SLCS Reopening Plans -

Last updated August 21, 2020

The Schroon Lake Central District has completed this plan to ensure that all students will receive a quality education when school resumes in the fall.  This plan has been created in accordance with guidance provided by the state of New York.  In particular, the Recovering, Rebuilding, and Renewing the Spirit of New York State Schools plan lists mandatory and recommended components of New York State School Reopening Plans:

http://www.nysed.gov/common/nysed/files/programs/reopening-schools/nys-p12-school-reopening-guidance.pdf 

We have also ensured that we are in compliance with the Department of Health Guidelines:

https://www.governor.ny.gov/sites/governor.ny.gov/files/atoms/files/Pre-K_to_Grade_12_Schools_MasterGuidence.pdf

The arrangement of the SLCS Reopening Plans Document is structured around the mandatory assurances required by the state education department.  The categories include:

This document will address each of these topics in order to ensure that our plan is complete, comprehensive and easy to follow.  Any questions about the content of this document or items not addressed can be directed to the COVID-19 Safety Coordinator Stephen Gratto at sgratto@slwildcats.org.

Plan Overview:

At SLCS our top concern is the safety of our students and our staff.  This plan has been formulated so that our school can be prepared for whatever health situations may exist in our area during the school year.  In all probability, the 2020-2021 school year will see our school in one of three operating modes at any given time.  For that reason, we are planning for full in-person instruction, fully remote instruction, and a hybrid mixture where students attend in-person school on some days and remote education on other days.

We believe it is the wish of everybody associated with our school that health conditions will permit all students to safely attend in-person school as soon as possible.  It is important for us all to realize that in-person education in the time of COVID-19 will be very different from what we are used to.

Our in-person reopening plan will have many requirements.  Some of them are:

Our hybrid reopening plan may take on many forms:

Fully remote learning will be similar but different from what it was in spring 2020:

The Schroon Lake Central School Board and Superintendent will closely monitor the health of our country, state, county, and school as we make ongoing decisions about what type of learning is the best for our students at a particular time.

In order to make in-person instruction as safe as possible, new social distancing practices will be augmented by improved safety, cleaning and disinfecting practices.  In particular:

The remainder of this document gives you greater detail on all facets of our reopening plan.  In particular, it addresses all of the mandated topics that are required by the state education department for a reopening plan.

We believe this plan fully follows the safety guidelines put forth by the NYS education department, the Center for Disease Control, and the Department of Health.  However, we also realize that this plan is not perfect and that it will need to be continually revised to ensure that it keeps up with the changing health conditions in our country.  We encourage you to send us questions if there are things we missed or if there are questions we can answer for you.  This plan will likely be a work in progress throughout the entire school year.  Please check back often to make sure you are well acquainted with updates that are made.

Assurances

Communication/Family and Community Engagement

1

The school and/or district engaged with school stakeholders and community members (e.g., administrators, faculty, staff, students, parents/legal guardians of students, local health departments, local health care providers, and affiliated organizations, such as unions, alumni, and/or community-based groups) when developing reopening plans. Plans for reopening should identify the groups of people involved and engaged throughout the planning process.

Schroon Lake Central School has made great efforts during the creation of this document to ensure that the voices of all stakeholders have been heard.  Several committees have been formed to address the different facets of the reopening plan.  These committees include the following:

Food Service Committee

Stephen Gratto - Superintendent of Schools, Parent

Tamara Belanger - Principal

Julie Holbrook - Director of Food Service

Transportation Committee

Stephen Gratto - Superintendent of Schools, Parent

Tamara Belanger - Principal

Brent DeZalia - Director of Transportation

Lisa DeZalia - Secretary, District Clerk

Pre-Kindergarten Committee

Stephen Gratto - Superintendent of Schools, Parent

Tamara Belanger - Principal

Beth Root - Pre-Kindergarten Committee

Safety/Reopening Committee

Stephen Gratto - Superintendent of Schools, Parent

Tamara Belanger - Principal

Beth Root - Pre-Kindergarten Committee

Kate Durant - Special Education Teacher

Jeanette Weber - Speech Teacher

Dan Gray - Head Custodian, Parent

Sharon Kelly - School Nurse

Lisa DeZalia - Secretary, District Clerk

Laura Corey - Social Studies Teacher, Teachers Union President

Wendy Sargent - Home and Careers Teacher

Lee Silvernail - Athletic Director

Malena Gereau - Student

Susan Repko - Board Member

Jared Whitely - Board Member, Parent

Remote Learning Committee

Stephen Gratto - Superintendent of Schools, Parent

Tamara Belanger - Principal

Melissa Whitley - Teacher’s Assistant, Parent

Sarah Silvernail - 4th Grade Teacher/Parent

Dave Jones - Social Studies Teacher

Anita Masiello - Music Teacher, Parent

Tabitha Gillings - 5th Grade Teacher, Parent

Special Education Committee

Stephen Gratto - Superintendent of Schools, Parent

Tamara Belanger - Principal

Michele Crandall - School Psychologist, CSE Chairperson

Jeanette Weber - Speech Teacher

Kate Durant - Special Education Teacher

In addition to the many committee meetings that were held during the generation of this reopening plan, a reopening community forum was held on June 23, 2020.  The meeting was held via a zoom meeting that was live streamed on our school facebook page.  The meeting was attended by parents, students, faculty members, committee members, board members, and community members,

The Superintendent of Schools also attended many meetings with the other Superintendents in the BOCES and with professionals from the CVES BOCES.  Many guest speakers were invited to these Superintendent meetings, most recently, the heads of the Essex County Health Department and the Clinton County Health Departments on July 24, 2020.

Many parents and community members have personally e-mailed the Superintendent with their thoughts on what reopening should look like.

Input from all of the committees and from all of these other stakeholders led to the generation of the plan described in this document.

2

The school and/or district developed a communications plan for students, parents or legal guardians of students, staff, and visitors that includes applicable instructions, training, signage, and a consistent means to provide individuals with information. Responsible Parties may consider developing webpages, text and email groups, and/or social media groups or posts.

Schroon Lake Central School prides itself on having quality methods of communicating with students, parents, staff, and community members.  

We have an informative school webpage that can be found at www.schroonschool.org

We have a popular school facebook page that can be found at https://www.facebook.com/schroonlakeschool

SLCS maintains email listservs for all school employees, for all students 6th grade and up, and for all parents.  Group emails are regularly used by school administrators to communicate important announcements to all stakeholder groups.

SLCS also maintains phone number lists for all constituent groups.  When important announcements need to be made, we regularly place automated calls to all stakeholders using One Call Now.  www.onecallnow.com.

All school board meetings are live streamed to the community.

A community forum was held on July 23, 2020.  This meeting gave parents, students, and community members the opportunity to ask questions about the reopening plan and to give advice.

In the wake of the coronavirus pandemic, quality communication between the school and the public will be essential.  The communication tools listed above will be used regularly to keep parents, students, and visitors updated on all facets of the reentry plan and to give them the opportunity to answer questions.  There are many parents and students will need to know about reentry protocols before school starts.

Further information will need to be shared when school resumes.  Staff development days at the beginning of the year will be used to educate staff members and to provide required training such as the proper identification of the coronavirus symptoms and protocols for maintaining social distancing.  On the first day of school, administrators will visit all pods of students and provide them with the information they need to safely social distance and to follow the new rules of the school.  

Signs will be placed around the school that remind students and staff to social distance, to wear masks, and to watch their hands frequently and properly.  Other rules for the operation of the school will be clearly posted such as the directions for one way stair cases, proper entrances to the school for all students, and arrows for walking on the correct sides of the hallways.

3

The school and/or district will ensure all students are taught or trained how to follow new COVID-19 protocols safely and correctly, including but not limited to hand hygiene, proper face covering wearing, social distancing, and respiratory hygiene.

As mentioned above, many different methods will be used to educate students on proper safety protocols such as proper hand washing, the wearing of masks, proper social distancing techniques, and respiratory hygiene.  These methods include instruction provided by administrators on the first day of school, proper signage, and frequent reminders by school faculty and staff.

4

The school and/or district will encourage all students, faculty, staff, and visitors through verbal and written communication (e.g., signage) to adhere to CDC and DOH guidance regarding the use of PPE, specifically acceptable face coverings, when a social distance cannot be maintained.”

When in-person education resumes at SLCS, full measures will be taken to social distance students and to ensure proper use of PPE.  In particular, students on buses will be required to wear masks and efforts will be made to keep students six feet apart when barriers between students are not available.

Within the school building, most classes with ten or more students in them will be held in one of our six areas designated as large group instruction areas.  Student lockers will not be used for the first few months of school to help prevent students from congregating.  Most students will not be permitted to enter the hallways between periods.  All efforts will be made to keep students apart when they have to be in the halls at the same time.  Breakfast and lunch will be served to students in their pod classrooms.

All groups will be made aware of the specific plans and requirements through written communication as well as during meetings with administrators on the first day of school.

5

The school and/or district will provide communications in the language(s) spoken at home among families and throughout the school community. Written plans must be accessible to those with visual and/or hearing impairments.

Written plans detailing the reopening protocols will be provided to all constituent groups.  SInce English is the primary language of most of our parents and students, and since all of our parents are fluent in English, our plans will be provided in English.

 

Health and Safety - Mandatory Assurances

1

Each school and/or district reopening plan must review and consider the number of students and staff allowed to return in person. These factors should be considered when determining resumption of in person instruction: (1) Ability to maintain appropriate social distancing or face coverings; (2) PPE and  face covering availability; (3) Availability of safe transportation; and (4) Local hospital capacity – consult your local department of health.

(1) Ability to maintain appropriate social distancing or face coverings

Schroon Lake Central School administrators reviewed classes, class schedules and the  number of students in each class. Next , Administrators, teachers, Maintenance and Custodial staff removed and reorganized classroom spaces and measured out classrooms to allow social distancing . Larger classes are moved to our largest rooms (cafeteria, auditorium, library, band room, family and consumer science room, and the science lab)

(2) PPE and  face covering availability

Schroon Lake Central School requires all staff and students to wear face coverings when social distancing cannot be maintained. Face covering and required PPE were ordered for all staff and students as required by the Department of Health, CDC  guidance. Specifically, appropriate PPE means, at least, an acceptable face covering, which is strongly  recommended to be worn by all individuals at all times but is required to be worn any time or place that individuals cannot maintain appropriate social distancing.’

(3) Availability of safe transportation

The transportation department in collaboration with administration reviewed transportation DOH documents issued for school reopening. The parents and guardians were surveyed around transportation needs for students to return to in-person instruction. Parents and guardians have let us know that many of them will be providing transportation for their children. Routes and a plot of students riding the bus safely have been completed. Families from the same home will be seated together, masks are required where social distancing cannot be maintained. Bus drivers will have extra PPE available. Buses will maintain logs of cleaning and disinfecting. High-touch surfaces, seats and handrails will be cleaned and disinfected.

(4) Local hospital capacity

Schroon Lake Central School will continue to partner with the Essex County Health department to monitor local hospital capacity.

New York State Hospital Capacity https://www.cdc.gov/nhsn/covid19/report-14day-change.html

2

Each school and/or district reopening plan must engage with school stakeholders and community members (e.g., administrators, faculty, staff, students, parents/legal guardians of students, local health departments, local health care providers, and affiliated organizations, such as unions, alumni, and/or community-based groups)in developing their reopening plan and identify those that participated in the reopening plans.

