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At the Shelter Island Board of Education’s reorganizational meeting this week, Superintendent Brian Doelger said administrators were awaiting official guidance from the state for developing their reopening plans.
Today, the New York State Education Department (NYSED) released that guidance in a 145-pages document entitled “Recovering, Renewing and Rebuilding the Spirit of New York’s Schools.” The summary below should give Islanders a pretty good idea of how complex this matter is.
By July 31, all districts are required to create and provide to NYSED reopening plans that meet all of the requirements of the new guidance. They have to provide for three possible scenarios: holding school in-person, conducting instruction remotely, and a hybrid of the two.
Once the plans are submitted, Governor Andrew M. Cuomo says his administration will make a final decision about the circumstances under which various schooling scenarios will be permitted.
All decisions will be made regionally, based on assessments of health metrics. Shelter Island is part of the Long Island region, which includes schools and school districts of all sizes in Nassau and Suffolk counties.
How the guidance was developed
NYSED, in a news release, said the guidance was developed with input during four meetings of the Regional School Reopening Task Force, and a state Board of Regents student forum last month.
“In all, more than 1,650 parents, students, teachers, administrators, school board members, and stakeholders, representing New York’s diversity, attended and provided valuable feedback,” the release said.
Reopening guidance summary
“Without question, our paramount concern is to ensure the health and safety of everyone in our schools, children and adults alike,” an introduction to the guidance document says. “At the same time, we must also contend with a myriad of complex challenges — catching up on months of lost in-person instruction; addressing students’ social and emotional needs in the wake of this catastrophe; ensuring all students have the ability to participate equitably in remote learning; planning for the possibility of deep budget cuts; and so many others.”
What follows is a summary of the guidance, provided by NYSED, with minor formatting edits.
Health and Safety
Schools and districts will be required to:
- perform health checks and screenings, per Department of Health (DOH) guidelines
- recognize the signs and symptoms of illness in students and staff
- develop plans to maximize social distancing
- develop plans to manage and isolate ill persons until they can be sent home
- instruct students and staff in proper hand and respiratory hygiene
- require wearing appropriate face coverings
- develop cleaning and disinfection procedures for the school in accordance with CDC and DOH guidance.
Facilities
- Schools should:
- promote social distancing while maintaining existing safety requirements designed to protect students
- Schools may:
- expand their physical footprint or change the way they utilize space
- Schools must:
- continue to meet or exceed ventilation requirements and may wish to consult with design professionals to increase ventilation and filtration
- continue to conduct mandatory fire and lockdown drills in a manner that maintains social distancing while still preparing students to respond in emergencies
Nutrition
- Schools and school districts should
- include food service directors in reopening plan discussions so they are able to meet their requirements to provide all enrolled students with access to school meals each school day whether the school is in-person or remote
- address all applicable health and safety guidelines
- ensure compliance with Child Nutrition Program requirements
- communicate with families through multiple means, in the languages spoken by those families.
Transportation
The school bus is an extension of the classroom and services should be provided to all students with consistency and equity.
- Each district will be required to:
- perform regular school bus disinfection measures
- train students and school bus staff regarding social distancing on the bus, at stops, and at unloading
- train students and staff regarding the wearing of masks — students and drivers will wear masks and social distance on the bus
- continue to provide transportation to homeless students, students in foster care, those who attend religious, independent or charter schools – and those with disabilities – just as they always have
Social-Emotional Well-Being
Ensuring the intentional and meaningful inclusion of social emotional learning (SEL) across all aspects of operating strategies is critical to support the well-being and success of students, staff, and families. Along with physical health and well-being, schools and districts must also prioritize social-emotional well-being – not at the expense of academics, but in order to create the mental, social, and emotional space for academic learning to occur.
School Schedules
Schools must create a comprehensive plan for a schedule that includes in-person instruction, remote instruction, or a hybrid of both in-person and remote. All plans should be clearly communicated, with as much advance notice as practicable, to students, families, and staff.
To adhere to state and local health and safety guidelines and ensure social distancing practices, schools may consider various reopening plans and schedules that stagger or alternate their students’ return to campus. Schools should collaborate with district stakeholders when considering alternate schedules.
Budget and Fiscal
All schools and school districts must continue to meet existing state aid reporting requirements. Additionally, the content of data submissions, such as attendance data, will remain consistent with past practice, except where modified by law, regulation or executive order.
