Aloud
8:45-9:00 (15)
9:00- 10:20 (80)
ELA
9:00 -10:00 (60)
10:25-11:05 (40)
Related Arts
10:25-10:55 (30)
11:10 - 12:05 (55)
Math
11:10-11:40 (30)
30 min
12:05-12:15 (10)
Movement Block
Off site movement
12:20- 1:00 (40)
Lunch/Recess
Off site lunch/ recess
1:05 - 2:00 (55)
FOSS./Social Studies
1:05-1:35 (30)
2:00 - 2:30 (30)
ELA
30 min
2:35-2:45 (10)
Prepare for offsite learning
Potential opportunity for skills practice, math facts work, independent reading, art projects, FOSS learning, etc.
2:50
Dismissal
Off-site Direct Instruction
2 hr 45 minutes
Off-site Independent work time
1 hr
Off-site Total daily work time - 3 hrs 45 minutes
Grade 4 - Daily Schedule
In-Person
Off-site
Direct Instruction
Off-site
Independent Work
8:00-8:45
Arrival, Health Screening & Breakfast
8:45-9:00 (15)
Morning Meeting/Read aloud
8:45-9:00 (15)
9:00-9:30 (30)
Math
9:00 -9:30 (30)
9:35-10:15 (40)
Related Arts
9:35-10:05 (30)
10:20-10:45 (25)
Math
10:20- 10:45
25 min
10:50-11:30 (40)
Lunch/ Recess
Off site lunch/recess
11:35-12:35(60)
FOSS/Social Studies
11:35-12:05 (30)
12:40-12:50 (10)
Movement
Off site movement
12:55-:2:35 (100)
ELA
1:30-2:30 (60)
40 min
2:35-2:45
Prepare for off site learning
Potential opportunity for skills practice, math facts work, independent reading, art projects, FOSS learning, etc.
2:50
Dismissal
Off-site Direct Instruction
2 hrs 45 minutes daily
Off-site Independent work time
1 hr 5 minutes
Off-site Total daily work time - 3 hrs 50 minutes
Grade 5 - Daily Schedule
In-Person
Off-site
Direct Instruction
Off-Site
Independent Work
8:00-8:45 (45)
Arrival, Health Screening & Breakfast
8:21-8:40 (29)
Students move to class/ Morning Work
8:45-9:25 (40)
Related Arts
8:45-9:15 (30)
10 min
9:30-9:45 (15)
Morning Meeting/Read Aloud
9:30-9:45 (15)
9:45-10:45 (60)
Math
9:45-10:15 (30)
20 min
10:50-11:30 (40)
Lunch/Recess
Off site lunch/recess
11:35-1:15 (100)
ELA
11:35-12:35 (60)
30 min
1:15-1:25 (10)
Movement
Off site movement
1:30-2:30 (60)
FOSS/Social Studies
1:30-2:00 (30)
15 min
2:30-2:45 (10)
Prepare for off site learning
Potential opportunity for skills practice, math facts work, independent reading, art projects, FOSS learning, etc.
2:50
Dismissal
Off-site Direct Instruction
2 hrs 45 minutes daily
Off-site Independent work time
1 hr 15 minutes daily (may vary)
Off-site Total daily work time - 4 hrs
Attendance
The Corning-Painted Post School District has an adopted Comprehensive Attendance Policy. The goal of the policy is to increase and encourage consistent school attendance and this remains the goal during any model of instruction. We believe that school attendance positively impacts academic success, school completion and graduation. We will work to address a student’s or family’s barriers to attendance or engagement with instruction through the following:
The District will continue to use School Tool to collect and report daily student attendance while in a remote or hybrid schedule.
The District will utilize online and in-person attendance systems to ensure student engagement is collected and reported in accordance with NYSED criteria.
The District, in accordance with NYSED guidance, will utilize adults in the school who have established connections with students and/or families to provide student support.
The District will work to assign a student ally to students with internet connectivity issues.
The District will work to assign a student ally to students who are not engaging in learning experiences.
The District will provide translation for families who speak a language other than English in the home.
The District will continue to partner with our local departments of Social Services (LDSS) to address concerns related to child welfare.
Technology & Connectivity
Access Type
# of families
# of students
Not Available
0
0
None
5
9
Weak
2
2
Regardless of the model, 100% virtual, in-person or blended; technology will be an essential tool to proceed with the learning process. During the spring school closure, our faculty and staff learned to use numerous tools to deliver instruction. We will work to build on that learning and provide additional platforms for teaching and learning in the fall.