All stakeholder groups have been involved with the generation of this plan.  Individuals who participated in committee meetings are listed in the first section of assurances.  A virtual community forum was held on July 23rd through the use of ZOOM and facebook livestream that involved parents, students, and community members.  Many parent and student emails have been sent to the school giving opinion on reopening.

3

Each school and/or district reopening plan must include a communications plan for students, parents/guardians, staff, and visitors that includes applicable instructions, training, signage, and a consistent means to provide individuals with information.

Quality communication will be the key to success with any level of school opening.  The following is a list of many of the ways we will communicate with constituent groups:

4

Each school and/or district reopening plan has a written protocol developed in collaboration with the district or school’s director of school health services to instruct staff to observe for signs of illness in students and staff and requires symptomatic persons to be sent to the school nurse or other designated personnel.

The director of school health services for the Schroon Lake Central School District is the Hudson Headwaters Health Network.  They will work in conjunction with the school administrators and the school nurse to continually monitor the state of coronavirus infection in our area and the best practices for checking for signs of illness in students and staff.  The written protocol for observing for signs of illness and for dealing with symptomatic persons is listed in the appendix.

5

Each school and/or district reopening plan has a written protocol for daily temperature screenings of all students and staff, along with a daily screening questionnaire for faculty and staff and periodic use of the questionnaire for students.

The aforementioned document has been created and it can be found in the appendix of this document.  Parents will be asked to sign off on a partnership agreement where they agree to assess their children each day according to the checklist and they will not send their children to school if the daily screening raises any reasons for concern.  School employees will also be expected to stay home if their daily screening raises concerns.

6

Each school and/or district reopening plan requires that ill students and staff be assessed by the school nurse (registered professional nurse, RN) or medical director and that if a school nurse or medical director is not available, ill students and staff will be sent home for follow up with a healthcare provider.

It is the requirement of the school district that student health will be assessed each morning by the parents and that students showing any of the listed symptoms will not be sent to school.  If medication is given to students to reduce their fever, it is the requirement of the school that students not be sent to school for 24 hours, even if the child’s temperature has gone down.

While we have full confidence in the ability of parents to monitor their child’s health, we will also be doing random temperature checks during the school day. If we observe a student with a temperature greater than 100.4 degrees Fahrenheit or one who exhibits other signs of coronavirus, the student will be taken to the office of the school nurse.  The nurse’s office will have a separate quarantine room reserved for students who are demonstrating any of the symptoms on the list provided by the school.  The school nurse will assess the student and place him/her in the quarantine room if health concerns warrant the move.  If a student is placed in the quarantine room, parents will immediately be contacted and they will be asked to come and pick up their child as soon as possible.  If a school health professional is not available to assess the health of a student with concerning symptoms, the student will automatically be placed in the quarantine room until parents can pick them up from school. Ill students or staff will be sent home for follow up with a healthcare provider.

7

Each school and/or district reopening plan has written protocol requiring students or staff with a temperature, signs of illness, and/or a positive response to the questionnaire to be sent directly to a dedicated isolation area where students are supervised, prior to being picked up or otherwise sent home.  

As mentioned above, a quarantine room has been designated in the school and it is attached to the nurse’s office   Students or staff with a temperature, signs of illness, and/or a positive response to the questionnaire (found in the appendix of this document) will be sent directly to the quarantine room to be evaluated and/or monitored by a medical professional until they can be picked up or until they leave the building.

8

Each school and/or district reopening plan has written protocol to address visitors, guests, contractors, and vendors to the school which includes health screening.

Individuals visiting Schroon Lake Central School will be required to approach the school via the front entrance.  To the right of the doors of the main entrance is a video camera and an intercom button. Signage will direct visitors to press the intercom button and to let the school secretary know the nature of their business.  If the school secretary deems it appropriate, and if the individual is wearing an appropriate mask or face covering, the secretary will remotely unlock the door so that the individual can enter the lobby and be seen and heard (via an intercom system) by the school secretary.  In most cases, the individual will be expected to conduct their business without entering the school building.  For those individuals who are picking up or dropping off a student, a sign in/sign out book will be available in the lobby.  Individuals leaving items off for students will be able to place the item(s) on a table in the lobby for the secretary or another individual to collect at a later time.

On the rare occasion where an individual needs to enter the school building for a compelling reason, a series of health screening questions will be asked by a school employee.  The questions can be found in the appendix of this document. The individual’s temperature will be taken by a school employee.   If no symptoms of coronavirus are indicated, the visitor will be asked to sign in on a log sheet and indicate their name, address, and contact information.  Following a successful health check, the individual will be issued a visitor’s badge, they will be instructed on the expectations for wearing a mask and observing proper social distancing, and then they will be escorted to their destination.

9

Each school and/or district reopening plan has a written protocol to instruct parents/guardians to observe for signs of illness in their child that require staying home from school.

Each parent will be given a written protocol to instruct them to observe for signs of illness in their child that require staying home from school.  This written protocol can be found in the appendix of this document.

It is the requirement of the school district that student health will be assessed each morning by the parents and that students showing any of the listed symptoms will not be sent to school.  If medication is given to students to reduce their fever, it is the requirement of the school that students not be sent to school for 24 hours, even if the child’s temperature has gone down.

10

Each school and/or district reopening plan has written protocol and appropriate signage to instruct staff and students in correct hand and respiratory hygiene.

Schroon Lake Central School will train and encourage staff and students in correct hand and respiratory hygiene following New York state Department of Health and CDC guidelines :

For all staff  https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html

https://www.cdc.gov/handwashing/when-how-handwashing.html

For teachers and students https://www.cdc.gov/handwashing/training-education.html

https://www.cdc.gov/handwashing/materials.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fhandwashing%2Fresources.html

*Posted videos and podcasts as needed

Hand Hygiene

All bathrooms and classrooms will have signage with handwashing procedures posted in prominent locations promoting hand hygiene. Proper hand washing before meals, after recess or physical education, and other times, as appropriate.

before and after eating.

Respiratory Hygiene:

Schroon Lake Central School has posted signs throughout the facility, consistent with DOH COVID-19 signage. We have customized signage specific to our workplace/school and it is consistent with the Department’s signage. Signage is used to remind all staff, teachers,students, and any visitors to:

11

Each school and/or district reopening plan has written protocol to ensure all persons in school buildings keep social distance of at least 6 feet whenever possible.

As indicated above, SLCS will make our expectations for appropriate hygiene and social distancing clear by having appropriate signage throughout the building.  Red tape marks will be placed in the center of hallways at appropriate distances to indicate proper social distancing limits and to indicate the separation between the lanes of travel.  Staircases on the north side of the building will be designated as “up” staircases.  The staircases on the south side of the building will be designated as “down” staircases.  Appropriate signage will make these designations apparent to students and staff.

12

Each school and/or district reopening plan has written protocol detailing how the district/school will provide accommodations to all students and staff who are at high risk or live with a person at high risk.

At Schroon Lake Central School, we are aware that coronavirus affects different people and different living situations in unique ways.  As this document indicates, we will follow the safety precautions set forth by the State of New York and the Center for Disease Control. However, we realize that we must be flexible with expectations as they pertain to students and staff who are at high risk or live with a person at high risk.  We therefore intend to work with individuals and their families to consider all physical and mental concerns that may make a return to school difficult.  We encourage individuals with medical concerns to submit letters from medical professionals directly to the Superintendent for consideration of special concessions or arrangements made necessary by significant health concerns.

13

Each school and/or district reopening plan has written protocol requiring all employees, adult visitors, and students to wear a cloth face covering whenever social distancing cannot be maintained.

Schroon Lake Central School will follow all of the safety guidelines prescribed by the Center for Disease Control and by the New York State Education Department.  SLCS will mandate the wearing of masks by all employees, adult visitors and students whenever social distancing cannot be maintained.  These guidelines will be stressed to individuals in writing before school begins and in-person training will be given when school resumes.  

Since social distancing will be observed during most classes, it is possible that students will  not have to wear masks when seated in their classrooms.  However, masks will be required during classes when students and/or teachers are moving about and decreasing the social distancing gaps.  Also, teachers and aides will have the authority to require students to wear masks in class even when social distancing is possible.  Teachers who are requiring the wearing of masks must wear masks themselves.  Mask breaks will be given to students on an as needed basis

14

Each school and/or district reopening plan has plan for obtaining and maintaining adequate supplies of cloth face coverings for school staff, students who forget their masks, and PPE for use by school health professionals.

SLCS is aware of the guidelines for the wearing of masks.  Students and staff are expected to provide their own masks and to wear them each day when social distancing is not possible.  However, SLCS will be prepared to provide extra masks to students and staff who forget their masks.  Bus drivers, the school nurse, and custodians will be provided with the PPE that will be necessary to keep them safe.

15

Each school and/or district reopening plan has written protocol for actions to be taken if there is a confirmed case of COVID-19 in the school.

 

 

The following information and flow chart is the process the Essex County Health Department (ECHD) expects to follow for all lab confirmed cases of COVID-19.  

Local health department and school coordination is an integral part of mitigating Covid-19. Both are committed to coordinating all activities necessary to ensure the health of students, staff, and the community.  

The Essex County Health Department will conduct case investigation and contact tracing for individuals with a confirmed diagnosis of Covid-19. Contact tracing is part of the case investigation and is a process to identify, monitor, and support individuals who may have been exposed to a person with COVID-19.

ECHD staff will:

School staff will:

16

Each school and/or district reopening plan has written protocol that complies with DOH and CDC guidance for the return to school of students and staff following a positive screen for COVID-19 symptoms, illness or diagnosis of confirmed case of COVID-19 or following quarantine due to contact with a confirmed case of COVID-19. Return to school will be coordinated with the local health department.

Schroon Lake Central School will work closely with the Essex County Health Department to coordinate the return to school of students or staff following a positive screen for COVID-19 symptoms, illness or diagnosis of a confirmed case of COVID-19 following quarantine due to contact with a confirmed case of COVID-19.  

 If a person who was sent home with COVID-19 symptoms  is not diagnosed by a healthcare provider (physician, nurse practitioner, or physician assistant) with COVID-19 they can return to school:  

If a person is diagnosed with COVID-19 by a healthcare provider based on a test or their symptoms or does not get a COVID-19 test but has had symptoms, they should not be at school and should stay at home until:

The CDC provides specific guidance for individuals who are on home isolation regarding when the isolation may end.

https://www.cdc.gov/coronavirus/2019-ncov/hcp/disposition-in-home-patients.html

https://www.cdc.gov/flu/business/stay-home-when-sick.htm

School administrators will consider closing school if absentee rates impact the ability of the school to operate safely and effectively. Administrators may choose to modify operations prior to closing to help mitigate a rise in cases. Administrators will consult their medical director (HHHN) and/or the local department of health when making such decisions.

17

Each school and/or district reopening plan has written protocol to clean and disinfect schools following CDC guidance.

The CDC provides Reopening Guidance for Cleaning and Disinfection with specific guidance for schools along with the Cleaning and Disinfection Decision Tool to aid in determining what level of cleaning and/or disinfection is necessary.

https://www.cdc.gov/coronavirus/2019-ncov/community/reopen-guidance.html

https://www.cdc.gov/coronavirus/2019-ncov/community/cleaning-disinfecting-decision-tool.html

School wide cleaning will include classrooms, restrooms, cafeterias, libraries, playgrounds, and busses.