Attendance and Chronic Absenteeism
Schools must develop a mechanism to collect and report daily teacher student engagement or attendance. While this requirement is straightforward in an in-person setting, a procedure should be developed to make daily contact with students in remote or hybrid settings. Schools may consider for instance, assigning the homeroom teacher or advisory teacher to be the point of contact to touch base with a specific group of students daily. Attendance data must be reported in the student information reporting system or SIRS. School policies and procedures must focus on the academic consequences of lost instructional time and address absences before students fall behind in school. It is critical for schools to use a variety of creative methods to reach out to students and their families who have not engaged in distance learning.
Technology and Connectivity
Adequate access to a computing device and high-speed broadband is essential for educational equity. Schools and districts must determine the level of access all students and teachers have in their places of residence; to the extent practicable, address the need to provide devices and internet access to students and teachers who currently do not have sufficient access; and provide multiple ways for students to participate in learning and demonstrate their mastery of the learning standards in remote and hybrid instructional models.
Schools and districts should provide instruction on using technology and IT support for students, teachers and families and provide professional development for teachers and leaders on designing effective online/remote learning experiences.
Teaching and Learning
Mandatory teaching and learning requirements include providing clear opportunities for equitable instruction for all students; ensuring continuity of learning regardless of the instructional model used; providing standards-based instruction; ensuring substantive daily interaction between teachers and students; and clearly communicating information about instructional plans with parents and guardians.
To allow for schools and districts to adapt to complications caused by the pandemic, certain flexibilities will be authorized, including: flexible student/staff ratio in prekindergarten; extended time for prekindergarten and kindergarten screening to be completed; a waiver allowing districts to convert PK seats from full-day to half-day (not applicable to Statewide Universal Full Day Pre-K programs); flexibility with the 180 minutes per week Unit of Study requirement; flexibility in the delivery of physical education; an allowance for a blend of hands-on and virtual science laboratory experiences; and when appropriate, districts and charters may utilize remote or virtual work-based learning experiences for CTE and CDOS programs.
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 parental engagement regarding the provision of services to their child
- collaboration between the 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, 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.
Bilingual Education and World Languages
Reopening plans must address the learning loss experienced by many English language learners (ELLs), in both their English language development and their mastery of content area knowledge. The Department has identified the following requirements and considerations that will allow schools to provide ELL services that address the impact of last year’s school closures and prepare them for potential challenges in the coming year.
Schools and districts must:
- provide all communications to parents/guardians of ELLs in their preferred language and mode of communication to ensure that they have equitable access to critical information about their children’s education;
- ensure that all ELLs receive appropriate instruction that supports their college, career, and civic readiness, by providing them the required instructional Units of Study in their English as a New Language or Bilingual Education program based on their most recently measured English language proficiency level;
- conduct ELL identification for all students who enrolled during COVID-related school closures in 2019-20, during the summer of 2020, and during the first 20 days of the 2020-21 school year within 30 days of the start of the school year; and
- recognizing that all teachers are teachers of ELLs, provide professional learning opportunities related to the instruction and support of ELLs to all educators
Schools and districts should:
- align their policies to the Blueprint for English language learner/Multilingual learner (ELL/MLL) Success
- adopt progress monitoring tools to measure ELL proficiency
- provide social-emotional learning supports to ELLs in their home language
- continue utilizing technology in ELL instruction
- support Students with Interrupted/Inconsistent Formal Education (SIFE) and other vulnerable populations
- ensure the Emergent Multilingual Learners (EMLL) Profile supports early learning; and
- support completion of the NYS Seal of Biliteracy
Staffing and Human Resources
As schools and school districts create their plans for the 2020-21 school year, they must ensure that all teachers, school and district leaders and pupil personnel service professionals:
- hold a valid and appropriate certificate for their assignment
- can continue to utilize incidental teaching when determining how to staff their classrooms
- can employ substitute teachers to address staffing needs for the allowable amount of days given their qualifications and teaching assignment
- work with educator preparation programs to identify appropriate ways in which student teachers can support classroom instruction; and
- consider whether their currently approved APPR plans may need to be revised in order to be consistent with their plans for re-opening under an in-person, remote, or hybrid instructional model
The full guidance
To read the full guidance document, visit the New York State Department of Education website, nysed.gov.