Seneca Falls Central School District

Comprehensive Reopening Plan

Frank Knight Elementary
Elizabeth Cady Stanton Elementary
Seneca Falls Middle School
Mynderse Academy

2020-2021
* This document is subject to change. Please note the date to ensure the
most recent version.

Updated 07/31/2020
 Contents
Introduction 3
Communication/Family & Community Engagement 3
Capacity Assessment 3
Face Coverings 4
Health Screenings 4
Scheduling 5
In Person
Hybrid
Distance Learning
Teaching and Learning 8
Special Programs 9
Special Education 10
504 Plans 12
Bilingual Education 12
Homeless 12
Social-Emotional Needs 13
Attendance 14
Classroom Configurations 15
Technology and Connectivity 17
Teacher and Principal Evaluation 18
Staffing 18
Transportation 18
Arrival and Dismissal Procedures 21
Visitation to School Buildings 22
Facilities 22
Food Services 23
School Safety Drills 23
Cleaning Protocols and Procedures 25
Other Recommendations – Before/Afterschool Activities 29
Trainings 29
Reopening Committee Members 30

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 Introduction
This comprehensive plan details the redesign of the Seneca Falls CSD (SFCSD) environment to promote
a safe return related to transportation, teaching and learning. The guidelines referenced in this plan
are based on guidance from the Centers for Disease Control and Prevention (CDC) and NYS
Department of Health (DOH) and the NYS Education Dept (NYSED). Updates may be made to this plan
on a periodic basis based on information provided by the CDC, WHO, and applicable federal, state and
local agencies.

Communication/Family & Community Engagement

The SFCSD worked with subcommittees to help design the reopening plans and ensure safety
measures as outlined in this comprehensive document. Families were surveyed to gather data on
reopening preferences and comfort level as a preliminary canvas. Subcommittees at each building
level were formed ensuring teachers helped structure the three plans. Parents/guardians who
volunteered to participate in three reopening plan conversations did so virtually on July 20, July 23
and July 29. These sessions framed the structure and purpose of each institutional model. Students in
grades 6-12 were invited to a Zoom with administrators to get their feedback on reopening plans for
the district. Association leadership met with the superintendent regularly to discuss the planning
process and plans as they developed. The faculty/staff was surveyed to get their feedback regarding
the opening of school for the 2020-21 school year. Questions and feedback were gathered by the
administrative team and used to refine plans.
Communication regarding updates on health, safety and instructional models will be provided
regularly through the district’s notification system (email, phone, text, social media outlets and
website).

Capacity Assessment
The top priority during the planning process was to maintain the health and safety of the entire
school community. The development of the plan considered the number of students and staff
allowed to return in person.

The following factors were considered by the District administration and building level
subcommittees to determine the resumption of in-person instruction:

1) Ability to maintain appropriate social distance.

a. Square footage of current buildings and usable square footage of current classroom
configuration was evaluated. While space is available, the human resource capacity and
reassignment of staff properly certified to teach outside of their tenure area was
considered.

2) PPE and cloth face mask availability- Determine that the district will provide 2 masks for each
student and employee.

3) Availability of safe transportation – number of buses, drivers, monitors.

4) Ability to provide meals with appropriate social distancing guidelines adhered to.

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 Face Coverings
The District will adopt protocols and procedures consistent with public health guidance for students,
faculty, staff, and other individuals to ensure appropriate personal protective equipment (PPE) is used
to protect against the transmission of the COVID-19 virus when on school grounds and in school
facilities.

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. However, if face coverings are to be
worn by all individuals at all times, the faculty/staff will provide students opportunities to remove
their face covering during meals, instruction when permitted by the teacher, and for short breaks so
long as they maintain appropriate social distance. Teachers may have discretion in a classroom setting
and require the continued use of an appropriate facial covering.

Any student or staff member who has difficulty breathing and the problem is compounded by
wearing a face covering/mask, should see their physician and get a medical note to address the issue.
Any student who is incapable of physically removing a face covering on his/her own will be discussed
by parents and staff/administration and alternate methods of protection will be considered. Cloth
masks should not be worn when students are engaging in physical activity. Students who refuse to
comply with the safety protocols adopted for in-person learning will be assigned to remote/distance
learning.

Health Screenings
NYSED guidance requires that school districts must implement mandatory health screenings, including
temperature checks, of students, faculty, staff, and, where applicable, contractors, vendors, and
visitors to identify any individuals who may have COVID-19 or who may have been exposed to the
COVID-19 virus. Specifically, all individuals must have their temperature checked each day.

The District is evaluating third party application systems that allow parents/guardians, faculty and
staff to perform the health screening checks prior to leaving for the bus stop or arriving at school. A
Communication plan will be developed to provide parents and students training on the application.

Implement mandatory health screening assessment before employees/students begin each day,
asking about:
● COVID-19 symptoms in past 14 days,
● Cough
● Shortness of breath or difficulty breathing
● Fever (100.0 F)
● Chills
● Muscle pain
● Sore throat
● New loss of taste or smell
● Positive COVID-19 test in past 14 days
● Close contact with confirmed or suspected COVID-19 cases in the past 14 days.

If the answer to any of these are YES, the employee/visitor/student should not enter a bus or
school building and contact the appropriate person (Employees should contact their supervisor
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 ; Students should contact the nurse)
While it is the parent responsibility to perform temperature checks on their child before arriving at
the bus stop, or at school, the District has purchased automated non-contact temporal scanners for
the main entryway of each school building. These scanners will operate throughout the day to scan
not only visitors but also monitor passing staff and students that pass through the main entrance
area. This system shall serve as an additional layer of screening above and beyond the health
screening survey performed at home each morning.

The staff member monitoring the temperature check points shall be trained on how to respond to
temperature readings at 100.0 degrees or above. Student and staff privacy is a required component
of the training.

It will be each faculty and staff member’s responsibility to administer their own daily temperature
check before arriving at work. The entryway scans serve to further mitigate risk. All faculty and staff
will be prompted to attest to the fact that they administered the check and temperature was less
than 100.0 degrees.

A school designated compliance administrator will be responsible for reconciliation of surveys of

students attending for in-person instruction. District Administration will develop procedures to ensure
all faculty and staff complete the survey and required temperature checks.
Training videos will be assigned to each staff member from the SafeSchool online application that
covers topics recommended by the CDC and DOH. When the District is notified of potential exposure
by a parent or staff member, the COVID compliance officer shall be notified and follow the guidance
set for by the Department of Health.

Each building will have health office space for non-sick students and a containment space for sick
students. Containment spaces will be separated by floor to ceiling curtains. District will make the
attempt to place Health Offices in each building towards the front exit for easy transition of sick
students. Health Office spaces will have windows for additional ventilation.

Please refer to the Health Management Plan for a Pandemic available as a supplement to this plan
for procedures for following items:

● Temperature Readings
● Close contact with an Infected Person
● When a person tests positive
● Contact Tracing and Disinfection of Contaminated Areas

Scheduling
The goal of the SFCSD is to instruct each student within the walls of the classroom each day, all day.
We believe in educating the whole child and believe that having each student working with their
teachers and peers provides the most effective, rigorous and meaningful education. With the
District’s focus on educating the whole child the goal is to provide the opportunity for In-Person
instruction if numbers can accommodate this model. If numbers exceed the ability to accommodate
an In Person model, the Hybrid model will be put into place. In the event of an executive order or full
closure, the Distance Learning Plan will be employed. Each model is explained below.