The SLCS cleaning and disinfection plan includes the following items:

18

Each school and/or district reopening plan has written protocol to conduct required school safety drills with modifications ensuring social distancing between persons

Education Law requires that schools conduct eight evacuation and four lockdown drills each school year.  A primary goal of this year’s evacuation drills will be to minimize the risk of spreading infection.

At the beginning of each school year, staff and students are instructed on the proper procedures for lock downs, lock outs, sheltering in place, fire drills, and evacuation drills.  This year, they will be instructed in how to conduct  the drills along with their necessary modifications.

The four lockdown drills will be conducted in a fashion similar to previous years.  However, while COVID-19 social distancing requirements are still in place, students and staff will be instructed to follow all of the usual procedures but to remain in their seats or assigned areas during the drill  to ensure proper social distancing.

When students participate in the eight fire evacuation drills, they will also be required to maintain social distancing protocols to the best of their abilities.  To reduce the chances of spreading virus, students will be required to wear masks during fire drills.

Unlike the typical fire drill protocols, this year we will focus more on social distancing than on speed.  Each classroom in the building will be assigned an exit door, information about which class they must follow, and a congregation point.9  WhenWhen 

When the alarm bell rings, the rooms next to the northeast entrance (near the special education  office), the northwest entrance (gym hallway and back stairs), the southeast entrance (near 4th grade), the southwest entrance (auditorium), and the gymnasium will exit the building first and go to their assigned areas which will be furthest from the school.  Other classrooms will then follow in the assigned order and exit through the assigned doors and go to their assigned spots.  

When all of the students have safely exited the building and attendance has been taken, students will be invited back into the building.  They will return to the building in the opposite order from which they left it, maintaining social distancing to the best of their ability.

A document outlining the exact exiting order, exit doors, and congregation spots for each classroom can be found in the appendix of this document.

While it is important to practice lockdowns and fire drills in the way indicated, it is also true that social distancing would not be the top priority in the case of a real emergency. In the event of a real emergency, school administrators would make every effort to alert students and staff to the severity of the situation.  In the case of a real emergency, students and staff will revert to more traditional lockdown and fire drill procedures.

When all he nand a student

19

Each school and/or district reopening plan has a written plan for district/school run before and aftercare programs (or, for charter schools, as required by the school’s charter).

Schroon Lake Central school does not currently offer before school or after school childcare.  However, should we be mandated to offer this type of childcare to essential personnel, we will allow any licensed child care organization to use our facilities to offer programs.

20

Each school and/or district reopening plan designates a COVID-19 safety coordinator (administrator) whose responsibilities include continuous compliance with all aspects of the school’s reopening plan, as well as any phased-in reopening activities necessary to allow for operational issues to be resolved before activities return to normal or “new normal” levels.

Superintendent Stephen Gratto will serve as the COVID-19 safety coordinator for the Schroon Lake Central School District.

 

 

Facilities - Mandatory Assurances

1

Each school and/or district reopening plan which include changes or additions to facilities must comply with the requirements of the 2020 New York State Uniform Fire Prevention and Building Code (BC) and the State Energy Conservation Code and submit all changes to OFP.

Schroon Lake Central School does not anticipate making any changes or additions to our facilities to accommodate our reopening plan.

2

Each school and/or district reopening plan must ensure compliance with the 2020 Building Condition Survey and Visual Inspection, where applicable.

The last building condition survey for Schroon Lake Central School was done in 2015.  Our next building condition survey is scheduled for 2024. Each year, a visual inspection is performed, typically by a representative from BOCES.  We are scheduled to have a visual inspection completed by December 31, 2020.  We are not aware of any changes or any conditions that would be likely to cause us to be out of compliance.

3

Each school and/or district reopening plan must provide provisions to conduct the Lead-In-Water Testing as required by NYS DOH regulation 67-4.

Schroon Lake Central School conducted Lead in Water Testing shortly before the school was closed due to Coronavirus.

4

Each school and/or district reopening plan must ensure all existing and new Alcohol-based Hand-Rub Dispensers which are installed in any locations is in accordance with FCNYS 2020 Section 5705.5.  

New alcohol based hand rub dispensers will be installed at the three main student entrances to the building and near the cafeteria entrance.  All alcohol dispensers are in accordance with FCNYS 2020 Section 5705.5.

5

Each school and/or district reopening plan which include the installation of dividers in classrooms, libraries, cafeterias, auditoriums, gymnasiums, doors, and other points of congregation will ensure the submission of detailed floor plans to OFP for review.

No dividers will be added to classrooms or other areas as part of our reopening efforts.

6

Each school and/or district reopening plan must ensure that all new building construction and temporary quarter project will be submitted to OFP for a full code review.

No new building construction will need to be approved as part of our reopening efforts

7

Each school and/or district reopening plan which include new facilities for leasing must provide a plan to consult with OFP for a preliminary evaluation.

Schroon Lake Central School will not be leasing new facilities as part of our reopening efforts.

8

Each school and/or district reopening plan which includes the temporary or permanent use of Tents must provide plans adhering to the BCNYS. 

Schroon Lake Central School will be using small temporary outdoor 10 ft by 20 ft tents on a limited basis.  The use of these tents will follow the 2020 fire code of New York State published in June 2019. Specifically, tents will be open on all sides and individual tents will have an area less than 700 square feet.  Multiple tents placed side by side with no fire break clearance of 10 feet will not have an aggregate area of more than 700 square feet.

9

Each school and/or district reopening plan must ensure that the existing or altered number of toilet and sink fixtures meet the minimum standards of the BCNYS.

We have reviewed the SED toilet room policy.  We have a toilet capacity well in excess of the number of toilets required by law.  In order to facilitate social distancing in the middle school and high school bathrooms, alternating stalls and urinals will be blocked off from use to help distance the students.

10

Each school and/or district reopening plan must ensure that each building provides one drinking fountain per one hundred occupants or provide a written plan for a reasonable alternate source of drinking water.

Schroon Lake Central School has 10 drinking fountains and approximately 250 students.  We have approximately one drinking fountain for every 25 students.

11

Each school and/or district reopening plan must provide written plans on how to maintain adequate, code required ventilation (natural or mechanical) as designed.

SLCS contracts the services of the EMCOR corporation.  EMCOR regularly inspects and cleans our ventilation system and keeps it in working order.  We also have 7 portable HEPA filter ventilation systems that will be placed in particular rooms around the school district.

12

Each school and/or district reopening plan must ensure that all project submissions only dedicated to “COVID-19 Reopening” will be labeled as such.

Schroon Lake Central School will not be submitting any projects dedicated to COVID-19 Reopening.

13

Each school and/or district reopening plan which include the use of plastic separators must comply with the 2020 BCNYS Section 2606.

Schroon Lake Central School will be using plastic dividers in the main office and in some of the elementary classrooms.  These dividers will be made out of polycarbonate and they will comply with the 2020 BCNYS Section 2606.

Child Nutrition - Mandatory Assurances

1

Each school and/or district reopening plan must provide all students enrolled in the SFA with access to school meals each school day. This must include students in attendance at school and students learning remotely.

SLCS has planned to provide all students a bagged breakfast and a lunch. All students will be eating in their classrooms to ensure social distancing and keeping large groups of students together in pods. The breakfast and lunches will be taken to classrooms and distributed throughout the  building at the scheduled breakfast and lunch times. Students will wash their hands following the CDC and DOH washing protocols both before and after eating.

For students learning remotely, school meals will be available for pickup in the school lobby at scheduled times, unless other arrangements are worked out between the parents and the school.

2

Each school and/or district reopening plan must address all applicable health and safety guidelines.

SLCS will continue to address all applicable health and safety guidelines as they apply to child nutrition  In particular, SLCS plans will address the following:

https://www.cdc.gov/corornavirus/2019-ncov/commuity/disinfecting-building-facility.html 

Each school and/or district reopening plan include measures to protect students with food allergies if providing meals in spaces outside the cafeteria.

Faculty and staff will be notified of any significant food allergies that students in their lunch group might have.  Food service workers who prepare the bagged lunches and breakfasts will ensure that foods dangerous to particular students will not be delivered to particular rooms.  Teachers will ensure that students in their classes are made aware of allergies that exist in their classrooms and in their lunch groups. Particular foods may be prohibited in certain rooms or in the entire school.  For example, when school reopens in the fall it is anticipated that there will be a student in attendance who has a severe peanut allergy.  As we have done each of the last two school years, we will start the year with a ban on peanuts and peanut products throughout the entire School district.  In some classrooms, special tables may be allocated to be free of particular foods to which students are allergic.

4

Each school and/or district reopening plan must include 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.

Students will be required to practice good hand hygiene before and after eating to help reduce the spread of COVID-19. Quality hand hygiene should involve traditional hand washing with soap and warm water and lathering for a minimum of 20 seconds.  

Teachers in elementary classrooms will be responsible for teaching and modeling good handwashing techniques.  They will also be responsible for providing time for the students in their classrooms to wash hands before and after eating as well as at other times during the day.

On the first day of in person school, administrators will visit each of the classrooms to speak with students in grades pre-k through 12.  During this time they will review all safety practices and protocols.  Proper hand washing techniques, as well as the importance of not sharing food and beverages with others will be discussed.

Signage will be visible throughout the school building that reinforces proper safety precautions such as proper hand washing techniques.

5

Each school and/or district reopening plan must include protocols and procedures that require cleaning and disinfection prior to the next group of students arriving for meals, if served in the same common area.

Students will be eating in PODs in their classrooms. The classrooms will be cleaned daily and recorded in the cleaning log.  At the end of the day all classrooms will be disinfected in preparation for the following days meals.

6

Each school and/or district reopening plan must ensure compliance with Child Nutrition Program requirements (if the school is its own SFA – for charter schools that are part of a district’s SFA, the plan must ensure communication with the district regarding food serve requirements)

Schroon Lake Central School serves as its own School Food Authority.  We follow the Child Nutrition Program Requirements for meal patterns.  We will continue to follow the requirements.

7

Each school and/or district reopening plan must include protocols that describe communication with families through multiple means in the languages spoken by families.

Schroon Lake Central School will communicate regularly with families.  There will be many changes and practices to share as the new year begins.  This reopening plan will be posted on facebook and on our school website.  Regular email updates will be sent to parents using our email listservs.  Robocalls may be used in particular cases where quick turnaround times are necessary.  The US postal service may be used to ensure that all parents get important updates even if they don’t regularly use e-mail.  All communications at this point will be in English.  We will continue to evaluate the success of our communications and make adjustments where necessary.

8

Each school and/or district reopening plan must require that students must social distance (six feet separation) while consuming meals in school unless a physical barrier is provided.

Students will be required to sit in their classroom pods during lunch periods . Students will be allowed to eat with their masks off, but they will be required to sit six feet away from each other.  Each lunch group will have a faculty member or teachers aide assigned to them during lunch.  It will be the responsibility of the school staff to ensure that students follow the rules of social distancing during lunch periods.

Transportation - Mandatory Assurances

1

Each school and/or district reopening plan must ensure all buses (conforming and non-conforming to Federal Motor Carrier Safety Standards, as well as type A, C or D) which are used every day by districts and contract carriers will be cleaned/disinfected once a day.

Each school bus in the SLCS fleet that transports students will be disinfected at the end of each day.

