Kendall School Reopening Plan Outline

Introduction
On Monday, July 13, Gov. Andrew Cuomo announced that school districts in New York can
follow plans to reopen for in-person schooling in September if COVID-19 infection rates stay at
5% or lower in a given region.

Determinations will be made by region about opening and closing schools as the COVID-19
pandemic continues. If a region is in Phase 4 and has a daily infection rate of 5% or lower over
a 14-day average, schools in that region could hold in-person instruction. If daily infection rates
exceed 9% over a seven-day average, however, schools in that region would not reopen.
Similarly, should a region see such an average after reopening, schools in that region would
also be directed to close.

While districts have been instructed to prioritize efforts to return all students to in-person
instruction, the district is also planning for remote/distance learning as well as a for a hybrid
model. Parents will always have the choice to remain in the remote learning model. If you
determine one option and decide to change to another option please notify the District Office.
Regardless, Kendall Schools will have a seat for your child.

The plan outlined here is for the reopening of schools in the Kendall Central School District for
the 2020-21 school year, following the building closure related to the COVID-19 pandemic. This
plan includes procedures that will be followed in the following schools:

Kendall Elementary School

Kendall Junior-Senior High School

The health and safety of our students, our staff and their families is our top priority. We want
students and employees to feel comfortable and safe returning to school campuses. Our
reopening plan incorporates recommendations and guidance from the​ ​Centers for Disease
Control and Prevention (CDC)​, the​ ​New York State Department of Health (NYSDOH)​ and the
New York State Education Department (NYSED).

It is possible that we may need to alternate between in-person and remote learning throughout
the year due to recommendations and guidance from our partnering agencies, and Executive
Orders from the Governor. The level of infection, the spread of the virus and response to the
disease in our community will be at the forefront of our decision making as we move to open our
schools.
Julie Christensen, School Superintendent, will serve as the district’s COVID-19 Coordinator.
Mrs. Christensen will serve as a central contact for schools and stakeholders, families, staff and
other school community members and will ensure the district is in compliance and following the
best practices per state and federal guidelines. She can be reached at the Kendall District Office
at 585-659-2741.

Content Outline
·​ ​Communication/Family and Community Engagement

·​ ​Health & Safety

o​ H
​ ealth checks

o​ S
​ ocial distancing, face coverings & PPE

o​ I​ nfection control strategies

o​ M
​ anagement of ill persons, contact tracing and monitoring

o​ H
​ ealth hygiene

o​ C
​ leaning and disinfecting

o​ V
​ ulnerable populations/accommodations

o​ V
​ isitors on campus

o​ S
​ chool safety drills

·​ ​Facilities

·​ ​Child Nutrition

o​ M
​ eals onsite

o​ M
​ eals offsite/remote

·​ ​Transportation

·​ ​Social Emotional Well-Being

·​ ​School Schedules
·​ ​School Activities

o​ E
​ xtracurriculars

o​ C
​ hildcare

·​ ​Attendance and Chronic Absenteeism

·​ ​Technology and Connectivity

·​ ​Teaching and Learning

o​ I​ n-person Instruction

o​ R
​ emote/Hybrid Instruction

·​ ​Special Education

·​ ​Bilingual Education and World Languages

·​ ​Staff

o​ T
​ eacher and Principal Evaluation System

o​ C
​ ertification, Incidental Teaching and Substitute Teaching

--------------------------------------------------

Communication/Family and Community

Engagement
To help inform our reopening plan, the district has sought feedback and input from stakeholders,
including administrators, faculty, staff, students, parents/guardians of students, local health
department officials and health care providers, employee unions and community groups.
Engagement efforts included online surveys, virtual forums/meetings and one-on-one
conversations.

The district remains committed to communicating all elements of this reopening plan to
students, parents and guardians, staff and visitors. The plan is available to all stakeholders via
the district website at www.kendallschools.org, and will be updated throughout the school year,
as necessary, to respond to local circumstances.

As part of its planning for the reopening of schools and the new academic year, the district has
developed a plan for communicating all necessary information to district staff, students,
parents/guardians, visitors and education partners and vendors. The district will use its existing
communication channels – including district website, facebook, twitter and The Chronicle. – as
well as appropriate signage and training opportunities to support the dissemination of consistent
messaging regarding new protocols and procedures, expectations, requirements and options
related to school operations throughout the pandemic. Communications will include
requirements and updates related to reopening and in-person instruction, including social
distancing requirements, proper wearing of face coverings and proper hand and respiratory
hygiene.

In support of remote learning, the district will continue to provide one-one devices available to all
students and teachers. The district will provide students and their families with multiple ways to
contact schools and teachers during remote learning, including​ ​email, letters, phone calls and
virtual meetings. The district will use existing internal and external communications channels to
notify staff, students and families/caregivers about in-person, remote and hybrid school
schedules with as much advance notice as possible.