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 In Person Model
The In Person Model reduces classroom capacity to meet safety guidelines. Students are cohorted as
much as possible to reduce transitions. Teachers will move to classrooms so that students stay in one
space as much as possible. When students are transitioning spaces, they are wearing masks and
socially distant. Administrators will assign cohorts to better account for tracking in the event of
exposure, however, social distance will be planned for in every programmed educational space. The
principals will make reasonable efforts to ensure that cohorts are fixed – contain the same students –
for the duration of the COVID-19 public health emergency. At the 6-12 level students utilize a block
schedule concept to achieve the details outlined. K-12 attendance will be taken through SchoolTool.
In this model, students will be required to adhere to the following guidelines when learning in-person:
● Parent/Guardian will complete a health screening and temperature check before each in-person
school day.
● Students will practice social distancing, when possible.
● Students will be required to wear a face covering when social distancing cannot be maintained.
● Students will always wear a face covering in common areas (hallways, bathrooms, etc.).
● Teachers will promote correct hand-hygiene and provide opportunities for frequent hand-
washing/sanitizing.

Click the links below for building specific information on these models.

Frank Knight In-Person Learning Model

Cady Stanton In Person Learning Model
Seneca Falls Middle School In-Person Learning Model
Mynderse Academy In-Person Learning Model

Hybrid Model
In the Hybrid Model students attend school in-person for 2 days and will participate in distance learning
for 3 days. The Hybrid Model reduces building population by approximately 50% and will be used when an
executive order is issued or if the numbers exceed our In-Person Plan capacity. Attendance will be taken
through SchoolTool. Students will be required to sign into a class to do work when at home through
Google Classroom and Zoom.

In the Hybrid Model, students will be required to adhere to the following guidelines when learning in-
person:
● Parent/Guardian will complete a health screening and temperature check before each in-person
school day.
● Students will practice social distancing, when possible.
● Students will be required to wear a face covering when social distancing cannot be maintained.
● Students will always wear a face covering in common areas (hallways, bathrooms, etc.).
● Teachers will promote correct hand-hygiene and provide opportunities for frequent hand-
washing/sanitizing.

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The K-5 Hybrid Model weekly schedule is below.

Monday & Wednesday Thursday & Friday

Tuesday

Group A: In- Group A & B: Distance Learning Group A: Distance Learning

Person Learning

Group B: Distance Deep Cleaning of Classrooms Group B: In-Person Learning

Learning

Students in grades 6-12 will remote into their classrooms on days in which they do not physically attend
school. In this model their instruction continues at a distance, provided by the same teacher of record
and at the same scheduled time as if they were in the school setting. Groups will be split A-L and M-Z as
a general guideline.

An example of a schedule is below.

70 mins classes A-Day B-Day C-Day D-Day A-Day

7:35-8:45 Spanish Art Spanish Art Spanish

Period 1

8:49-9:59 Science Social Science Social Science

Period 2 Studies Studies

10:03-11:13 Science PE Music Supported Science

Period 3 Lab Instruction Lab

11:17-1:00 ELA Math ELA Math ELA

Period 4 & 30 minute lunch
11:17-11:47: lunch / class
11:52-12:22 : class/lunch/class
12:30-1:00 : class / lunch

1:04-2:14 Supported Health Supported Health Supported

Period 5 Instruction Instruction Instruction

Click the links below for building specific information on these models.

Frank Knight Hybrid Model

Cady Stanton Hybrid Model

Seneca Falls Middle School Hybrid Model

Mynderse Academy Hybrid Model

Distance Learning Model

In the Distance Learning Model all students will be issued a school chromebook for accessing learning.
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Distribution of classroom materials will be through Google Classroom (exception: Seesaw for Kindergarten
students) and connecting virtually will occur through Zoom. Students at all levels will learn every day by
connecting to their teacher(s) utilizing a schedule created per building. These schedules align K-5 and 6-
12. Teachers will take attendance using SchoolTool. A universal lunch break is provided K-12 for 30
minutes to all SFCSD students and teachers in this model. Roles and responsibilities of teachers, students,
and families are clearly outlined in each model.

Click the links below for building specific information on these models.

Frank Knight Distance Learning Model

Cady Stanton Distance Learning Model
Seneca Falls Middle School Distance Learning Model
Mynderse Academy Distance Learning Model

Teaching and Learning

Curriculum is the foundation upon which an educational institution builds its instructional program.
Embedded within the mission statement of Seneca Falls Central School District is to provide quality
educational opportunities and experiences in a safe and positive environment that promotes academic
excellence. A school district's curriculum is more than just a list of skills and concepts that students will
acquire while attending a given class or grade level, but rather, it defines what the district believes are
the essential components of the developmental cycle of the students in its charge. Never has the
philosophy of educating the whole child been more important.

Whether our students are learning in face to face classrooms, remotely or in hybrid environments, we
believe that our students deserve to be educated by highly trained staff, following a rigorous
curriculum using researched based methodologies which are engaging and lead to a lifelong love of
learning.

Plan for Reopening

We will:

✓ Identify and prioritize the learning standards for each course/subject in order to efficiently
plan for instruction for the 2020-2021 school year. Yearlong plans have been developed in
anticipation of a variable school year which may include in-person, remote or hybrid learning
situations as well as intermittent switching between those scenarios.
✓ Ensure a continuity of learning expectations, regardless of the educational setting (i.e. in-
person, remote, or hybrid). This continuity will be accomplished through the use of common
units of study across a given grade or course, which have been developed and aligned to New
York State Learning Standards for all subjects. All teachers will use these units and continue to
collaborate on both the content and skills identified in each unit, and also on the assessments
that will be used to measure student performance.
✓ Adapt units so that they can be taught in-person or virtually and identify preferred strategies
which will engage students in the learning process. This will be done during summer
professional growth opportunities as well as through our curriculum work days.
✓ Address the need for equity by adhering to the principles of rigorous learning for all students.
Specific pedagogical practices that will be used in both face to face and virtual learning
environments include the use of open ended, inquiry based learning experiences, promoting
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 student engagement and empowerment strategies, and providing students with voice and
choice. Transferring best virtual instructional practices will be carried over to in-person
instruction and vice versa. This ensures a smooth transition between models when necessary.
✓ Ensure that teachers use regular feedback cycles with students to communicate about their
learning. In addition, students will also be afforded with routine opportunities to interact
with one another as well as their teacher(s). In in-person and hybrid situations, this will be
accomplished through classroom discussions, individual meetings with teachers and through
ongoing, routine formative and summative feedback cycles. In a virtual setting, this will be
accomplished through synchronous communication opportunities that will be regularly used
to connect students with teachers and with each other. The parent portal as well as the
grading and feedback tools such as GoogleClassroom, SchoolTool and SeeSaw will be used to
support regular communication about student progress.
✓ Utilize a clear communication plan to both parents and students in order to provide clarity and
continuity of the learning expectations. Virtual orientation sessions will be held for parents
when needed.
✓ Diagnostic assessment and progress monitoring: For students in grades K-8, locally developed
as well as standardized measures will be used to determine learning gaps. These include
iReady as well as results of local unit and lesson assessments. For students in grades 9-12,
locally developed measures will be used to determine gaps which may include unit and lesson
assessments and common formative assessments that have been developed in conjunction
with common units of study.
✓ Supporting students in learning loss: We will use a multitiered system (MTSS) to address the
learning gaps of our students resulting from the spring 2020 closure. At the Tier 1 level,
teachers have adjusted their curriculum to include those concepts and skills which were to be
taught during the spring but may not have been learned by students. If necessary, students
will be provided with academic intervention services if it is determined that learning gaps
cannot be addressed in the general education classroom. These services can be provided in
both in-person as well as remote situations.
✓ During the summer of 2020, when appropriate, teams of teachers are meeting to plan for fall
instruction. This planning includes identifying individual student needs based on spring
progress. Professional development is being offered which will increase a teacher’s ability to
instruct in remote and hybrid situations.
✓ Grading practices have been developed by each school building and will continue to be
reviewed throughout the 2020-2021 school year. Grading practices will be consistent across
learning situations (i.e. in-person, remote or hybrid). Grading systems will align to the district
grading philosophy and will provide students and their parents with a measure of student
progress toward meeting the academic goals defined by the NYS learning standards. Wherever
possible, grading systems will differentiate those grades of academic performance and
nonacademic performance.
✓ The district will continue to partner with our Board of Cooperative Educational Services
(BOCES) in order to provide students with Career and Technical Education (CTE) Programs.
✓ Student teaching placements for the 2020-2021 school year will be offered as planned.
Student teachers will follow the health and safety guidelines set by the district and work under
the supervision of a certified teacher within the learning model set by the district.