2

Each school and/or district reopening plan ensures high contact spots must be wiped down after each a.m. and p.m. run depending upon the disinfection/cleaning schedule.

High contact areas on buses will be wiped down after each run.

3

Each school and/or district reopening plan must ensure school buses shall not be equipped with hand sanitizer due to its combustible composition and potential liability to the carrier or district.

Parents and students will be notified in writing prior to the start of school that students are not allowed to have hand sanitizer on the bus.  This message will be reinforced during our opening day discussions with students.

4

Each school and/or district reopening plan must ensure that school bus drivers, monitors and attendants must not carry personal bottles of hand sanitizer with them on school buses.

Faculty and staff will be informed that they are not allowed to have hand sanitizer on the school bus.

5

Each school and/or district reopening plan will require that school bus drivers, monitors, attendants and mechanics must wear a face covering along with optional face shield.

All school employees working on the school buses will wear face coverings.

6

Each school and/or district reopening plan requires that transportation staff (drivers, monitors, attendants, mechanics and cleaners) will be trained and provided periodic refreshers on the proper use of personal protective equipment and the signs and symptoms of COVID-19.

School staff will be provided with training on the proper use of PPE on one of the first staff development days of the school year which will take place before the first day of school for students.  They will also receive “Right to Know” training early in the year.  Periodic training and refreshers will occur throughout the year.

7

Each school and/or district reopening plan requires that transportation staff (drivers, monitors, attendants, mechanics and cleaners) will be trained and provided periodic refreshers on the proper use of social distancing.

School staff will be provided with training on the proper use of social distancing on one of the first staff development days of the school year which will take place before the first day of school for students.  They will also receive “Right to Know” training early in the year.  Periodic training and refreshers will occur throughout the year.

8

Each school and/or district reopening plan requires that transportation departments/carriers will need to provide Personal Protective Equipment such as masks and gloves for drivers, monitors and attendants in buses.

The school district will provide school transportation employees with masks and gloves.

9

Each school and/or district reopening plan ensures hand sanitizer will be provided for all staff in their transportation locations such as dispatch offices, employee lunch/break rooms and/or bus garages.

 Hand sanitizer will be provided to all transportation employees for use anywhere but on the buses.

10

Each school and/or district reopening plan requires that drivers, monitors and attendants who must have direct physical contact with a child must wear gloves.

School transportation employees must wear gloves if there is any possibility of them coming in physical contact with students.

11

Each school and/or district reopening plan requires that school bus drivers, monitors, attendants and mechanics shall perform a self-health assessment for symptoms of COVID 19 before arriving to work.

All district employees are required to perform a self-health assessment for symptoms of COVID-19 each day before they come to work.  Each employee will be provided with a list of questions they should consider each morning regarding their health.  A copy of this self-health assessment can be found in the appendix of this document.

12

Each school and/or district reopening plan requires that students must wear a mask on a school bus if they are physically able.

All students will be required to wear masks while on the school bus.  The only exception to this rule will be students who have a valid medical note giving them a medical exemption from wearing a mask.

13

Each school and/or district reopening plan ensures that students who do not have a mask will NOT be denied transportation.

Students who have a medical exemption from wearing a mask will not be denied transportation to school.

14

Each school and/or district reopening plan requires that students who do not have masks must be provided one by the district.

Students are expected to provide their own masks and to wear them on school transportation and at school.  However, students who do not have a mask or who have forgotten their mask will be provided one by the school district.

15

Each school and/or district reopening plan ensures that students with a disability which would prevent them from wearing a mask will not be forced to do so or denied transportation.

Students who have a medical exemption from wearing a mask will not be denied transportation to school.

16

Each school and/or district reopening plan requires students will be trained and provided periodic reminders on the proper use of personal protective equipment and the signs and symptoms of COVID-19.

 Students will be trained and provided periodic reminders on the proper use of PPE and the signs and symptoms of COVID-19.

17

Each school and/or district reopening plan requires that students will be trained and provided periodic reminders on the proper use of social distancing.

SLCS will train students and provide periodic reminders on the proper use of social distancing.

18

Each school and/or district reopening plan requires that if the school district is in session remotely or otherwise, pupil transportation must be provided to nonpublic, parochial, private, charter schools or students whose Individualized Education Program have placed them out of district whose schools are meeting in conducting in-person session education when/if the district is not.

Schroon Lake Central School will provide all necessary transportation as described in the situations listed above.

 

Social Emotional Well-Being - Mandatory Assurances

1

Each school and district ensures that district-wide and building-level comprehensive developmental school counseling program plans, developed under the direction of certified school counselor(s), are reviewed and updated to meet current needs.

Schroon Lake Central School has a comprehensive developmental school counseling program.  This plan is included in the appendix of this document.

2

Each school and/or district establishes an advisory council, shared decision-making, school climate team, or other collaborative working group comprised of families, students, members of the board of education, or school’s board, school building and/or district/charter leaders, community-based service providers, teachers, certified school counselors, and other pupil personnel service providers including school social workers and/or school psychologists, to inform the comprehensive developmental school counseling program plan.

Schroon Lake Central School will use a shared decision making process and an advisory group to inform the comprehensive developmental school counseling program plan.

3

Each school and/or district reopening plan addresses how the school/district will provide resources and referrals to address mental health, behavioral, and emotional support services and programs.

Schroon Lake Central School has an Student Emotional Wellness Team that meets twice each month.  Members of this team include the Superintendent, Principal, School Nurse, Guidance Counselor, and School Psychologist. This team discusses the academic, behavioral, and social emotional status of at-risk students.  Teachers and other school staff members can use a counseling form to refer students to the Emotional Wellness Team. The team addresses ways to improve academic performance and they provide resources and referrals to address mental health, behavioral, and emotional support services and programs. Please find the counseling referral form in the appendix of the school counseling program plan

4

Each school and/or district reopening plan addresses professional development opportunities for faculty and staff on how to talk with and support students during and after the ongoing COVID-19 public health emergency, as well as provide supports for developing coping and resilience skills for students, faculty, and staff.

Schroon Lake Central School understands the importance of quality professional development and the need for increased attention to building our capacity to support students, faculty, and staff during and after the COVID-19 public health emergency.

Our professional development efforts will focus on the implementation of Multi-Tiered Systems of Support (MTSS).

MTSS is grounded in the belief that all students can learn, and all school professionals must be responsive to the academic and behavioral needs of all students. MTSS focuses on evidence-based practices, relies on student progress data to inform instructional decisions, and ensures that each student, based on their unique needs, receives the level and type of support necessary to be successful. It is an important means of addressing equity and most importantly, ensures that all young people are provided with the support they need to thrive.

We will focus on working with staff to provide professional development around implementing our Social Emotional Learning (SEL) plan. This will be addressed through the current PBIS team.

Social Emotional Learning: A Guide to Systemic Whole School Implementation.

http://www.p12.nysed.gov/sss/documents/GuideToSystemicWholeSchoolImplementationFINAL.pdf 

School Schedules - Mandatory Assurances

1

Each school and/or district reopening plan describes the school schedule planned for implementation at the beginning of the 2020-21 school year and to the extent practicable any contingent scheduling models it may consider if the situation warrants.

Schroon Lake Central School has prepared a master schedule that will allow for a full reopening of school with all students in physical attendance, as well as a hybrid opening.  Scheduling decisions were informed by health and safety standards and the most up to date guidance from the New York State Health Department.  

In an effort to allow students to properly social distance and to use PODS to keep groups of students away from each other, several large areas will be used to house cohorts of students during the school day.  Using the pod model, socially-distanced students will spend much of their instructional time in the same large room each day while teachers cycle in and out of the classroom at the assigned times.  Students will eat breakfast and lunch in these rooms

The morning routine at SLCS will also be altered.  Buses will arrive at school by 7:58 am and they will unload passengers, one bus at a time, starting at 8:00 am.  Students getting off of the buses will enter through one of two entrances (one entrance for students with a class downstairs and one entrance for students with a class upstairs).  Students will not go to their lockers.  They will go directly to their classrooms where they will eat breakfast and prepare for the start of instruction.

Students who arrive by car or who walk to school will enter through the front entrance.  Students entering the front of the building will need to wear masks and remain socially distanced from their classmates and others.  These students should arrive between 7:55 am and 8:05 am.

 

Attendance and Chronic Absenteeism - Mandatory Assurances

1

Each school and/or district reopening plan must describe a mechanism to collect and report daily teacher student engagement or attendance while in a remote or hybrid schedule.

Teachers will use SchoolTool to record daily attendance during in-person, remote or hybrid learning.  

Teachers have a variety of ways they are able to ensure students' engagement. During remote learning, teachers will offer both Synchronous (live) Learning /Asynchronous learning opportunities. Teachers will see and be able to respond to students' needs. Teachers will also be able to have students turn in assignments, attend virtual sessions, interact with assignments and request or attend teacher office hours. Student participation and attendance in remote learning sessions will allow school staff to monitor attendance and chronic absenteeism.

During hybrid learning, students will be expected to be in attendance via the internet for all of their classes at the actual time that their classes are being taught at SLCS.  Attendance for hybrid learning will be taken in the same way attendance is taken for in-person instruction.

 

 

Technology and Connectivity - Mandatory Assurances

1

Each school and/or district reopening plan must include information on how the school/district will have knowledge of the level of access to devices and high-speed internet all students and teachers have in their places of residence.

On July 21, 2020, a survey was sent out via email to all parents in the school district.  This survey asked parents if they would describe their internet access as reliable, unreliable, or non-existent.  They were also asked if they would need to use a school owned device to access online instruction.

A robocall was used to notify all parents that an important survey was sent to their e-mail and that we would greatly appreciate them taking the survey.  Furthermore, if they did not have reliable access to the internet, they were asked to call the school and provide the answers to the survey questions over the phone to the school secretary.  Efforts were then made to call parents individually who had not responded to the survey.

2

Each school and/or district reopening plan must include information on how the school or district, to the extent practicable, will address the need to provide devices and internet access to students and teachers who currently do not have sufficient access.

For the in-person and hybrid instruction options, teachers will be fully present in the school buildings everyday and therefore they will have excellent access to devices and the internet.  In the case of remote learning where teachers are not allowed to be in the school, they can still access school internet if they are in the parking lot of the school.

Students in grades 1-12 will be provided with chromebooks for their individual use.  Students will be expected to charge their chromebooks at home each evening, leave their chargers at home, and bring their fully charged chromebooks to school each day.  While at school, all students will have access to the internet.  In the case of remote learning, students without quality internet access at home can go to the local public library to access the internet.

3

Each school and/or district reopening plan must include information on how the school or district will provide multiple ways for students to participate in learning and demonstrate mastery of Learning Standards in remote or blended models, especially if all students do not yet have sufficient access to devices and/or high-speed internet.

Students in grades 1-12 will be provided with one to one devices by the school.  Survey results indicate that most students in the district have access to reliable internet.  Students that do not have reliable access can get access at the local library.  Students who can not get access to reliable internet should notify the school so that alternate paper assignments can be produced.

Teachers at SLCS will develop different ways for students to demonstrate learning in their individual lesson plans.  Multiple ways to participate in learning and demonstrate mastery of learning standards typically exist in the classrooms of SLCS teachers regardless of the mode of presentation of the lesson.