For students to lead productive and successful lives upon graduation, they must understand and know how to use digital technology. Technology knowledge and skills are vital for full participation in 21st Century life, work, and citizenship. Sufficient access to computing devices and high-speed internet are essential for educational equity. Even prior to the COVID-19 pandemic, the inequitable access to technology and internet services in students’ places of residence was a concern. The closure of New York schools and subsequent shift to remote learning only highlighted this urgent need. The period of remote learning due to school closures presented significant challenges, especially due to the digital divide, but also provided unprecedented opportunity for schools, students, and families to leverage technology to support instruction, learning, communication, and meaningful connections.
The effective use of digital technology can assist educators in differentiating and personalizing learning; provide flexibility in scheduling and pace; and provide multiple entry points for students to engage in learning. The District has invested in our staff with training in utilizing technology this summer, with numerous teachers participating in virtual professional development.
The District has also taken many steps to determine the level of access to devices and high speed internet. The following surveys were conducted:
Phone survey to each family to determine the baseline of what our internet connectivity is as a full district.
Personal phone calls to each elementary family to determine their needs relative to internet accessibility. Personal connection made to assess the reason a family may not be able to access the internet and determine ways the District can help support families.
Online survey of inter-connectivity.
In early August we will require the completion of a 2020-2021 registration form where parents/guardians make a selection indicating which form of instruction will be utilized by their student from September 2020 - January 2020 (100% virtual learning or a Blended Model, inclusive of both in-person and off-site instruction).
The District is working with families to help overcome connectivity obstacles. Mobile Hotspots from Verizon and T-Mobile have been purchased and may be distributed to families on an as-needed basis. We also shared the locations of public wifi and provided wifi in the safety of our parking lots for families to connect from our schools. The District will continue to explore ways to support families with no or limited access to internet connectivity. One step may include the formation of a district team that specifically focuses on addressing the needs of families without access or reliable access as we move into the 2020-2021 school year.
The District provided devices to all students that needed one during the school closure. Students were able to keep their issued device over the summer. Staff also had access to bring a device home during the closure and that continued over the summer and will continue during the 2020-2021 school year.
The District will continue to streamline the number of applications that are used across the district. We will utilize high leverage, multi-use tools which can accomplish multiple teaching and learning tasks. The tools will provide multiple ways for students to participate in learning and demonstrate mastery of Learning Standards in virtual or blended models. Our technology department, coupled with our instructional team, will explore additional tools and programs to meet the needs of students during off-site learning. These programs will include, but are not limited to the programs below.
Note: The District will ensure data privacy for all students following EdLaw 2D requirements.
Function
Tool
Grade Level
Video Conferencing
Google Meet
K-12
Content Creation
Google Docs
K-12
Google Slides
K-12
Google Forms
K-12
Content Distribution
Google Classroom
K-12
Zearn
K-5
6-12
eMath Instruction
6-8
History Alive
6-8
Instructional Collaboration
Google Suite
K-12
Secure Assessment
eDoctrina
K-12
Google Forms
K-12
Castle Learning
9-12
Moby Max
3-5
Accelerated Reader
1-5
NWEA
K-8
Into Reading
K-5
Foss Web
3-8
Special Education Instruction, Content Creation, & Assessment
iReady, Read 180, Unique Learning System, System 44, CoWriter, Snap and Read
K-12 Special Education
The District will continue to provide training and professional development for staff and families. As a next step, we will look to provide our community daycare providers and families with instruction in the technology programs we utilize so that they have the opportunity to assist students in both a virtual and hybrid model of instruction. Ongoing training will be provided by our Building Instructional Technology Specialists (BITS) throughout the year, regardless of our instructional setting. Training and professional development will be driven by the needs of our PPS, Instructional and Technology departments. Our Digital Learning Coordinator will work with the departments to determine that the needs of both staff and students are being met in all instructional models.
Teaching and Learning
New York students are entitled to a free public education, even as we face the unprecedented challenges presented by the COVID-19 pandemic. All students must have the opportunity to feel safe, engaged, and excited about their learning.
Whether in-person or off-site we are committed to providing our students with the best education. At the heart of teaching and learning are the relationships that students have with their peers, teachers, and school community members. Students are searching for a return to their routines and a sense of normalcy; therefore, all efforts will acknowledge the importance of setting a positive routine and welcoming environment that supports students during this unpredictable time. During the upcoming school year, it is of the utmost importance that individual student needs and equity are put at the center of all learning experiences. Flexibility is essential when planning for the fall, and staff will be prepared to shift between in-person and off-site school learning in a way that is the least disruptive to students.