Special Programs
The SFCSD is committed to providing a Free and Appropriate Public Education (FAPE) consistent with the
need to protect the health and safety of students with disabilities with the need to provide students with

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special programs and services. Regardless of the instructional model, equity and access is a priority for all
of our students including, but not limited to, students with disabilities, English language learners, and
students experiencing homelessness.

Special Education
To the greatest extent possible, each student with a disability will be provided the special education and
related services identified in the student’s IEP. During the 2020-21 school year, due to the health and
safety requirements that are mandated to be in place when schools resume, schools may not be able to
provide all services in the same mode and/or manner they are typically delivered. In order to ensure
continuous progress towards students’ goals, the CPSE/CSE will direct the development of contingency
plans for all students with an Individualized Education Program (IEP).

Contingency Plans

Contingency plans will be created in collaboration with the student’s family and education team. This
process will be facilitated by the student’s case manager. The planning process will include discussion of
necessary programs, services, accommodations, modifications, supplementary aids, and technology
(including assistive technology) on the student’s IEP and those necessary to support all learning models.

Additionally, this plan will address the family’s communication preferences. Educators will provide
parents with information about how to contact the administration and/or teaching staff to answer
questions about their child’s learning or the technology use. Plans will be communicated with building
level teams to ensure that students have access to differentiated and appropriate materials in any
learning model.

The following is a framework of the contingency plan:

A. Description of student disability:
a. Disability category
b. Areas of impact
c. Describe how the disability will impact the student’s learning in core areas
d. Describe how the disability will impact learning in a distance learning format
B. Ability to access distance learning including preferred types of activities and mode of access
C. Detail accommodations and other supports that are necessary to access the academic materials
being made available in each model
D. Schedule of special educator/related service provider direct/indirect instruction
E. Schedule of teacher-parent consultation and/or weekly communication
F. Description of how progress toward goals will be tracked
G. List of other supports/activities necessary for students to access the learning
environment/instruction

Documentation and Reporting

Teachers and service providers will continue to collect data in all instructional models. As students return,
teachers and providers will be gathering present levels of progress and communicating to the CPSE/CSE
for consideration when making any individualized determinations of subsequent student needs, including
transition services. In addition, these data will be used to monitor each student’s progress toward the
annual goals and to evaluate the effectiveness of the student’s special education services. Progress
reports will be provided via telephone or other electronic means if progress reporting procedures
specified in the student’s IEP cannot be met with reasonable efforts. These communications will be
provided in the preferred language or mode of communication as indicated on the student’s contingency
plan.

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Partnerships

The district will continue to partner with Board of Cooperative Educational Services (BOCES) programs,
independent or religious schools, and approved school-age programs serving students with disabilities
and approved preschool special education providers contracted by the county. If health and safety
requirements restrict the ability to provide all services in the same mode and/or manner on the student’s
IEP, the district will direct the development of contingency plans. The district will maintain ongoing
communication with all directors, principals, staff, and service providers who provide instruction to our
students in other settings in order to continuously review service delivery and student progress
monitoring. The district will continue to communicate with community and regional agencies to inform
support and programing. For students with serious medical and health conditions, parents and guardians
are encouraged to work with their child’s healthcare providers and this district to determine how best to
meet the child’s needs at school while protecting their health and safety.

Related Service

As a means to ensure access to quality of services and safety of students, contingency plans will consider
service delivery spaces that mitigate travel in building, access larger spaces for physical distancing and
consider the frequency at which a service is provided. The planning team will also discuss the mode
and/or manner of service. Options such as teleservice, will be considered for service delivery for all
models. Student groupings should also be examined to consider existing cohorts of students and
reduction of group ratios to fewer or individual students.

IDEA Requirements
The district will continue to comply with IDEA requirements:
● Child Find-School districts maintain the responsibility of locating and evaluating all students with
disabilities who are in need of special education and related services while keeping in mind the
impact that school closures may have had on all students.
● Referrals- School districts must refer student who are suspected of having a disability for initial
special education evaluation and obtain parent consent for the evaluation
● Initial Evaluation/Reevaluation-Special education evaluations (i.e., initial and reevaluations) are
conducted whether in-person or remotely within required timelines.
● Eligibility Determination/Annual Review Meetings -The Committee on Special Education
(CSE/CPSE) will meet as required including to make eligibility determinations following initial
evaluations and to review and, if appropriate, revise each student’s IEP at least annually.
Alternative means of meeting participation, such as video conferences and teleconferences will
be utilized to meet this requirement.
● Procedural Safeguards and Prior Written Notice -School districts must continue to provide the
procedural safeguards notice. Prior written notice will be provided to parents in a reasonable time
before revisions or additions to a student’s IEP are made in the identification, evaluation,
educational placement or provision of FAPE to the student. The procedural safeguards notice,
prior written notice, and CPSE/CSE meeting notice may be provided to the parent by email if the
parent elected to receive documents by email.
http://www.p12.nysed.gov/specialed/formsnotices/documents/NYSEDProceduralSafeguardsNoti
ceJuly2017v2.pdf
504 Plans
In compliance with Section 504 Federal Regulations, 34 C.F.R. Part 104 the school district will continue to

11
work with parents and educational teams to review and implement 504 plans and ensure students are
provided appropriate accommodations including modified materials and tools to the greatest extent
possible. Additional accommodations may be considered to ensure students are able to access the
curriculum and learning environment in all instructional models.

Bilingual Education
ELLs will be provided the opportunity for full and equal participation in all models of instruction. It is
important to consider their unique needs and to strengthen the home language and support necessary for
English language development. The goal remains for English learners to achieve the same rigorous grade-
level academic standards that are expected of all students, within a reasonable period of time. To
accomplish these goals, all English learners will receive a comprehensive program of designated and
integrated English language development instruction targeted to their proficiency level, and appropriate
academic instruction in a language acquisition program.

In order to provide access to all of the above support and resources to our families of English Language
Learners, the district is committed to maintaining regular communication with the parents/guardians and
other family members of ELLs to ensure that they are engaged in their children’s education and planning
during the reopening process. All communications with ELL students and their families will be in their
preferred language and mode of communication. Our ENL teachers will make additional contacts with
families to ensure they understand and and access all of the resources available to them as part of our
school community. This will include providing parents with comprehensive opening plans and training to
use the technology tools (Google Classroom, Schoology and SeeSaw) that may be used for remote
learning.

For the 20-21 school year, ELLs will receive the required instructional Units of Study based on their most
recently measured English language proficiency as measured by the NYSITELL (new entrants) or the 2018-
2019 NYSESLAT annual assessment during in-person or hybrid instruction. In the event remote instruction
begins, the ELL case managers will work with families, educational teams and students to develop
contingency plans that detail the level of direct service and consultation support. The district will continue
to investigate use of formative assessment and progress monitoring tools for our students receiving ELL
services.

The district is committed to 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 the 20 day flexibility period, identification of ELLs will resume for all students within the
required 10 school days of initial enrollment as required by Commissioner’s Regulations Part 154.

Migrant Education
The district will continue to participate with the New York State Migrant Education Program (NYS-MEP),
under Every Student Succeeds Act (ESSA) Title I, Part C in order to provide supplementary instructional
programs and support services to help migratory children overcome educational disruption, cultural and
language barriers, social isolation, health-related problems, and other factors, such as the evolving
pandemic to increase the ability of identified children to succeed in school.