 

 

Teaching and Learning - Mandatory Assurances

1

Each school and/or district reopening plan includes a continuity of learning plan for the 2020-2021 school year. Such plan must prepare for in-person, remote, and hybrid models of instruction.

Schroon Lake Central School is prepared for in-person, remote, or hybrid models of instruction.  Mandates from the state education department and the decisions of the SLCS school board will determine which of these options will be employed at various times during the school year.

In-person instruction

Hybrid instruction

Remote Instruction

Each school and/or district reopening plan includes an educational program that is aligned to the New York State Learning Standards (or, for charter schools, the standards set forth in the school’s charter) regardless if instruction is delivered in-person, remotely or in a hybrid model.

Schroon Lake Central School has plans for in-person, remote, and hybrid instruction.  In all three situations, teachers will provide instruction that is aligned to the New York State Learning Standards.

3

Each school and/or district reopening plan provides for a program that includes regular substantive interaction between teachers and students whether delivered in- person, remotely or through a hybrid model of instruction

With the in-person learning model, those students who choose to attend school will spend a significant amount of time each week having direct interactions with their teachers.  With the hybrid model, students will have less in person interactions with their teachers.

In the case of remote learning, there would be a certain level of synchronous learning required each week.

4

Equity must be at the heart of all school instructional decisions. All instruction should be developed so that whether delivered in-person, remotely, or through a hybrid model due to a local or state school closure, there are/clear/opportunities for instruction that/are/accessible to all students./Such opportunities must be/aligned with State standards (or, for charter schools, the standards set forth in the school’s charter) and include routine scheduled times for students to/interact and seek feedback and support/from their teachers.

All students will have equal access to a high quality education at SLCS.

5

Schools must create 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 needs to be accessible to all, available in multiple languages based on district or charter school need, widely disseminated, and include clear and multiple ways for students and families to contact schools and teachers (e.g., email, online platform, and/or by phone).

At Schroon Lake Central School we believe that quality communication will be the key to success with whichever type of learning we are engaged.  The district office will communicate regularly with families through the school webpage, the school facebook page, email listservs containing parent addresses, mailings through the US Postal Service, and automated or in person telephone calls.

Teachers instructing classes will communicate regularly with parents through email, google features, telephone calls, and periodic written reports.

All parents will have access to student grades through the Schooltool parent portal.

Parents will have all of the information they need to contact teachers and they will be encouraged to do so regularly.

6

Districts that contract with eligible agencies, including CBOs, to provide Prekindergarten programs must attest that they have measures in place to ensure eligible agencies with whom they contract will follow health and safety guidelines outlined in NYSED guidance and required by the New York State Department of Health. The district must also ensure their eligible agencies have a Continuity of Learning plan that addresses in-person, remote, and hybrid models of instruction.

Schroon Lake Central provides its own Prekindergarten program. SLCS prekindergarten plan has all the New York State and Department of Health guidelines.

Pre K In Person Learning:

The first week of school prek students and families will come into the classroom by appointment to drop off supplies, meet teachers, become acquainted with the room and classroom layout, and complete pre-kindergarten screening. This delayed start will give the students and families an opportunity to become acclimated to the new environment and routine. If families are unable to come into school, a home visit (outside using masks and 6 feet) or a Zoom meeting with the teachers will be provided.

Upon arrival students will need to wear face masks. Students will be allowed to take off their masks for breakfast, lunch, and snack time and during mask breaks. Prior to meals and mask breaks students will wash their hands first.  Students will have separate lockers and bins to keep their belongings. Students will use the bathroom in the prek room. If a student needs to use a bathroom outside the room, he/she will be accompanied by an adult. Students will have breakfast and lunch in the classroom. The classroom will have table seatings that are 6 feet apart and/or plexiglass partitions. The tables and work spots will be sanitized after use throughout the day. Students will receive instruction using one on one, small group, and whole group instruction in the prek room as well as special area classes when possible. Students will be provided with individual sets of manipulatives and school supplies (crayons, scissors, pencils, glue sticks, etc) and the supplies will be sanitized after use and kept separately. During rest time, students will have assigned resting spots in the room that allow at least 6 feet of space between individuals. Resting mats will be sanitized daily and will be stored separately in student lockers.

Pre K Remote Learning:

The first week of school the classroom teacher and aide will set up appointments to meet with prek students and families by home visit (outside using masks and 6 feet) if possible or Zoom meeting. Teachers will introduce themselves and conduct prekindergarten screening. During remote learning the teacher will provide daily choice boards online through email and a private group (Facebook, Google Classroom, etc). The choice boards will concentrate on learning standards outlined by New York State common core curriculum including reading, writing, math, science, social studies, and special areas (music, PE, art, library). The activities will be differentiated to meet the needs of individual students. The teacher will also provide  literature rich lesson plans utilizing home reading, recorded read alouds by the teacher, and online resources. Students will also meet with the teacher using Zoom for one on one and small group instruction during the week as well for progress monitoring. Supplies will be sent home as needed throughout the year.

 

 

 

Special Education - Mandatory Assurances

1

Each school and/or district reopening plan, whether services are provided in-person, remote, and/or through a hybrid model, addresses the provision of free appropriate public education (FAPE) consistent/with the need to protect the health and safety of students with disabilities and those providing special education and services.

The District is dedicated to providing a free and appropriate public education (FAPE) to our students, consistent with the need to protect the health and safety of students with disabilities and those individuals providing education, specialized instruction, and related services. Students will receive their IEP services in the fall, with some in-person and some remote opportunities.  In support of some of our more vulnerable populations, students in substantially separate programs will have the choice to attend in-person full time. Students designated to receive resource room must be provided support to access the curriculum whether we are in-person or in a remote setting, according to the schedule on the IEP.  Transition planning and services must continue.  IEP meetings will continue to be held remotely to limit the number of people in the building.  The District will continue to work with families to meet timelines or agree to extensions for Initial Evaluations, Reevaluations, and IEP Team Meetings. We will make every effort to maintain as much in-person instruction as is safely possible should a full closure once again be necessary.  The full SLCS Special Education Reopening document can be found in the appendix.

2

Each school and/or district reopening plan addresses how it will document the programs and services offered and provided to students with disabilities as well as communications with parents.

Special education educators often have particularly close connections with their students. Therefore, ongoing communication and meaningful partnerships with families continues to be of paramount importance to us. As we move into the start of the new school year, special educators will be collaborating with related service providers, instructional paraprofessionals, general educators, and others who support students with disabilities, ensuring that recommendations for activities are appropriate and accessible whether they occur in-person or remotely. Collaboration between all parties involved will be of utmost importance as we move into a new school year.  It is imperative as well as mandatory that we provide our students with the services determined on their IEP’s.  Phone contact one time per week by case manager, followed by email and/or text (if unable to reach) is required. A document will be provided within Frontline to indicate that contact occurred a minimum of one time per week.  In the event a concern is uncovered, the case manager will notify pertinent members (CSE chair, guidance counselor, principal and superintendent).

3

Each school and/or district reopening plan addresses 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.

SLCS provides all communication to our parents/guardians in the parent’s preferred language.

4

Each school and/or district reopening plan addresses collaboration between the committees on preschool special education (CPSE) and committees on special education (CSE) and program providers representing the variety of settings where students are served to ensure there is an understanding of the provision of services consistent with the recommendations on/individualized education programs/(IEPs), plans for monitoring and communicating student progress, and commitment to sharing resources.

Given the differences between remote and in-person approaches to learning, the program will provide extra social emotional supports for the students and families.  For both remote and in-person approaches to learning, the students’ case managers will maintain regular and consistent contact to assess family needs and student needs.  When necessary the case manager, CSE/CPSE Chairperson or Guidance Counselor will assist with connecting families with appropriate counseling services and community resources. Progress monitoring information will be shared with case managers.   In addition, case managers will maintain weekly contact with families as well as committee members.  Committee meetings will be scheduled as needed to determine the need for changes to the student’s plan.

 

5

Each school and/or district reopening plan must 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.

Accommodations, modifications, supplementary aids and services as well as assistive technology services directly support a student with a disability in the selection, acquisition, or use of a specified device.  The service provider will provide environmental modifications to facilitate independence and generalization of those skills. All students with specified accommodations, modifications, supplementary aides/services or assistive technology devices will be provided as written within their IEP and discussed with their parents.  In the event specified accommodations, modifications, supplementary aides/services or assistive technology devices are not reasonable within a remote location, the student will have a Contingency Plan within the IEP that will have been discussed and approved by the parent prior to implementation.

 

 

Bilingual Education and World Languages - Mandatory Assurances

1

Each qualifying school and/or district reopening plan which reopens using in-person or hybrid instruction must 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 2019-20, 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.

Schroon Lake Central School will follow the rules for identifying English Language Learners.  However, at this point SLCS does not anticipate having any ELL students attending in the fall.

2

Each school and/or district reopening plan must provide required instructional Units of Study (or, for charter schools, the applicable program outlined in the school’s charter) to all ELLs based on their most recently measured English language proficiency level during in-person or hybrid instruction.

Schroon Lake Central School will be prepared to offer appropriate instruction to  English Language Learners.  However, at this point SLCS does not anticipate having any ELL students attending in the fall.

3

Each school and/or district reopening plan must ensure the maintenance of regular communication with parents/guardians of ELLs to ensure that 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.

At this time we do not have an ELL population. We maintain regular communication with parents/guardians in English.

Teacher and Principal Evaluation System - Mandatory Assurances

1

Each school and/or district reopening plan must ensure that all teachers and principals are evaluated pursuant to the LEA’s currently approved APPR plan (or, for charter schools, the school’s charter), including any variance applications approved by the Department.

Schroon Lake Central Schools will follow the currently approved APPR plan during the school year.

Certification, Incidental Teaching, and Substitute Teaching - Mandatory Assurances

1

Each school and/or district reopening plan must ensure that all teachers hold valid and appropriate certificates for their teaching assignments except where otherwise allowable under the Commissioner’s regulations (e.g., incidental teaching) or Education Law.

In response to the COVID-19 crisis, a superintendent of schools may assign certified teachers to teach a subject not covered by their certificate (incidental teaching) for a period not to exceed ten classroom hours a week during the 2020-2021 school year, when no certified or qualified teacher is available after extensive and documented recruitment. BOCES review and approve the requests for incidental teaching.  Schroon Lake Central School will follow all rules associated with certification and incidental teaching.

Appendix  

Coronavirus Questionnaire for Visitors to the School

Guidance for Students Leaving the Classroom During the School Day

Parent Letter/List of Health Symptoms to Check Each Morning

Parent Partnership Agreement Regarding Student Health Evaluation

Special Education Department Guidance for Reopening Schools

SLCS Comprehensive School Counseling Program

Fire Drill/Emergency Evacuation Plan

Coronavirus Questionnaire

FOR  VISITORS  TO  THE  SCHOOL

Your Name  ___________________________             Phone Number  _____________

Company/Organization Name___________________________________________

Purpose of Visit.  __________________________________________________________

Date(s) of Visit ___________________________________

In order to safeguard the Schroon Lake Central School Campus and prevent community spread of the novel coronavirus, there are a few questions that all employees, students, visitors and contractor personnel should ask themselves prior to working on the Schroon Lake campus:

  1. Do you have, or have you had, symptoms of acute respiratory illness or fever within the previous 14 days?  Yes______No_____                                  

List of symptoms:  Fever/chills, Cough, Shortness of breath/difficulty breathing, Fatigue, Muscle/body aches Headache, New Loss of taste/smell, sore throat, Congested/runny nose, nausea/vomiting/diarrhea.  They can appear 2-14 days after exposure to Covid-192.          