The District must provide 180 days of instruction each year to their students. During the 2020-21 school year, the Board of Regents has adopted emergency regulations affording us flexibility to deliver instruction off-site as part of the 180 day requirement.
The District will implement a continuity of learning plan for the 2020-2021 school year that allows us to meet current State and Department of Health guidelines. The District will be prepared to move within the following three models as directed by state:
a traditional, in-person schedule,
A virtual plan in place if we are unable to bring students into our schools, and
A hybrid model with a blend of in-person and off-site, remote instruction.
The District has a plan to ensure that instruction is aligned to the New York State Learning Standards which represent the core of what all students should know, understand and be able to do as a result of their schooling. We will provide high-quality, rigorous, and meaningful instruction to meet the needs of our learners. Each course has mapped out the course learning objectives and assessments and these are available in our matrices. Focus on the Essential Standards will continue in any of the instructional models. Regardless of the model we are in at any time, teachers will include routine and scheduled times for students to interact and seek feedback and support. We are aware that a virtual environment cannot fully replace an engaging, active classroom; however, our teams are committed to building rigor in our remote learning, establishing a consistent platform for delivery of that instruction, and providing our teachers with high-quality professional development so that they can use all the remote tools to maximize instructional time and meet the needs of our students.
These instructional experiences shall include:
meaningful and frequent interaction with an appropriately certified teacher,
academic and other supports designed to meet the needs of the individual student,
instructional content that reflects rigorous, consistent academic expectations.
Teacher Expectations in a Remote Learning Community:
Teachers will teach students in the remote learning community from their classrooms.
Teachers will provide instruction in a two-way, real-time, live environment during each school day.
Teachers will utilize the same curriculum with students who attend in-person and remotely, utilizing strategies to engage students in both environments.
Consistent communication will provide the foundation to ensure that the needs of students are addressed in the areas of academics and social and emotional learning.
Grading will be consistent whether the student is in a remote learning environment or in-person.
Student supports such as Academic Intervention, Special Education Services, ELL Services, and Counseling will be provided remotely and during in-person opportunities.
Student Expectations in a Remote Learning Community:
Remote learners will join their in-person peers via Google Classroom for synchronous instruction.
Remote learners will participate in a five-day established schedule for remote learning that includes breaks, movement, and the coursework that students in-person receive.
Remote learners will follow the District Code of Conduct (including Dress Code).
Remote learners will use the features of our technology platform to engage in discussion, participate in class activities, and complete assignments.
Remote learners will be encouraged to utilize the camera feature to show their face during instructional time in order to engage with the teacher virtually.
Tools for Remote Learning:
The District has streamlined the number of technology platforms that are used across the district. Teachers in grade levels and departments will utilize common platforms for instruction. The tools will provide multiple ways for students to actively participate in a remote learning community and demonstrate mastery of Learning Standards.
The District will provide all students with a learning device.
The District will provide technical support and will be available to students and care providers.
Students will follow district guidelines for device care and use to ensure they are effectively maintained.
The District will share a clear communication plan for how students and their families/caregivers can contact the school and teachers with questions about their instruction and/or technology. This information will be accessible to all, available in multiple languages based on District need, and will include clear and multiple ways for students and families to contact schools and teachers via our Google Platforms, School Tool, email, phone call, and in-person.
Early Learning -
The District will continue to contract with ProAction of Steuben County to operate and house our PreK/Headstart programs. We have collaborated with ProAction to ensure that this agency has a plan to follow health and safety guidelines outlined in NYSED guidance and required by New York State Department of Health. We will continue to collaborate with ProAction to align a Continuity of Learning plan that addresses in-person, remote, and a blended model of instruction.
Special Education
Please add/ adapt to address your school specific information in accordance with Jen, Jeff, and Becky
Corning-Painted Post Area School District, whether services are provided in-person, remote, and/or through a hybrid model, will ensure the provision of FAPE consistent with the need to protect the health and safety of students with disabilities and those providing special education and services.
Students with Integrated Co-Taught (ICT), Consultant Teacher (CT), and Resource Room (RR), and Related Services only programming will follow the district K-12 hybrid schedule with access to special education instruction as per IEP.
Investigate and evaluate our ability to maximize push-in related services in order to minimize the loss of time out of class and direct instruction. This would minimize hallway traffic and cross contamination of cohorts and other locations within the building.