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Homeless
Under the McKinney-Vento Education for Homeless Children and Youth (EHCY) program, which is
administered by the U.S. Department of Education's Office of Elementary and Secondary Education, State
educational agencies (SEAs) must ensure that homeless children and youths have equal access to the
same free, appropriate public education, including a public preschool education, as is provided to other
children and youths.

Regardless of the instructional model implemented, equity and access must be the priority for all students
including our students experiencing homelessness. The district will ensure that our homeless children and
youth have priority access to FAPE which includes resources such as technology, transportation and food
service.

Social-Emotional Needs
The district is committed to establishing a positive, safe, and supportive learning environment for
students and staff. Leading with social emotional learning (SEL) is essential because children need social
and emotional support as they, like the adults around them, navigate the unprecedented challenges of
alternative learning contexts. The district understands everyone reacts differently to stressful situations
and one’s age, health and mental state will affect their level of comfort and need for support.

Mental Health Supports for Employees and Students

Upon arrival back to schools during the COVID-19 epidemic, both faculty and staff may require mental
health services. Mental health services should be made available for faculty, staff and students,
understanding that lower income families may require more support.

To meet these needs, School Mental Health Professionals (e.g. School Social Workers, Counselors,
Psychologists) will

● Compile a list outside resources for families to use if needed (i.e., family counselors, etc.)
● Prepare to teleconference with parents and students for permission to work with the child/family
● Implement use of PPE provided by the district including any barriers/shields between people
● Coordinate schedules to limit the number of people in the room at one time
● Ensure all procedures are being followed (i.e.., hand washing, physical distancing, etc.) when
working with outside agencies

Proactive Strategies

● Educate staff, parents, and students on symptoms of mental health needs and how to obtain
assistance
● Promote social emotional learning competency and build resilience
● Help ensure a positive, safe school environment
● Teach and reinforce positive behaviors and decision-making
● Encourage helping others
● Encourage good physical health
● Help ensure access to school-based mental health supports; facilitate the expansion of school-
based mental health supports

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 ● Ensure effective Social Emotional Learning (SEL) Programs K-12. Efforts to care for the emotional
well-being of children and families can extend beyond the classroom and into the entire school.
School-based SEL programs can focus on promoting mental wellness, preventing mental health
problems, and providing treatment. These programs can also benefit educators within the schools

Crisis Response

In order to prepare, the Mental Health Team will:

● Create a protocol for crisis response that can be delivered virtually

● Explore the use of support groups, state and local agencies to assist with this process (Mental
Health Association in New York State, Inc. – MHANYS)
● Promote the district’s use of the WFL BOCES Employee Assistance Programs (EAP), determine in
advance what services they can provide remotely and in-person

Addressing Social-Emotional Health of Staff

The District is committed to establishing and sustaining a culture that supports and emphasizes mental
health services available for faculty and staff.

● Assist in adequate training for staff/faculty as requested to assist them in understanding:

o Social Emotional Learning (SEL) competencies; self-awareness, self-management, social
awareness, relationship skills, and responsible decision-making
o The warning signs for quarantine related mental health needs
o How to access crisis support and other mental health services

Plan for Reopening

We will:

✓ Utilize the District’s Comprehensive School Counseling Plan. The plan is broken down by
building and lists the program services.
✓ Continue to support the myriad ways for referrals to mental health professionals. The referrals
can come from teachers, parents, administrators, students, students self-reporting and/or
through mental health staff. During a remote and/or hybrid learning scenario, these methods
of receiving referrals are still likely. The buildings will also utilize the MTSS process, which looks
different in different buildings, to identify students in need of support. We will use Restorative
Practices (i.e. use of healing/restorative circles) to build skills and relationships. Additionally,
our mental health staff will use other indicators such as attendance and lack of engagement in
online learning as reported by teachers, to identify students who might be experiencing
mental health issues.
✓ Explore how Social Emotional Learning can be used by adults to cultivate relationships with
each other, heal, and also build relationships with all students to create a supportive and
equitable learning environment. The mental health team will send out a survey to seek the
faculty's input on what they feel would be most helpful to them and to identify their major
areas of concern, (i.e., coping strategy ideas, adjusting to reentry, organization tips and
strategies for hybrid/distance learning. etc). Documents will be created to cover all of the
areas that were mentioned in the document, "SEL Procedures".

Attendance
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 The district recognizes that consistent school attendance, academic success and school completion
have a positive correlation. The district has developed a Comprehensive Student Attendance Policy to
meet the following objectives:
● To increase school completion for all students
● To raise student achievement and close gaps in student performance
● To identify attendance patterns in order to design attendance improvement efforts
● To know the whereabouts of every student, whether in person or remote for safety and
other reasons
● To verify that individual students are complying with education laws relating to
compulsory attendance
● To determine the District’s average daily attendance for State aid purposes

Plan for Reopening

We will:

✓ Utilize Schooltool, the District’s student information system, to record attendance on a daily
basis, whether in-person or remote. When learning is hybrid/remote, this may include systems
which record student participation in asynchronous learning situations by completion of
assigned tasks.
o Establish a clear expectation for participation in each of the learning environments.
Communicate and continually reinforce to both parents and students the importance
of attendance in school regardless of setting.
✓ Create and maintain a positive school building culture by fostering a positive physical and
psychological environment where the presence of strong adult role models encourages
respectful and nurturing interactions between adults and students. Carefully monitor
student attendance (as defined previously) through our student information system.
o The Building Principal will work in conjunction with other designated staff in
routinely reviewing attendance records. This review is conducted to identify
individual and group attendance patterns and to initiate appropriate action to
address the problem of excessive absences.
✓ Respond to student absences (measuring over 10%) by identifying causes for absences
and intervene to improve attendance and encourage students to complete the academic
requirements of the course.

Classroom Configurations
The following parameters and protocols will be adopted for classroom configurations:

● Teachers/staff to arrange all instructional and non-instructional rooms in a school to comply

with social distancing standards
● Face coverings are recommended at all times, but required whenever individuals cannot maintain
a six-foot distance from other individuals who are not from the same household.
● If staff must have close person to person contact (within 6 feet) with students or other staff (e.g.
special needs persons) then follow these precautions:
● If contact is expected then both persons will:
• Wear a face covering/mask
• Wash hands or use hand sanitizer before and after contact
● When unexpected contact may occur:
• Staff will wear a face covering/mask at all times and wash hands regularly or after they

15
 become soiled
● Maintenance will have soap, hand sanitizer and tissues readily available
● Administrators will assign lockers or other student storage areas by cohort or eliminate their use
– however, students should not carry an unreasonable number of books or materials throughout
the day
● Teachers, in partnership with custodial will try to keep each child’s belongings separated from
others.
● Teachers are encouraged to open windows when possible to air out the rooms
● Maintenance to ensure unit ventilators are optimally operating, if applicable
● Teachers will adopt classroom protocols so commonly used items that can be considered
“shared classroom supplies” such as pencils, paper, books, pencil sharpeners, and other
commonly shared items to have procedures developed and explained to students regarding
their use. If unable to restrict sharing of supplies, the communal use of shared items should be
limited with all shared items cleaned and disinfected after each use
● Teachers may need to clean/disinfect between classes including desks and frequently touched
surfaces- custodial personnel may not be readily available to provide this service at the
frequency desired.