  1. Do you share a living residence with someone who has had symptoms or acute respiratory illness or fever within the previous 14 days. Same list of symptoms #1? Yes______No_____  

3.          Do you share a living residence with someone who has had contact with anyone known to have COVID-19 or who has symptoms of acute respiratory illness or fever? Same list of symptoms # 1.  Yes______No_____  

4.          Are you required by NYS DOH to be under mandatory or self-quarantine?   Yes__,No___

         5.    Have you, or anyone with whom you share a residence traveled within the previous 14 days to areas of known COVID-19 cases,        and spent time in public areas such as airports, airplanes, buses etc., where social distancing  has not been practiced?         Yes___ No____                                                              

 If any of your answers to any of these questions are "YES," then you should not be present on Schroon Lake Central property, And are expected to leave immediately.

Please acknowledge your understanding of the aforementioned, by signing below. If your information Changes, please contact your employer to report the change.

Signed________________________________________________________ Date____________________

SLCS appreciates your diligence in adhering to the social distancing protocols that have been Recommended by the US CDC, state and local health departments, and enacted under Executive Orders of the Governor of the State of New York, Andrew M. Cuomo.

GUIDANCE FOR STUDENTS LEAVING THE CLASSROOM DURING THE SCHOOL DAY

NURSE: (Extension- 3495)

-Visits to the nurse should be limited to illness or injury. Prior to the student leaving the classroom, the nurse should be notified. If the nurse does not answer, please contact the main office.

-Medication to be administered via school nurse and will be at the same time every day. Please refer to the confidential medical list.

MAIN OFFICE / OFFICE PHONE USE:  (Extension 3385)

-Students are not to go to the office. Items will be delivered to students to the classroom.

-The main office will be contacted for any student that needs to call home for any reason. The student is not to leave the classroom. Office personnel will make the call and get back to the student.  

RESTROOM USE:

-Only one student at a time will be allowed to leave the classroom and the student must use the closest restroom to the classroom.

-All students must sign out in each classroom.

 

-Students must follow proper hand hygiene and cleaning and disinfection guidelines while washing their hands while using the restroom.

-Only two students shall be allowed in the restrooms containing five stalls. Proper 6 feet distancing must be maintained.

-Only one student shall be allowed in a single unit restroom per visit.

-Students must observe vacancy signs for restrooms and maintain proper 6 feet distancing while waiting.

SPECIAL EDUCATION STUDENTS:

-Students with educational, medical, and/or physical accommodations on their 504 or IEP plans may have special documentation requiring them to be more ambulatory within the building throughout the school day. Circumstances may include:

-Nursing services

-Medication administration

-Counseling

-Educational services

-Toileting

-Circulatory issues

-Emotional regulation

PARENT PARTNERSHIP AGREEMENT REGARDING STUDENT HEALTH AND EDUCATION

Parent Name ________________________    

Phone Number  ________________     Preferred email  _________________________

Physical address  _________________________________________

Please fill out the following table for all of your school age children

Child’s Name

Grade Level

In 2020-2021

Will your child

Participate in in-person learning for the first 5 weeks of school?

Write yes or no.

Will your child need to be transported by bus for the first 5 weeks of school?

Write yes or no.

Do you have a thermometer at home that you can use to take your child’s temperature?

Yes  ______     No ______

Do you agree to take your child(ren)’s temperature each morning before school and not send them to school if their temperature is higher than 100 degrees Fahrenheit?

Yes  ______     No ______

Do you agree to check your child for COVID-19 symptoms each morning and described by the attached list of COVID-19 symptoms and follow the guidance as listed?

Yes  _______   No  ______

Do you have reliable internet access at home?

Yes  _______   No  ______

Parent Signature  __________________________________________

Schroon Lake Central School

Special Education Department

 Interpretation of the

New York State Education Guidance for

Reopening New York State Schools

Recovering, Rebuilding, and Renewing the Spirit of New York State Schools

The New York State Education Department has provided a framework of guidance to help schools and school districts as they plan to reopen.  Following are highlights from the guidance document that pertains to special education as we plan for models that may be in person, remote, or within a hybrid model.

Guidance for Special Education

Schools and school districts are required to provide: a Free Appropriate Public Education consistent with the need to protect the health and safety of students with disabilities and those providing special education and services; meaningful parent engagement regarding the provision of services to their child; collaboration between  Committee on Preschool Special Education/Committee on Special Education (CPSE/CSE) and program providers representing the variety of settings where students are served; access to the necessary instructional and technological supports to meet the unique needs of students; and documentation of programs and services and communications with parents.

Schools and school districts should consider in-person services a priority for high-needs students and preschool students with disabilities whenever possible and consider contingency plans developed by the CPSE/CSE to address remote learning needs in the event of intermittent or extended school closures.

Overview of Special Education Supports

Special education educators often have particularly close connections with their students; therefore, ongoing communication and meaningful partnerships with families continues to be of paramount importance to us. As we move into the start of the new school year, special educators will be collaborating with related service providers, instructional paraprofessionals, general educators, and others who support students with disabilities, ensuring that recommendations for activities are appropriate and accessible whether they occur in-person or remotely. Collaboration between all parties involved will be of utmost importance as we move into a new school year.  It is imperative as well as mandatory we provide our students with the services determined on their IEP’s.

The District is dedicated to providing a free and appropriate public education (FAPE) to our students, consistent with the need to protect the health and safety of students with disabilities and those individuals providing education, specialized instruction, and related services. Students will receive their IEP services in the fall, with some in-person and some remote opportunities.  In support of some of our more vulnerable populations, students in substantially separate programs will have the choice to attend in-person full time. Students designated to receive resource room must be provided support to access the curriculum whether we are in-person or in a remote setting, according to the schedule on the IEP.  Transition planning and services must continue.  IEP meetings will continue to be held remotely to limit the number of people in the building.  The District will continue to work with families to meet timelines or agree to extensions for Initial Evaluations, Reevaluations, and IEP Team Meetings. We will make every effort to maintain as much in-person instruction as is safely possible should a full closure once again be necessary.

Students with disabilities, along with their peers in general education, will be assessed to evaluate skill gaps. In addition, special education progress reports and data on levels of performance towards goals prior to closure will be reviewed for progress and regression post-closure. For students in the Extended School Year (ESY) program, progress reports and discussions on individual levels of current performance will be important in assessing skill gaps and regression.

We will continue to work closely with BOCES and state operated schools to ensure students in and out of district schools will continue to receive their services either remotely or in-person as directed by the individual schools.  We will continue to receive remote learning plans and progress reports on all students as appropriate.

In-Person vs. Remote Services

In many cases, the individual circumstances of staff and student health and safety may dictate the availability of in-person services, including speech, occupational therapy, physical therapy, orientation/mobility, visual, hearing, and reading support. However, there will certainly be times when teletherapy services are the safest and most appropriate.

To prepare for this contingency, the District has been exploring tools that staff could use to provide teletherapy services. Multiple potential tools have been identified, and the District is in the process of establishing the necessary student data privacy agreements with vendors.  Additionally, classrooms have been assigned to individual therapists. Once school begins, therapists will be scheduling students for in-person services or synchronous teletherapy services, depending on the individual needs and schedule of students. These services will be delivered individually or in small groups. Schedules will need to accommodate the time needed to sanitize these rooms after each student or small group. Parents of children participating in the Hybrid Learning Model can expect that their children will receive a combination of in-person and teletherapy, as required.

Districtwide Special Education Programs

Schroon Lake Central School has several focused Special Education programs for students with specific learning profiles, as listed below. Students within each of these programs will be invited to participate in full-time, in-person schooling, although some services may be provided via teletherapy when appropriate. In the event of another full school closure, the District will plan on trying to maintain as much in-person therapies as is safely possible.

Case Managers

Given the differences between a remote and in-person approach to learning the program will provide extra social emotional supports for the students and families.  For both remote and in-person approach to learning the students’ case managers will maintain regular and consistent contact to assess family needs and student needs.  When necessary the case manager, CSE Chairperson or Guidance Counselor will assist with connecting families with appropriate counseling services and community resources.  

Consultant Teacher Services

Schroon Lake Central School District provides direct and/or in-direct Consultant Teacher Services to students with disabilities in general education classrooms K-12. Special education consultant teachers providing services collaborate with general education teachers to plan instructional accommodations and modifications for students with disabilities in general education settings. Such students would generally possess good coping skills and would be able to advocate for themselves. The direct consultant service additionally offers students with disabilities the opportunity to receive instruction in regular education classes with non-disabled peers, as the special education teacher “pushes into” the regular education class to provide the service to the student.

Resource Room 

This program is for students with disabilities who are in need of specialized supplementary instruction in a small group setting for a specific subject area such as math or reading.

The resource room supports general education through small group review, reinforcement of skills,  remediation of learning deficits, pre-teaching new concepts, and supplementing reading or math instruction.

This program also teaches study skills and focuses on the goals and objectives identified in each student's Individualized Education Plan (IEP). This program provides the opportunity for students to receive the majority of their instruction in the regular education classes with non-disabled peers and learn in the least restrictive environment.

Special Class ELA or Math

Special Class for ELA or Math within the District consist of up to 15 students, all with a disability. Each class has 1 Special Education Teacher.  Special classes follow the General Education curriculum, however, the material is often modified to meet individual student needs. All instruction is differentiated based on process, product, and content. All lessons are modeled and practiced. Re-teaching is a vital part of daily practice. Positive reinforcement, incentives, and encouragement are used.  The goal is to lead students to a less restrictive environment by fostering independence, responsibility, and problem solving skills.  A special class may contain students with a variety of disabilities, including but not limited to Autism Spectrum Disorder (ASD), Learning Disabled (LD), Other Health Impairment (OHI), Multiply Disabilities,  as well as other related disabilities with intensive needs including deficits in language, social communication, significant academic deficits, abstract thinking, and behavior. The self-contained classes provide highly individualized services. Students within a : setting typically receive instruction for ELA or Math within the small group and receive the remainder of their education within the general education environment.

Integrated Co-Teaching

We support students with disabilities in an Integrated Co-Teaching Learning model at the elementary level students with Learning Disabilities and other related disabilities. Through this integrated approach students are included, for the majority of their school day, within the general education setting.  

Speech and Language Therapy

The goal of speech and language therapy is the early identification of communication disorders and the remediation of articulation and phonological deficits, stuttering, voice disorders, and receptive and expressive language problems, which adversely affect a student’s educational performance. Services are provided either individually or in small groups at a frequency rate and location established by the Committee on Special Education.

Speech/Language Services address articulation, fluency (example: stuttering), voice (example: nasality), language (expressive and receptive), auditory processing (ability to focus on critical information within an environment that may have background noise), and pragmatics (social language, idioms). Speech/language therapists/pathologists provide preventative intervention, evaluations, consultations, and direct therapy services.