Continued development of safety protocols (as per DOH, NYSED, CDC) and corresponding training, including video resources for students, parents, and staff. Examples: Evaluation Safety Protocols for Parents, Head Nurse safety training videos, etc)
The development of individualized plans for students who have significant health issues, medical fragility, or the inability to wear PPE. Planning teams may include appropriate staff members, parents, and medical personnel.
In the event of a school closure, the off-site model will provide for individual programming and services.
Corning-Painted Post Area School District will ensure 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.
Expectations of parent communication will be consistent with current district and department policies and procedures. These expectations will be reviewed at the start of the school year.
Staff will be required to document communications with families using Frontline(IEP/504 database), PPS department tracking logs, and/or individual tracking notes.
Recommendation to conduct CSE meetings, team meetings, etc. following state guidelines via Google Meet or phone conferences.
Collaboration and communication with Corning-Painted Post School District Special Education Parent Teacher Association (SEPTA).
Corning-Painted Post Area School District will ensure 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), there are plans for monitoring and communicating student progress, and commitment to sharing resources.
Maintain lines of communication with our regional BOCES, five non-public schools, homebound, homeschooled and residential settings to be sure that CPP students attending those institutions have access to their IEP services.
Corning-Painted Post Area School District will 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.
The hybrid model will require us to reimagine/rethink staffing by optimizing our capacity to ensure student access to accommodations, modifications, aids, services, and technology
Continue regularly scheduled department/program and team meetings.
Special class programs
Helping Teacher/School Psychologists
Social Workers/School Counselors
Related Service Providers
Identify and launch the PPS reopening task force when a model is selected. Including, but not limited to:
Special class teacher representation
Pupil Personnel Staff
Related Service Providers
Head Nurse
Coordinating with building level administrators to ensure that students have access to differentiated and appropriate materials in any learning model.
Corning-Painted Post Area School District will document the programs and services offered and provided to students with disabilities as well as communications with parents, in their preferred language or mode of communication.
Maintain current district expectations in regards to evaluations and the development, progress monitoring, and reporting of IEP goals regardless of in person, hybrid, or remote learning models.
Provide Professional training in the development, progress monitoring, and reporting of IEP goals.
Expectations of parent communication will be consistent with district and department policies and procedures. These expectations will be reviewed at the start of the school year.
A/B BLENDED INSTRUCTION: The A/B blended instructional model is defined as a form of blended instruction and involves a combination of remote and in-person instruction which may include small group instruction, teletherapy, synchronous and asynchronous instruction.
Self Contained and Special classes:
To the greatest extent possible, students with disabilities in self-contained classes will be provided with their IEP programming and services through a combination of in-person and remote instruction, in accordance with the district wide plan and while adhering to Department of Health guidelines for health and safety.
Whenever in-person instruction is allowed, students in self contained classes will be given preference to attend as many days per week as possible and based on flexible transportation schedules.
When designated for in-person instruction, classroom space and staffing will be redesigned and reallocated, classes may be divided into small groups for instruction throughout the day utilizing the teacher, teaching assistant and related service providers.
When providing remote instruction to students, synchronous and asynchronous formats on the Google platform will be utilized.
Collaboration will continue both in-person and remotely with support services such as Related Service providers and mainstream general education teachers to develop integrated lessons and materials.
Designated times will be provided for virtual (one on one) teacher support or Teaching Assistant support on specific assignments.
Resource Room:
Students who receive Resource Room on their IEP may:
Receive resource room sessions as outlined on the student’s IEP, in-person
or remotely based on the district plan.
Receive resource room at an adjusted weekly rate that attempts to meet mandated minutes (ex. sessions may be combined in-person and remotely).
Assignments and supplemental activities will be provided remotely using synchronous and asynchronous specialized instruction.
Group sizes will be adjusted and maximized as much as possible based on availability to be flexible with schedules. Students may also be serviced individually in-person and remotely as scheduling allows.
Services may be integrated into the classroom for the first quarter in order to reduce travel and contact throughout the building.
Consultant Teacher:
The mode and frequency of Consultant Teacher Services will be contingent on the General Education schedule determined in the district plan.
The service will continue to be an integrated model (push-in) into the general education classroom when students attend in-person and will be integrated with general education students.
Sessions may be doubled or increased on days of student attendance in an attempt to meet the IEP mandate and will be supplemented with remote learning differentiated lessons.
Collaboration will continue both in-person and remotely with support services such as Related Service providers and mainstream general education teachers to develop integrated lessons and materials.