Classroom Areas

● Teachers will remove or assign all items with soft covered surfaces to individual students. Items
that are shared frequently and cannot be cleaned/disinfected properly will be removed
(upholstered couches/chairs, stuffed animals, toys etc.).
● Custodial will remove carpets/throw rugs, bean bag chairs, personal lamps
● Teachers and Custodial will limit desks and arrange desks to meet social distancing requirements.
● Present signage in each classroom that educates on the need for personal protection that includes
the use of Personal Protective Equipment (PPE) and promotes and reinforces healthy hygiene
practices.
● Custodial and Administrator will use visual clues to promote social distancing - decals, tape on
floor, signs, etc.
● Custodial will include signage in each classroom educating occupants of Face coverings/masks -
When to wear them, how to appropriately put them on and take them off, how to clean cloth face
coverings when soiled, and disposal of the face covering when necessary
● Custodial will include signage in each classroom educating occupants of Hand washing -
Demonstrate frequently how to properly wash hands
● Students should be supervised if using an alcohol-based hand sanitizer

All PPE equipment and/or cleaning products electively purchased by teachers or staff for a
classroom should be approved by the District to ensure compliance with fire code and other NYSED
standards.

Corridors

All corridors will have floor directional marking and signage promoting socially distancing and
mask wearing.

Cafeteria/Cafetorium

The District will utilize building information modeling to ensure that seating configurations in
cafeteria/cafetorium are socially distanced in compliance with the DOH guidance. Capacity limits will be

16
set for each area and monitored by security. Seating will be socially distanced.

Library/Media Centers

The Library/Media Center will be used for studying/FLEX. All seating arrangements will be socially
distanced.
Books are not considered a high transmission route (source), however it is recommended to leave
books untouched once returned for 24-72 hours on a cart before returning to the shelf. This is the
standard recommendation by the Institute of Museum and Library Services (IMLS) based on testing
conducted for libraries and museums

Library space will be closed to students and public unless used as flexible space scheduled by
teachers and approved by administration.

Whenever possible, virtual resources should be assigned by teachers. Student access to reference
materials (books, paper) will be supervised by Library/Media.

Music and PE

The District will limit class size and stagger schedules to comply with the social distance requirements
of 6ft when not playing or exercising and 12ft for all music and physical education activities that
require playing an instrument or exercising.

The District will install floor markings on gym floors so that social distancing is

premeasured. To the extent possible, physical education activities will be programmed

outdoors.

Playgrounds

Administrators will stagger playground use limiting multiple classes to play together. We will also limit
other activities where multiple groups interact (unless social distancing can be maintained)

Teachers will encourage students to wash hands before and after touching play structures and keep 6
feet of space from other children as much as possible. Teachers will provide hand sanitizer prior to re-
entering the building. Masking will be required when social distancing is not maintained.

Technology and Connectivity

Whether exclusively remote, fully in-person or offering hybrid learning experiences, technology will be
an important tool to proceed with the learning process. During the spring COVID closure, faculty and
staff learned to use many technology tools to deliver instruction to district students. Plans have been
made to continue many of those practices into the fall reopening. Students who do not have adequate
access at home, in the case of remote or hybrid learning, will be provided a district owned device. The
device will be equipped with all applications necessary for 100% participation in online courses.
Students without adequate Internet access will be issued a district owned access point.

Plan for Reopening

We will:
● Survey our students, parents and teachers to determine each level of access to devices and
high speed Internet access in their home.

17
 ● Provide devices to those students and staff members who do not have adequate access at
home. Because it is the District’s intent to provide adequate access to all students and staff, we
do not anticipate having to provide alternative materials unless there are extenuating
circumstances.
● Provide professional development during the summer of 2020 and ongoing throughout the year
to all staff on the creation and maintenance of effective blended learning environments
including high-value instructional strategies to engage students in learning, flipped learning
approaches to instructional planning which support both synchronous and asynchronous
environments.
● Streamline the number of applications that are used across the district. Use high leverage,
multi use tools which can accomplish multiple teaching and learning tasks. Tools will include:

Functi To Grade Level

on ol
Video Conferencing Zoom/Google Meets K-12
Zoom/Google Meets 6-12
Content Creation Google Education Suite K-12

Screencastify K-12
Content Distribution SeeSaw K
Google Classroom 1-12
Instructional Google Education Suite K-12
Collaboration/Monitori
ng
GoGuardian K-12
Translation Service Google Translate K-12
Language Line K-12
Benchmark iReady K-8
Assessment
Student Information SchoolTool K-12
System

● Ensure data privacy for all students following EdLaw 2D requirements.

● Provide orientation and training to the Google Classroom interface to all students grades 1-12.
● Provide parent orientation to SeeSaw, Google Classroom and Schooltool portal during the fall of
2020.
● Provide translation services for training sessions and target families who were not
engaged during the Spring 2020 closure.
● Provide ongoing technical support throughout the year regardless of instructional setting, face
to face, remote or hybrid.

Teacher and Principal Evaluation

We will:

 Continue to implement our NYS approved APPR plan for the 2020-2021 school year. In the
case of remote learning, administrators will determine an appropriate procedure for
conducting formal observations of teaching staff. In the case of remote learning, the
superintendent will determine an appropriate procedure for conducting formal observations
of principals.
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 Staffing
We will:

 Ensure that all students are taught by NYS certified teachers for a given area.
 Ensure that no teacher teaches >10 hours/week outside of his/her certification area.

Transportation
The guidance regarding school transportation requires the following:

1) Individuals must wear acceptable face coverings at all times on school buses (e.g., entering,
exiting, and seated). Masks will be available to students if they forget theirs. For students that
are incapable of removing face coverings on his/her own face will be discussed by parents and
staff/administration and alternate methods of protection will be considered.

2) Responsible Parties must adhere to and promote hygiene, cleaning, and disinfection guidance
set forth by DOH and the Centers for Disease Control and Prevention (CDC). Training for proper
use of face covering.

3) The standard operating procedures to comply with these guidelines are included in the Health
Management Plan for a Pandemic available as a supplement to this plan.

Communication

● Publicize to parents the cleaning and disinfecting schedule of buses – between runs and at
the end of the school day.

● Communicate with parents and students that student transportation vehicles are included in
the district’s COVID-19 plans and what part students and parents will play in ensuring safety
and minimizing infection while utilizing District transportation services

● Advise parents not to send their children to school or board the bus if sick or with an
elevated temperature

● Survey parents regarding transportation including an “opt-out” option

● Remind students/parents/guardians that social distancing requirements extend to the bus stop

● Communicate with administration multiple routing scenarios for different

instructional scheduling options (split session, alternating days, hybrid option)

● If a driver shortage occurs, the district may limit transportation by cancelling all in-person
classes or modify school start and dismissal times.

● Communicate changes in services to be adopted – limit daycare selections to five days per
week to reduce variability in seating assignments, no transportation to before school
activities, no bus passes, no open transportation at secondary level.

● Communicate opportunity for parent contract to out-of-district placements

Density Reduction, Social Distancing, Bus Capacity

● Limit seating on large bus to 22 passengers on a 66-passenger bus – generally one per seat.
19
 ● Allow siblings or those that live in the same household to sit together

● Place floor decals or tape to indicate where students should sit and to mark six-foot distances
in aisles

● Do not seat students directly behind the driver

● Follow current rules regarding the use of hand sanitizer on buses and other transport vehicles
● Students shall wear face masks (unless medically excused) while in transit when social
distancing is not possible

● Drivers will take student attendance every day, to and from school. The attendance
sheets will be documented in writing and retained for contact tracing

● Scheduling, based on health and safety requirements established by NYS, may no longer
provide the flexibility to allow students to ride different buses on different days of the week.
Adhere to bus assignments issued by Transportation (i.e. no parent-approved bus passes).

Routing

The District will utilize a computerized routing system to design routes that limit the number of
students on the bus (subject to change based on enrollment and capacity restrictions).

Dismissal - Afternoon ride time is expected to be one hour or less for in-district schools. Parents should
consider that staggered dismissal procedures may delay school departure.

After School Activities – Transportation for after school activities shall resume when extracurricular
activities and/or interscholastic athletics are permitted. All in-person activities are cancelled until further
notice.