Occupational Therapy and Physical Therapy

Occupational therapy as a related service focuses on the functional evaluation of the student, and the planning and use of a program of purposeful activities to develop or maintain adaptive skills, designed to achieve maximal physical and mental functioning of the student in his or her daily life tasks. The occupational therapist assesses skill levels and, upon receipt of an appropriate prescription, provides remediation in the areas of deficit such as postural control, motor planning, visual perceptual skills, hand skill development and sensory processing. The therapist may also provide alternative materials and environmental modifications to facilitate independence and generalization of those skills. Occupational therapy may be provided individually, in a small group, or as a consultant to the classroom teacher, based on the recommendations of the Committee on Special Education.

Occupational therapists work with students who demonstrate fine motor or upper body impairments that affect a student's participation within the educational environment (cutting, drawing, handwriting, activities of daily living, and sensory integration).

Physical therapy as a related service is, upon prescription, directed towards developing and maintaining the student’s physical potential for independence in all educationally related activities. A major focus of physical therapy is to develop the student’s ability to safely negotiate the school environment.

Physical therapists address the gross motor skills of students within the educational environment. This can include orthopedic and neurological issues. Students who receive direct physical therapy typically have difficulty with loco-motor skills, balance, low muscle tone, or limited range of motion.

School Counseling Services

The school psychologist or school counselor is responsible for the provision of IEP mandated counseling for individual students and parent training, as prescribed by the Committee on Special Education. These services are provided to those students whose psychosocial needs interfere with their ability to benefit from education. The focus of school-based counseling must be on the school-related difficulties of the student with a disability and is designed to assist the student in overcoming the social or emotional challenges that interfere with the educational process.

Itinerant Services for the Hearing Impaired or Visually Impaired

Hearing and vision impaired services are designed to provide direct specialized instruction to students with hearing and/or visual impairments.  The service provider may also provide alternative materials and environmental modifications to facilitate independence and generalization of those skills.  Teacher of the Hearing Impaired provides direct service and consultation service.  Direct service entails support of all general education curriculum, modification of special curriculum of a particular class, and direct instruction of auditory skills such as discrimination, auditory comprehension.  Consultation service entails maintenance and troubleshooting of hearing equipment, consult with staff regarding meeting hearing needs in the classroom, consult with audiologists regarding appropriate amplification, and reinforcing advocacy skills with the student.  Teachers of the Visually Impaired adapt ways of doing everyday activities and methods of participating in the school curriculum, such as reading and writing in Braille, using a low vision device, or independent living skills. These skills are often known as the expanded core curriculum.

Specialized Reading

Specialized Reading is specially designed individualized or group instruction provided to meet the student’s needs in the area of reading as recommended in the Individualized Education Program (IEP). The service may be provided in the classroom or in another educational setting structured to meet the individual needs of the student(s).

Assistive Technology Service

Assistive technology service directly supports a student with a disability in the selection, acquisition, or use of an assistive technology device.  The service provider provides environmental modifications to facilitate independence and generalization of those skills.

Special Education Directives from NYS Regional Associate representing Essex County

Non-Negotiables

ALL programs MUST meet NYS minimum standards:

Notes:

In-person learning will occur as stated within the IEP. In the event of unplanned remote learning, the case manager will reach out to parents and explain service as written on the IEP as soon as shut down occurs.  Educate the parent when students are required to meet, how long and how often. Determine scheduled sessions.

Following 3 attempts to parents, schedule sessions and document absence.

Related Services should attempt to provide support as written in the IEP.  However, if this becomes a concern for parents or providers and services need to be adjusted (RELATED SERVICES ONLY), please contact the CSE Chair and a CSE meeting will be scheduled to address the concern.

If there are students you have concerns with currently for remote learning please begin documenting them.

Notes:  

Note concerns and justification for service delivery change in Contingency Plan in IEP PLP’s section.

In-Person learning will follow IEP; remote learning will immediately follow the contingency plan.  If there are concerns with particular students, case managers will notify CSE Chair.

Parent Communication must occur a minimum of one time weekly by the Case Manager, in the event of remote learning.   This should be documented and any concerns should be forwarded to the CSE Chair, Guidance Counselor and Principal.  

Notes:

Phone contact one time per week by case manager, followed by email and/or text (if unable to reach). Document briefly in the contact log in IEP direct that contact occurred with a minimum of one time per week.  In the event a concern is uncovered, notify pertinent members (CSE chair, guidance counselor, principal and superintendent).

Progress monitoring must continue and be provided to CSE office as well as parents during in-person or remote learning at designated intervals.

Notes:  Alignment within the goals should occur to ensure goals are measurable and meets student needs. IEP goals will continue  to be progress monitored during in-person or remote learning.  Please notify the CSE chair in the event a goal change is needed.  

Contingency Plans will need to be developed and placed within the PLP’s section of the IEP in the event something needs to change if we suddenly move to remote learning.  Schools MUST maintain documentation of collaboration with parents to develop any contingency remote learning plan.

Will be developed and discussed with parents immediately as the school year unfolds.  CSE will be notified to establish a meeting.  IEP’s (PLP’s only) will be adjusted accordingly.  Contingency plans will be implemented in the event a full remote learning environment occurs.

Other:

Re-evaluations: PWN and parent permission will be completed over the summer for all re-evaluations.  Testing should be scheduled ASAP, in the event we return to a full remote plan.

Schroon Lake Central School District

K-12 Comprehensive School Counseling Plan

2020-2021

Table of Contents                                                                 Page

Introduction                                                                         3                                

Mission Statement                                                                 3

NYSED Part 100.2(j) Graphic                                                 4

Advisory Council                                                                 5

Core Curriculum K-5                                                         6

Direct Services K-5                                                                 7-8

Indirect Services K-5                                                         8-9

Core Curriculum 6-12                                                         10-12

Direct Services 6-12                                                                 12-14

Indirect Services 6-12                                                          14-17

Term Glossary                                                                18

References                                                                         18

Appendix                                                                         19

  1. Counseling Referral Form
  2. SSD Consent Form
  3. AIS Referral Form
  4. Release of Information

Introduction

Schroon Lake Central School District’s comprehensive school counseling program is designed to ensure that all students K-12 have access to a certified school counselor. The program is organized and implemented by a licensed counselor in collaboration with parents, teachers, administrators and the Board of Education. The plan is designed to address student development in academic achievement, career development, college readiness, emotional health, personal/social skills and community involvement.

Schroon Lake Central School Mission Statement

Through the cooperative efforts ofeducators, students, parents, and the community, Schroon Lake Central School is dedicated to developing students in a safe environment who are educated, caring, and responsible world citizens. Students will reach their potential academically, socially, and emotionally, through a solid educational foundation. They will be equipped with the attitudes and skills that foster career and college readiness. Students will become successful and contributing members of society and prepared to be positive leaders in the community. They will develop reverence for others and the natural world, especially for the Adirondack region.

Advisory Council

The Advisory Council provides stakeholders the opportunity to review, revise and provide input to implement and improve the counseling program.

1. Members

2. Meetings

3. Program Development

4. Board of Education Program Outcomes Report

KINDERGARTEN-5TH GRADE

Core Curriculum K-5

100.2(j)(2)(i)(c) School counseling / guidance core curriculum instruction shall be for the purpose of addressing student competencies related to career/college readiness, academic skills and social/ emotional development by a certified school counselor(s)

PROGRAM/ACTIVITY

GRADE LEVEL (S)

ASCA STANDARDS

PROGRAM OBJECTIVES

FREQUENCY/

EVALUATION METHOD

Certified counselors will visit each classroom at the start of the school year.

K-5

Academic & Social Emotional Development

Students will understand the role of a counselor, what services are available, where they are located, and how to access their counselor

1 x yearly per classroom

Exit Ticket

Direct Instruction by certified counselors into bullying prevention, reporting, and online safety.

K-5

Social & Emotional Development

Students will be able to define the difference between bullying and conflict , and how to report each.

1 x per year per classroom

Observations, student pre and post-test

Mindfulness Curriculum (MindUp) presented in classrooms.

K-5

Social & Emotional Development

Students will be able to define Mindfulness and incorporate practices into daily routine.

Ongoing

Observations, student pre and post-test

Bucket Fillers Classroom Lesson

K-5

Social & Emotional Development

Students will be able to identify “bucket filling” activities.

1 x per year per classroom

Exit Ticket

Direct Services K-5

100.2(j)(2)(i)(d) Other direct student services which may include, but need not be limited to, responsive services, crisis response, group counseling, individual counseling, appraisal, assessment and advisement, for the purpose of enabling students to benefit from the curriculum, assisting students to develop and implement postsecondary education and career plans, assisting students who exhibit attendance, academic, behavioral or adjustment concerns and encouraging parental involvement.

PROGRAM/ACTIVITY

GRADE LEVEL (S)

ASCA STANDARDS

PROGRAM OBJECTIVES

FREQUENCY/

EVALUATION METHOD

Certified counselor will provide individual and group counseling.

K-5

Academic, Social & Emotional Development

To address and provide instruction/support regarding academic stressors, attendance concerns, emotional regulation, and social skills support to increase self regulation skills

Ongoing

Data tracking, progress reports

Certified counselor will provide 504/IEP individual and group counseling.

K-5

Academic, Social & Emotional Development

To address and provide instruction regarding academic stressors, attendance concerns, emotional regulation, and social skills support to increase self regulation skills

Ongoing

Data tracking, progress reports

Certified counselor will collaborate with Therapeutic Crisis Intervention for Schools (TCIS) team to prevent and manage crises

K-5

Social & Emotional Development

Provide appropriate interventions and de-escalation techniques to allow students to return to baseline

Ongoing

Data Tracking

Welcome Back Night

K-5

Social & Emotional Development

To promote social skills development and the creation of a positive school climate.

1 x per year (Fall)

Observations

Indirect Services, Referrals K-5

100.2(j)(2)(i)(a) (cont’d.) The program shall also where appropriate make a referral to a properly licensed professional and/or certified pupil personnel service provider, as appropriate, for more targeted support. 100.(j)(2)(i)(e) Indirect student services may include but need not be limited to, referrals to appropriately licensed or certified individuals, consultation, collaboration, leadership, advocacy, and teaming.

PROGRAM/ACTIVITY

GRADE LEVEL (S)

ASCA STANDARDS

PROGRAM OBJECTIVES

FREQUENCY

Certified school counselors will serve on the Advisory Council

K-5

Academic, Social & Emotional Development

Continually develop counseling program

2 x per year

Consult with teachers, administrators and parents regarding strategies to improve and respond to student needs

K-5

Academic, Social & Emotional, Career Development

Work in collaboration to identify and implement strategies to support student needs

Ongoing

Participate in applicable Committee on Special Education and Section 504 Accommodation Plan meetings

K-5

Academic, Social & Emotional, Career Development

Provide committee with information regarding student academic requirements and counseling goals

Ongoing

Participate and attend Emotional Wellness Team meetings

*see Glossary

K-5

Social & Emotional Development

Identify strategies to support student emotional needs as referred by teachers, administrators, counselors, family, peers and other stakeholders.

Ongoing

Participate and attend Student Support Team (SST)

*see Glossary

K-5

Academic, Social & Emotional Development

Identify strategies to support student academic needs

Ongoing

Provide referrals to Essex County Mental Health and other related mental health services

*see Glossary

K-5

Academic, Social & Emotional, Career Development

Assessment by a NYS licensed Mental Health professional to determine need for, and specify, interventions

Ongoing

Participate and attend PBIS Committee meetings

*see Glossary

K-5

Academic, Social & Emotional, Career Development

Identify and implement strategies to support student social, emotional and academic needs, as well as create programming to promote a positive school climate.