Designated times will be provided for virtual (one on one) teacher support or Teaching Assistant support on specific assignments.
Related Services:
Related Services such as: Physical Therapy, Occupational therapy, Speech & Language, Hearing, Vision and Counseling Services will be provided as closely as possible to the frequency designated on the student’s IEP through a combination of integrated (push-in) in-person model and a remote model.
Each provider will review their schedule and reallocate student sessions as much as possible to allow for the smallest group sizes in each session for both in-person and remote sessions.
Integrated (push-in) in-person services should occur in a separate section of the classroom while following Department of Health guidelines for safety.
Group sizes will be adjusted and maximized as much as possible based on availability to be flexible with schedules. Students may also be serviced individually as scheduling allows.
Students will be provided with a combination of synchronous and asynchronous related services sessions for the remote component of the A/B model.
OFF-SITE INSTRUCTION: Off-site/remote instruction is defined as all students accessing their education through a virtual platform which may include teletherapy, synchronous and asynchronous instruction 100% of the time.
Self Contained/Resource Room/Consultant Teacher:
To the greatest extent possible, students with disabilities will be provided with their mandated specialized instruction virtually at a frequency as closely aligned to the IEP as possible.
All special education programs will be provided with virtual instruction using a common platform as designated by the district plan.
Instruction will be provided to students through synchronous and asynchronous formats on the district determined platform.
Collaboration will continue with support services such as Related Service providers and mainstream general education teachers to develop integrated lessons and materials.
Designated times will be provided for virtual (one on one) teacher support or Teaching Assistant Support on specific assignments.
Related Services:
Students with disabilities will have access to their IEP related services at the frequency designated on their IEP through a virtual platform designated by the district.
Frequency and group sizes will be adjusted and maximized as much as possible based on availability to be flexible with schedules. Students may also be serviced individually as scheduling allows.
Students will be provided with a combination of synchronous and asynchronous related services sessions.
AIS
Our Academic Interventions Specialists will support students and teachers upon the re-entry to school and recognize that students may begin the school year with recovery needs relative to learning.
Key features of this plan: Tier 1 classroom instruction includes students scoring from the 21st%ile to the 100th%ile. AIS teachers will support students scoring within the 0%ile-20th%ile.
This is a shift in practice due to the school closure and Student Data Collection Sheets reflect the population of red, orange, yellow, and no color based on the score that is entered. The use of NYS scores has been omitted as a data point for 4th and 5th grades. In regard to assessments, NWEA MAP, DIBELS, and AIMSWEB Math protocols for administering benchmarks remotely, have been reviewed. A list of protocols for administering these benchmarks in person and virtually has been developed and a proposed benchmark schedule has been drafted.
AIS teachers will assist classroom teachers in becoming familiar with administering remote testing and our school reopening documents are available to teachers in our Google Folder> Elementary>COVID-19>School Reopening.
AIS Delivery of Instruction utilizes a dialogue chart that includes must haves along with a list of considerations for instruction. The AIS Team will identify and implement best practices for instruction aligned with the COVID-19 response school year.
Bilingual and World Languages
Our ELL learners, like all of our students, have had disruption in their daily lives. The goal of our ELL teachers and our staff is to help rebalance and refocus our students with a positive start to the 2020-2021 school year. Our ELLs will receive a comprehensive program of instruction targeted to their proficiency level and appropriate academic instruction in a language acquisition program.
The Corning-Painted Post Area School District, whether using in-person or hybrid instruction, will complete the ELL identification process within 30 school days of the start of the school year for all students who enrolled during COVID-19 school closures in 2019-2020, as well as all students who enroll during summer of 2020 and during the first 20 school days of the 2020-21 school year. After this 20 day flexibility period, identification of ELLs must resume for all students within required 10 school days of initial enrollment as required by Commissioner’s Regulations Part 154.
The District will provide required instructional Units of Study to all ELLs based on their most recently measured English language proficiency level during in-person or hybrid instruction.
The District will ensure the maintenance of regular communication with the parents/guardians of ELLs to ensure they are engaged in their children’s education during the reopening process, and provide all communications for parents/guardians of ELLs in their preferred language and mode of communication.
The District will establish protocols that promote coordination among English as a New Language (ENL) and content areas teachers for the delivery of remote and hybrid learning.
The District will utilize the district’s process for identifying and monitoring social/emotional well-being of all students, including ELLs.
The District will determine the need for technology and Internet to support off-site learning. We will work to train our ELL students to utilize the specific technology tools that will be used during off-site learning situations.