Continuity of Services in the Event of Driver Absenteeism - Preliminary capacity to split routes in
response to driver shortages is 3 (equal to 18%). At a driver shortage, a recommendation may be
made to limit transportation to vulnerable populations only (e.g. special education, ENL, etc.). The
alternative may require class cancellations, or transition to remote learning.

Loading and Unloading - Loading/Unloading & Pickup/Drop-off

● Students shall be loaded in sequential route order. First student on the bus sits in the
back, when going to school, last student off sits in the back when going home from
school. K-5 students shall be given an assigned seat.

Cleaning and Disinfecting

● Buses and other transportation vehicles will be cleaned and disinfected daily (focus on
high touch areas) and in between runs if scheduled for multiple routes. At the end of the
day drivers will clean and disinfect the entire bus

● Daily Cleaning
o All trash removed
o Floors swept and dust mopped
o Walls and windows cleaned
● High Touch Surfaces
o Bus seats and seat backs
o Seat belts
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 o Door handles, handrails
o Driver operator area

● Drivers are responsible for daily cleaning and disinfection procedures

● Use only cleaning and disinfecting products that are approved by the EPA. Read all labels and
follow instructions. Wear appropriate PPE (disposable gloves or any other required PPE) to
clean and disinfect

● Ensure proper ventilation during cleaning. Open windows, roof hatches, and turn fans on
during route operation

● Prohibit eating and drinking on the bus

● Follow up with frequent inspections to be sure cleaning/disinfecting protocols are followed

on district owned and contracted buses

● Document and submit all cleanings/inspections (via trackable log)

Arrival and Dismissal Procedures

DOH and NYSED guidance requires that District consider the following in developing plan:

- Responsible Parties should take additional measures to prevent congregation

- Social Distance – Stagger arrival and/or dismissal times to allow increased social
distancing on buses as well as in classrooms.
- Consider:
o Dividing up student entry points rather than funneling all students through the
same entry space, to limit the amount of close contact between students in high-
traffic situations and times.
o Making arrival schedule changes for students who walk or are dropped off at
school by a parent or caregiver.
o Establish designated areas for student drop-off and pick-up, limiting contact
and entry of parents/ guardians into the building, to the greatest extent
possible.
In response the District is adopting the following

plans:

Frank Knight School Procedures

Arrival:
● Drop-Offs may enter the building at 9:20. Drop-Offs will enter the building through the
playground doors. Buses will release students starting at 9:15. Students will be released in small
groups to ensure proper social distancing.
● Students will go directly to their classroom or through the breakfast line and then to their
classroom.
Dismissal:
● Pick Ups will be dismissed at 2:50 pm. Pick-ups will be at the playground doors.
● Students will begin to board buses as soon as they arrive (3:00 pm).
● Students will board buses 1 at a time to allow for social distancing.
21
Cady Stanton Procedures
Arrival:
● Walkers and Drop-Offs may enter the building at 9:20. Drop-Offs will enter the building in the
back and walkers will enter either in the back or at the main door. Buses will release students
starting at 9:30. Students will be released in small groups to ensure proper social distancing.
● Walkers/drop offs - enter through the back entrance starting at 9:20.
● Students will go directly to their classroom or through the breakfast line and then to their
classroom.
Dismissal
● Walkers & Pick Ups will be dismissed at 3:05 pm. Pick-ups will be in the back of the building.
● Students will begin to board buses as soon as they arrive (3:15 pm).
● Students will board buses in a staggered manner to allow for social distancing.

Seneca Falls Middle School Procedures

Arrival:
● Teachers will be in the classroom by 7:25.
● Busses will release students starting at 7:25 in an orderly fashion.
● Drop offs will enter through the back entrance gym/cafeteria of the MS starting at 7:30am.
● Walkers will enter through the front doors near the MS library starting at 7:30am.
● Students entering the building will go straight to their first period classroom, or to the cafeteria
for breakfast and then to their classroom.
Dismissal
● Students riding the bus will be dismissed first by bus number.
● Walkers and students being picked up will then be dismissed.

Mynderse Academy Procedures

Arrival:
● Teachers will be in the classroom by 7:25.
● Busses will release students starting at 7:25 in an orderly fashion.
● Walkers/drop-offs will enter through the gym lobby doors starting at 7:30.
● Students go straight to the classroom, or to the cafeteria for breakfast and then to the classroom.
Dismissal
● Students riding the bus will be dismissed first by bus number.
● Walkers and students being picked up will then be dismissed.

Visitation to School Buildings

Unless mandated, meetings or visits by/with parents are to be conducted using teleconference or
videoconference whenever possible.

Visitors are not allowed unless preapproved by the building principal. Please refer to each building’s
handbook for instructions on dropping off items to school.

Facilities
22
The district will continue to comply with the required 2020 Building Condition Survey, Lead-In-Water
Testing, as well the NYS Fire Prevention Code and the State Energy Conservation Code. Please refer to the
Health Management Plan for a Pandemic available as a supplement to this plan for information regarding
ventilation.

Restoring Water Quality in Buildings For Reopening

● Before Flushing Buildings

○ Contact your water utility about local water quality and to coordinate maintenance
activities
○ Check information from your local public health department for any local requirements
for reopening
○ Follow appropriate regulations and policies for workers safety and health
● Steps For Flushing Buildings
○ Review how water moves through your building, from the street to each point of use
○ Inspect the plumbing
○ Maintain any water treatment system
○ Ensure hot water system is operating as specified
○ Flush the service line that runs from the water main to the building
○ Flush the cold water lines
○ Drain and clean water storage facilities and hot water heaters
○ Flush the hot water lines
○ Flush, clean and maintain devices connected to the plumbing system following
manufacturer’s instructions

Food Services
District/School Plan must provide all students with access to school meals each school day. This must
include students in attendance at school and students eating remotely.

The District will follow all applicable health and safety guidelines. This includes addressing the
students with allergies. The standard operating procedures to comply with these guidelines are
included in the Health Management Plan for a Pandemic available as a supplement to this plan.

The Child Nutrition Program requirements will be communicated to parents on the district website
which will allow for multiple means of language interpretation.

In-Person Point of Service

Elementary Schools (Frank Knight & Cady Stanton) will be providing lunch to students in the
classroom. Lunches will be delivered to the rooms during the designated times. The district is
reviewing the potential of an online application that will provide parents and students to pre-order
meal choices at home. Meal choices will be pre- packaged to meet federal dietary regulations.
Students may still choose white or chocolate milk and a-la-carte sales will be limited.

At the secondary level, students will eat lunch in the gymnasium of their respective building. Social
distancing practices will be enforced as students enter the lunch line through one door and exit a
different door. Seating will be socially distanced. The consumption of food or beverage in the
corridors and in the classroom will be prohibited unless medically necessary.

Remote Learning

23
 The District is reviewing options for creating a community access site for students to pick up meals on
the days learning remotely. Deliveries will be coordinated where transportation hardships are
requested.

School Safety Drills

Schools must continue to conduct mandatory fire and lockdown drills according to the existing
statutory schedule. When planning drills, consideration will be given to how each building may modify
their drill procedures to minimize risk of spreading infection. Conducting drills is an important part of
keeping students and staff safe in an emergency, however, steps will be taken to minimize the risk of
spreading infection while conducting drills.

Students will be instructed that if it was an actual emergency that required evacuation or lockdown,
the most imminent concern is to get to safety; maintaining social distancing in an actual emergency
that requires evacuation or lockdown may not be possible and should not be the first priority.