Ongoing

6TH GRADE-12TH GRADE

Core Curriculum 6-12

100.2(j)(2)(i)(c) School counseling / guidance core curriculum instruction shall be for the purpose of addressing student competencies related to career/college readiness, academic skills and social/ emotional development by a certified school counselor(s)

PROGRAM/ACTIVITY

GRADE LEVEL (S)

ASCA STANDARDS

PROGRAM OBJECTIVES

FREQUENCY/

EVALUATION METHOD

Mindfulness Curriculum (MindUp and Learning to Breathe) presented in classrooms.

6-12

Social & Emotional Development

Students will be able to define Mindfulness and incorporate practices into daily routine.

Ongoing

Observations, student pre and post-test

Financial Aid Night

11-12

Academic, Career Development

Students will learn about the financial aid process

1 x per year (Fall)

Completion of FAFSA

12th Grade Lunch & Learn

12

Academic, Career Development

Students will learn about post-secondary opportunities and the college application process

1 x per year (Fall)

Observations, Student Responses

PSAT NMSQT Classroom Lesson

10-11

Academic, Career Development

Students will learn about the PSAT-NMSQT structure and purpose

1 x per year (Fall)

Observations

Senior Postsecondary Planning Meetings (Individual)

12

Academic, Social & Emotional, Career Development

Students will discuss their postsecondary goals/interests and identify additional tools for exploration

Ongoing

Observations, Student Responses

Manufacturing Day Field Trip in conjunction with CV-TEC

11-12

Academic, Career Development

Students will learn about different career opportunities

1 x per year (Fall)

PSAT-NMSQT

10-11

Academic, Career Development

Students will participate in the College Board’s PSAT-NMSQT

1 x per year (October)

Test completion

Junior Postsecondary Planning Meetings (Individual)

11

Academic, Social & Emotional, Career Development

Students will discuss their postsecondary goals/interests and identify additional tools for exploration

Ongoing

Observations, Student Responses

High School Graduation Requirements & Resources Classroom Lesson

9-11

Academic, Social & Emotional, Career Development

Students will learn about and review NYS graduation requirements. They will also review school support resources.

1 x per year (Fall)

Observations, Pre and Post-test

Military Visit Tabling

6-12

Academic, Career Development

Students will learn about post-secondary opportunities

Ongoing

Observations, Discussion

College Visit Field Trips

10-12

Academic, Social & Emotional, Career Development

Students will learn about different college settings and post-secondary opportunities

2 x per year (1 Fall, 1 Spring)

Observations, Discussion

Alumni Panel

11-12

Academic, Social & Emotional, Career Development

Students will learn and hear from their peers about college and post-secondary experiences

1 x per year (Spring)

Observations, Discussion

CV-TEC Presentation

10

Academic, Career Development

Students will learn about CV-TEC programs

1 x per year (Winter/Spring)

Observations, Discussion

8th Grade CV-TEC Field Trip

8

Academic, Career Development

Students will learn about CV-TEC programs

1 x per year (Winter/Spring)

Observations, Discussion

New Visions: Medical Careers Presentation

10

Academic, Career Development

Students will learn about CV-TEC - New Visions: Medical Careers program

1 x per year (Winter/Spring)

Observations, Discussion

11th Grade Lunch & Learn

11

Academic, Career Development

Students will learn about post-secondary opportunities and the college application process

1 x per year (Spring)

Observations, Discussion

10th Grade CV-TEC Field Trip

10

Academic, Career Development

Students will learn more about CV-TEC programs

1 x per year (Spring)

Observations, Discussion

Direct Services 6-12

100.2(j)(2)(i)(d) Other direct student services which may include, but need not be limited to, responsive services, crisis response, group counseling, individual counseling, appraisal, assessment and advisement, for the purpose of enabling students to benefit from the curriculum, assisting students to develop and implement postsecondary education and career plans, assisting students who exhibit attendance, academic, behavioral or adjustment concerns and encouraging parental involvement.

100.2(j)(2)(i)(b) For students in grades six through twelve, certified school counselors shall provide an annual individual progress review plan, which shall reflect each student's educational progress and career plans. For a student with disability, the plan shall be consistent with the student’s individualized education program

PROGRAM/ACTIVITY

GRADE LEVEL (S)

ASCA STANDARDS

PROGRAM OBJECTIVES

FREQUENCY/

EVALUATION METHOD

Certified counselor will provide individual and group counseling.

6-12

Academic, Social & Emotional Development

To address and provide instruction/support regarding academic stressors, attendance concerns, emotional regulation, and social skills support to increase self regulation skills

Ongoing

Data tracking, progress reports

Certified counselor will provide 504/IEP individual and group counseling.

6-12

Academic, Social & Emotional Development

To address and provide instruction regarding academic stressors, attendance concerns, emotional regulation, and social skills support to increase self regulation skills

Ongoing

Data tracking, progress reports

Certified counselor will collaborate with Therapeutic Crisis Intervention for Schools (TCIS) team to prevent and manage crises

6-12

Social & Emotional Development

Provide appropriate interventions and de-escalation techniques to allow students to return to baseline

Ongoing

Data tracking

6th Grade & New Student Orientation

6-12

Academic, Social & Emotional Development

Students will be introduced to the Middle & High School

1 x per year (Fall)

Observations, Discussion

Welcome Back Hike

6-12

Social & Emotional Development

Students will have an opportunity to practice social skills and expand/build peer relationships

1 x per year (Fall)

Observations, Discussion

College Admissions Counselors Visits

10-12

Academic, Career Development

Students will be able to discuss and learn about different colleges and various opportunities

Ongoing

Observations, Discussion

NCCC Dual Enrollment Registration Meetings

11-12

Academic, Career Development

Students will have the opportunity to meet with NCCC representative to sign up for college courses

1 x per year (Fall, Spring as needed)

Observations, Discussion, Registration Completion

Instant Decision Day

12

Academic, Career Development

Students will have an opportunity to meet with Admissions Representatives from local colleges

Ongoing

Observations, Discussion, Application Completion

Provide guidance and information on scholarship opportunities

11-12

Academic, Career Development

Students will learn about different scholarship opportunities

Ongoing

Observations, Discussion, Scholarship Completion

Create annual, individual progress review plan with each student

6-12

Academic, Social & Emotional, Career Development

To assess academic progress and have students formulate postsecondary plans

Ongoing

Observations, Discussion, Career Plan Completion

Indirect Services 6-12

100.2(j)(2)(i)(a) (cont’d.) The program shall also where appropriate make a referral to a properly licensed professional and/or certified pupil personnel service provider, as appropriate, for more targeted support.

100.(j)(2)(i)(e) Indirect student services may include but need not be limited to, referrals to appropriately licensed or certified individuals, consultation, collaboration, leadership, advocacy, and teaming.

PROGRAM/ACTIVITY

GRADE LEVEL (S)

ASCA STANDARDS

PROGRAM OBJECTIVES

FREQUENCY

Communicate and collaborate with college representatives to support students throughout post secondary planning

9-12

Academic, Career Development

Assist students in postsecondary planning and raise awareness for postsecondary options

Ongoing

Maintain student academic records

6-12

Academic, Career Development

Maintain accurate and current student academic history

Ongoing

Coordinate college courses in conjunction with SUNY Albany & North Country Community College

11-12

Academic Development

Assist in the coordination of college courses to provide students with the opportunity to earn college credit in the high school setting

Ongoing

Maintain and update master schedule

6-12

Academic Development

Maintain accurate and current schedule for student classes

Ongoing

Manage and update all materials for course selection and scheduling

6-12

Academic Development

Maintain accurate materials

Ongoing

Attend relevant counselor scholarship luncheons/meetings

11-12

Academic, Career Development

Learn about updates and new scholarship opportunities for students

Ongoing

Attend Essex County Counselor meetings

6-12

Academic, Social & Emotional, Career Development

Collaborate with other local counselors on events, ideas and learning opportunities.  Share resources.

4 x per year

Serve as SSD Coordinator in conjunction with the College Board

9-12

Academic, Career Development

Manage College Board testing and apply for services to support students with disabilities

Ongoing

Plan and coordinate PSAT-NMSQT

10-11

Academic, Career Development

Coordinate PSAT testing for students in grades 10-11

Ongoing (prior to test in October)

Certified school counselors will serve on the Advisory Council

6-12

Academic, Social & Emotional Development

Continually develop counseling program

2 x per year

Consult with teachers, administrators and parents regarding strategies to improve and respond to student needs

6-12

Academic, Social & Emotional, Career Development

Work in collaboration to identify and implement strategies to support student needs

Ongoing

Participate in applicable Committee on Special Education and Section 504 Accommodation Plan meetings

6-12

Academic, Social & Emotional, Career Development

Provide committee with information regarding student academic requirements and counseling goals

Ongoing

Participate and attend Emotional Wellness Team meetings

*see Glossary

6-12

Social & Emotional Development

Identify strategies to support student emotional needs

Ongoing

Participate and attend Student Support Team (SST)

*see Glossary

6-12

Academic, Social & Emotional Development

Identify strategies to support student academic needs

Ongoing

Provide referrals to Essex County Mental Health and other related mental health services

*see Glossary

6-12

Academic, Social & Emotional, Career Development

Assessment by a NYS licensed Mental Health professional to determine need for, and specify, interventions

Ongoing

Participate and attend PBIS Committee meetings

*see Glossary

6-12

Academic, Social & Emotional, Career Development

Identify and implement strategies to support student social, emotional and academic needs, as well as create programming to promote a positive school climate.

Ongoing

Participate and attend Cabinet Meetings

6-12

Academic, Social & Emotional, Career Development

Communicate and collaborate with all departments regarding school activities

Every Friday

Attend relevant Professional Development

6-12

Academic, Social & Emotional, Career Development

Learn about new resources and topics related to School Counseling

Ongoing

Comprehensive School Counseling Program Glossary:

  1. Emotional Wellness Team: Schroon Lake Central School has an Student Emotional Wellness Team that meets twice each month.  Members of this team include the Superintendent, Principal, School Nurse, Guidance Counselor, and School Psychologist. This team discusses the academic, behavioral, and social emotional status of at-risk students.  Teachers and other school staff members can use a counseling form to refer students to the Emotional Wellness Team. The team addresses ways to improve academic performance and they  provide resources and referrals to address mental health, behavioral, and emotional support services and programs. Please find the counseling referral form in the appendix of this document.
  2. Student Support Team (SST): Schroon Lake Central School has a Student Support Team in place to help problem solve and create plans for success. The team helps identify and implement various classroom support/interventions based on the student’s needs. The team is composed of the school principal, school counselor, reading specialists, and teachers (Special Education and General Education).
  3. PBIS: “Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. PBIS creates schools where all students succeed.” - www.pbis.org
  4. Essex County Mental Health: Local Mental Health Counseling - Phone: (518) 873-3670, Fax (518) 873-3777

References

American School Counselor Association (2004). ASCA National Standards for Students. Alexandria, VA: Author. New York State School Counseling Association. (n.d.)

Guidance Pertaining to Commissioner’s Regulation §100.2(j) Guidance Programs and Comprehensive Developmental School Counseling/Guidance Programs [PDF file]. Retrieved from http://nyssca.org/wp-content/uploads/2018/06/Guidance-document-100.2j-6-15-18.pdf