The 2020-2021 school year may include hybrid models of the traditional school day. Emergency response
drills, including evacuation and lockdown drills, may be spread across the different student populations
dependent on the day each population is present the day the drills are scheduled.
Emergency Response Protocols:
● Shelter-In-Place
● Hold-In-Place
● Evacuation
● Lockout
● Lockdown

Shelter-In-Place
Identify areas that will be used for the Shelter-in-Place along with areas that cannot be used for due to
certain types of environmental hazards (i.e.: high winds, tornado, etc.). Shelter-In-Place protocols will be
the same with the following changes:

● If possible, provide 6 feet of space between students and staff during the Shelter-In-Place
● Use of face coverings throughout the entire event may be considered
● If 6 feet between staff and students cannot be achieved, face coverings must be worn at all times
● Plan to have extra face coverings on hand in the event that a person does not have one
● Listen for updates and respond accordingly
Hold-In-Place
Hold-In-Place protocols will be the same with the following changes:

● Provide 6 feet of space between students and staff during the Hold-In-Place
● Use of face coverings throughout the entire event may be considered
● If 6 feet between people cannot be achieved, face coverings must be worn at all times during the
event
● Plan to have extra face coverings on hand in the event that a person does not have one
● Listen for updates and respond accordingly
Evacuate
Evacuation protocols will be routinely the same with some minor adjustments:
● Identify areas outside of the building in advance that will allow 6 feet of separation of students
and staff. Verify that students and staff will not impede emergency responders
● In effort to get all staff and students out of the building as quickly and efficiently as possible, face
24
 coverings must be worn at all times
● Plan to have extra face coverings on hand in the event that a person does not have one
● Identify, in advance, who will be holding the door to get out of the building, therefore reducing
the amount of people touching the door hardware when leaving the building. Personnel that will
be conducting this task may be assigned to holding the door for one or more classrooms or until
confirmation that everyone has vacated.
● As written in the established protocols, bring all necessary items needed and consider adding the
following items: extra face coverings, in the event a face covering becomes unusable and hand
sanitizer
● If no extra face coverings are available, instruct anyone that does not have a face covering to use
their shirt to cover their nose and mouth during the event
Lockout
Lockout protocols will be the same, besides maintaining 6 feet of space between students and staff in the
area.
Lockdown
During a Lockdown, there may be a violation of the 6 foot recommendation between people, in order to
protect lives. Lockdown protocols will be mostly the same process as they have been conducted in the
past.

● Evaluate, in advance, if there is room to social distance without being in the line of sight
● Face coverings must be worn during the event at all times
● Plan to have extra face coverings on hand in the event that a person does not have one
● Instruct anyone that does not have a face covering to use their shirt to cover their nose and
mouth

Cleaning Protocols and Procedures

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.

Step 1. Clean
● Wear disposable gloves or any other required PPE to clean and disinfect
● Clean surfaces using an appropriate cleaner making sure you produce friction on the
surface
● Read all labels and follow instructions (PPE may be required)
● Cleaning reduces the number of germs, dirt and impurities on the surface. Friction action
breaks biofilm on any virus allowing disinfectant to contact the area
● Consider changing out cleaning cloths (microfiber) often or use disposable products
● Clean surfaces prior to disinfecting
● Practice routine cleaning of frequently-touched surfaces. Be sure not to miss high touch
surfaces (i.e. PE equipment, door handles, sink handles, and water bottle filling stations

Step 2. Disinfect
● Disinfecting kills germs on surfaces
● Ensure the area or item is cleaned with a cleaning agent before disinfecting
● Then disinfectant can be used
● Take all precautions on the label such as PPE, and safe handling procedures
● Consider changing out cleaning cloths (microfiber) often or use disposable products
● Use EPA-registered disinfectant. Follow the instructions on the label to ensure safe and
25
 effective use of the product. Many products recommend:
o Keeping the surface wet for the entire contact/dwell time (see product label)
o Precautions such as wearing gloves and making sure you have good ventilation
during use of the product
● Diluted bleach solutions may also be used if appropriate for the surface
o ⅓ cup bleach per gallon of water - highly concentrated solutions may result in
adverse health effects, discoloration and residue
o Bleach solutions should be made fresh and not kept for more than 24 hours
o Check the label to see if your bleach is intended for disinfection, and ensure the
product is not past its expiration date. Some bleaches, such as those designed for safe use
on colored clothing or for whitening may not be suitable for disinfection
o Unexpired bleach will be effective against coronaviruses when properly diluted.
Follow manufacturer’s instructions for application and proper ventilation
o Never mix bleach with ammonia or any other cleanser
o Leave solution on the surface for at least 1 minute
Laundering
Launder items (if possible) according to the manufacturer’s instructions. Use the warmest appropriate
water setting and dry items completely or disinfect with an EPA-registered disinfectant

● Washing face coverings in a washing machine and drying in a dryer is recommended to properly
clean a face covering
● If masks are hand washed prepare a bleach solution of 4 teaspoons household bleach per quart of
room temperature water. Soak the face covering for 5 minutes. Rinse the face covering
thoroughly with cool water. Air dry, in direct sunlight, when possible. Wash hands for 30 seconds
after washing the mask
● Face coverings must be completely dry before wearing
● Wear disposable gloves when handling dirty laundry
● Dirty laundry from a person who is sick can be washed with other people’s items
● Do not shake dirty laundry
● Clean and disinfect clothes hampers according to guidance above for surfaces
● Remove gloves and wash hands right away

Classrooms
● Teachers may be responsible for general cleaning within the classrooms and should be provided
with appropriate cleaning supplies
● Keep cleaning supplies out of reach of children
● Schedule regular cleaning and disinfecting of touched surfaces during the regular school day.
Cleaning and disinfecting should include frequently touched surfaces (PE equipment, door
handles, desks, sink handles, water bottle filling stations). Consider scheduling this task late
morning and early afternoon if in cohorts, but more often if changing classrooms, ensuring
adequate contact time for the disinfection
● In order to facilitate cleaning and disinfection, classroom materials should be removed to the
greatest extent possible
● Trained Custodial staff should be responsible for heavier cleaning and disinfecting within
classrooms

Suggested Cleanliness and Disinfection Standards

This section outlines the process and expectations following an extended school closure for the
continued levels of cleanliness and disinfection required to meet federal and state mandates.

Classroom
26
 ● Clean and disinfect high touch surfaces (but not limited to):
o Classroom desks and chairs
o Door handles and push plates
o Bathroom faucets
o Light switches
o Shared telephones
o Shared desktops
o Shared computer keyboards and mice
● All trash receptacles emptied and trash removed from the room
● Floors swept and dust mopped
● Floors spot mopped or full mopped
● Wipe clean: Tables, furniture and countertops
● Window in the classroom door is cleaned at minimum once per week
● Walls are spot cleaned
● Carpets are spot cleaned
● Make sure all windows are locked
● Clean/Disinfect classroom sink and toilet area (if applicable)
● Vacuum carpet daily if applicable
● Re-stock all paper and soap products
● Replace Lights (Notify Custodian or Maintenance)

Restrooms and Locker Rooms

● Clean and disinfect toilets, sinks and shower areas
● Clean and disinfect high touch surfaces (but not limited to):
o Water bottle filling stations (Refer to Health Management Plan)
o Door handles and push plates
o Light switches
o Handrails
● All trash receptacles emptied and trash removed from the room
● Floors full mopped
● Clean Doors and Partitions in Restrooms and Locker Rooms
● Walls are spot cleaned
● Check that toilets, faucets, and drains are working
● Check Sanitary Napkin Boxes
● Clean Exterior of Dispensers
● Make sure all windows are locked
● Restock all toilet paper and soap products
● Replace Lights (Notify Custodian or Maintenance)

Common Areas (Hallways)

● Clean and disinfect high touch surfaces
● All trash receptacles emptied and trash removed
● Floors swept and dust mopped
● Floors spot mopped or full mopped
● Walls are spot cleaned, when soiled
● Carpets are spot cleaned
● Make sure all windows are locked
● Water bottle filling stations
● Make sure all unoccupied classrooms are locked

Medical Office
27
 ● Clean and disinfect health cots regularly (after each student use)
● Discard or launder coverings after each use
● Cover treatment tables and use pillow protectors
● Clean and disinfect high touch surfaces
● All trash receptacles emptied and trash removed from the room
● Floors swept and dust mopped
● Floors full mopped
● Wipe clean: Tables, furniture and counter tops
● Window in the door is cleaned at minimum once per week
● Walls are spot cleaned
● Carpets are cleaned
● Make sure all windows are locked
● Clean/Disinfect sink and toilet area if
● Re-stock all paper and soap products
● Clean Baseboards - Weekly
● Clean Light Fixtures – Weekly
● Replace Lights (Notify Custodian or Maintenance)

Clerical/Admin Offices
● Clean and disinfect high touch surfaces
● All trash receptacles emptied and trash removed from the room
● Floors swept and dust mopped
● Floors spot mopped or full mopped
● Wipe clean: Tables, furniture and countertops
● Window in the door is cleaned at minimum once per day
● Walls are spot cleaned
● Make sure all windows are locked
● Clean/Disinfect shared sink and toilet area if applicable
● Vacuum carpet daily if applicable
● Restock all paper and soap products
● Clean Light Fixtures - Weekly
● Replace Lights (Notify Custodian or Maintenance)

Athletic Areas (when available for use)

● Establish a regular cleaning schedule for shared environmental surfaces such as wrestling
mats or strength training equipment
● Disinfect mats and other high-use equipment at least daily
● Clean and disinfect high touch surfaces
● All trash receptacles emptied and trash removed from the room
● Floors swept and dust mopped
● Floors spot mopped or full mopped
● Wipe clean: Tables, furniture and countertops
● Window in the door is cleaned at minimum once per week
● Walls are spot cleaned
● Make sure all windows are locked
● Re-stock all paper and soap products
● Clean Light Fixtures - Weekly
● Replace Lights (Notify Custodian or Maintenance

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Restrooms
● Clean and disinfect toilets, sinks and shower areas
● Wear proper PPE, avoid splashes
● Clean and disinfect high touch surface
● Trash removed from room
● Floors full mopped
● Clean Doors and Partitions in Restrooms and Locker Rooms
● Walls are spot cleaned
● Check that toilets, faucets, and drains are working
● Check Sanitary Napkin Boxes
● Clean Exterior of Dispensers
● Make sure all windows are locked
● Re-stock all paper and soap products
● Clean Baseboards - Weekly
● Clean Light Fixtures - Weekly
● Replace Lights (Notify Custodian or Maintenance)

Other Recommendations – Before/Afterschool Activities

Before school activities will not be scheduled until further notice in order to ensure classroom spaces
maintain cleanliness prior to the arrival of student mass.
After school in-person activities will be cancelled until further notice.
On-site licensed day care operations are under review and dependent upon the district's learning model
and space utilized to effectively implement the learning model.
Buildings are closed to non-custodial staff from 6 PM to 5 AM for disinfecting cleaning to occur
without disruption.

Field Trips/Assemblies/Open Houses

● Student assemblies are cancelled until further notice

● Athletic events/practices shall adhere to guidance from State
● Field trips are to be limited to free virtual opportunities
● School trips (co-curricular and clubs) are cancelled through at least January 1

Club Activities

In-person activities cancelled until further notice. Students are encouraged to stay engaged in club
activities using remote resources.

Trainings
To comply with the mandates and recommended health and safety guidance, the District will adopt
the following standard operating procedures:

Informational Trainings (through in-person, video or visuals posted throughout the building)

● Personal Protective Equipment (PPE)

● COVID Awareness

● New cleaning Protocols

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 ● Handwashing

● Face Covering (sizing, use, wear & care)

● Personal Health and Hygiene

● Special conditions with face coverings (strenuous activity)

ReopeningCommittee Members
Operatio Instructi
ns on
Jeramy Clingerman, Superintendent Jeramy Clingerman, Superintendent
James Bruni, Adm of Business and Operations James Bruni, Adm of Business and Operations
Jodie Verkey, Director of Curriculum, Jodie Verkey, Director of Curriculum,
Instruction, Assessment & Professional Instruction, Assessment & Professional
Development Development
Karissa Blamble, Director of Special Programs Karissa Blamble, Director of Special Programs
Janet Clendenen, Principal- Frank Knight Janet Clendenen, Principal- Frank Knight
Amy Hibbard, Principal- Elizabeth Cady Stanton Amy Hibbard, Principal- Elizabeth Cady Stanton
Kevin Rhinehart, Principal- SF Middle School Kevin Rhinehart, Principal- SF Middle School
Faith Lewis, Principal- Mynderse Academy Faith Lewis, Principal- Mynderse Academy
Bre Mullen, Assistant Principal- SFMS/MA Bre Mullen, Assistant Principal- SFMS/MA
Jack Rowles, Director of Facilities Building Level Committee Members (42
faculty/staff)
Deb Burnham, Director of Transportation Parent Re-opening Committee (62 parents,
including BOE members)
Stephanie Lyon-Lawrence, Food Service Director 24 Students in grades 6-12
Vickie Burm, Head Nurse
Dave Stobie, PA
Marcie Steiner, Health and Safety Officer-
GVBOCES

Mynderse Academy Planning Committee SF Middle School Planning Committee

Faith Lewis, Principal Kevin Rhinehart, Principal
Breana Mullen, Assistant Principal Breana Mullen, Assistant Principal
Amanda Lowden-Fleig, Mynderse Librarian Amylyn Marley, 8th grade ELA Teacher
Anne Smith, Business Teacher Carrie Herrling, Special Education Teacher
Deena Swenson, Spanish Teacher - Dept. Chair Christine Petrocci, English Teacher
Emily James, Math Teacher Dana Colvin, FACS Teacher - Dept. Chair
Guy Turchetti, Special Education Teacher Heather Cole, Music Teacher
Hillary Bevens, Chemistry Teacher Jessica Lorenzetti, Spanish Teacher
Justin Pawlak, English Teacher - Dept. Chair Kevin Korzeniewski, Physical Education Teacher
Kimberly Hendy, Physical Education Teacher Laura Rundell, FACS Teacher, MTSS Coordinator
Rebecca Czajkowski, English Teacher Elizabeth Kuney, Math Teacher
Suzanne Turchetti, Special Education Teacher - Mary Lee, Math Teacher, 6th Grade Team
Dept. Chair Leader
Jennifer Palmer, School Psychologist Meghan Barbay, Reading Teacher

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 Kimberly Stevers, School Counselor Melissa Morrin, Social Studies Teacher - Dept.
Chair
Donna Matthews, School Nurse MA/MS Nicole Spitzer, Social Studies Teacher

Maryse Gregoire, ENL Teacher MA/MS Stephen Dougherty, Social Studies Teacher
Stacey Bogart, School Social Worker Patricia Brewer, Special Education Teacher

Sheri Doell, School Counselor

Frank Knight Planning Committee Cady Stanton Planning Committee
Christine Tompkins, School Social Worker
Deanna Clemenson, School Nurse
Vickie Burm, School Nurse

Kathryn Smithler, Reading Specialist

Carleen Mull, Reading Specialist

Susan Moulton, School Social Worker

Kellie Barnett, Special Education Teacher

Jamie Oberdorf, Grade 3 Teacher

Paula Coffey, Library Teaching Assistant

Scott Sciera, Grade 4 Teacher

Toni Fleszar, Kindergarten Teacher

Tricia Goodenough, Grade 5 Teacher

Debbie Mead, Kindergarten Teacher

Barb Robinson, Special Education Teacher

Darla Shumway, Grade 1 Teacher

Heather Cole, Instrumental Music Teacher

Jennifer Brown, Grade 1 Teacher

Lisa Furletti, Grade 2 Teacher Natalie Hare, DIgital & Media Literacy Teacher
Julet Dinan, Physical Therapist
Michele Pane, Grade 2 Teacher

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