The district will follow its existing engagement and communication protocols with parents
regarding the provision of special education services for their child. In addition, the district will
make every effort to ensure that communication to parents/legal guardians is in their preferred
language and mode of communication.

The district is committed to ensuring that all of its students and their families are taught and
re-taught new expectations related to all public health policies and protocols. As part of this
continuous training, the district will assess the best approach to communicating the information
for each students’ age group and will provide frequent opportunities for students to review these
policies and protocols. This targeted education will help ensure that all students and their
families know what is expected of them as they successfully return to the school setting. These
trainings will cover:

Elementary:

An instructional video/mini lesson on the following topics will be shared to families prior to the
start of school if they are able to preview with their students. Lessons will be again presented
and revisited throughout the first week of school. Resources for each lesson topic are listed
accordingly. The videos listed from outside sources as well as the ones created by students will
reflect the Centers for Disease Control protocols.

Lesson Outline:
Video for each lesson:

Introduction/Learning Targets: What are we going to learn about today? Why is this important?

Show the CDC/Department of Health resources (signs and posters) that will be posted around
school that correspond to the particular lesson or the posters that will be posted on
restrooms/drinking fountains, etc. reminding students and staff of correct usage.

Students and adults will model the incorrect and correct procedures.

Students and adults can ask questions throughout the video, anticipated questions that could
arise centered around this lesson.

Return to meaning: Narrator will summarize the important pieces of the lesson once again.

Teacher can ask students to model correct procedures for entire class.

Lesson Topics:

Riding the Bus/entering the building/classroom (at any time)/exiting the building at dismissal
● https://drive.google.com/file/d/1B9uMHOJrSKdGwXzpbammeLRGvb-dNGoX/view

Mask Wearing/Cleaning: Students will be required to wear masks on school busses,

arrival/dismissal, during passing, in common areas and any other time six feet social distancing
cannot be maintained. Each child should have at least two face coverings, one can be left at
school and the other to ride the bus. If a child forgets their face covering one will be provided. If
a child refuses to wear a face covering, and its is not for a medical reason, they will be required
to engage in a remote learning setting.
● https://doc-08-9s-docs.googleusercontent.com/docs/securesc/li2k4jdo432rpg92tfndjt6aplu
lgkdj/il9gaeq8qi3mmrfcitdmvei1i4fg5ev3/1594937100000/10384435475116009688/17083
576887291498191/1R1lSbfZ8TRchbHCiK_4svK7WLH62lSIH?e=download&authuser=1&non
ce=j22o6tci8sgeu&user=17083576887291498191&hash=2meh64d0sg5h5a3rlk148ahi8b85u
eak
● https://youtu.be/ML3n1c0FHDI
● https://youtu.be/iE6L-4tO-rs

Drinking Fountain/Water Bottle Filling: signage indicating fountains are to fill water bottles only

Handwashing
● https://jr.brainpop.com/health/bewell/washinghands/
● https://youtu.be/kHPQrYthn6M
● https://youtu.be/OZ3oSvfiwU4
 ● https://youtu.be/e9xQJNGoy6I
● https://youtu.be/NoxdS4eXy18

Respiratory Hygiene (covering your coughs/sneezes)

● https://youtu.be/mQINuSTP1jI

How to greet others/talk to others/social distancing in the classroom and the hallway
● https://youtu.be/OMg6t-z8KEI
● https://youtu.be/uZmajkrTj6A

Personal items/materials: Items will not be shared amongst students. Items will be marked and
bagged accordingly.

Identifying Symptoms - what to do if you feel sick?

● https://youtu.be/uOtg3C8dqlY
● Signage will be posted on symptoms, parents will be responsible for health attestation
every morning and then periodic checks at school. If a child is ill parents will be notified
immediately and must pick their child up immediately.
● Lions’ Club may be able to purchase thermometers for every family.

​Thedistrict will create and deploy signage throughout the district to address public health
protections surrounding COVID-19. Signage will address protocols and recommendations in the
following areas:

·​ ​Proper use of personal protective equipment (PPE)

·​ ​Acceptable face coverings and requirements related to their wear

·​ ​Hand washing

·​ ​Adherence to social distancing instructions

·​ ​Symptoms/prevention of COVID-19

In addition to signage, the district will encourage all students, faculty, staff and visitors through
verbal and written communication to adhere to Centers for Disease Control and Prevention
(CDC) and DOH guidance regarding the use of PPE.

The district is committed to creating a learning environment that protects student and staff
health, safety and privacy. Our district will operate under a standard procedure for addressing
situations in which an individual has tested positive for COVID-19 or appears symptomatic.
These procedures are outlined in the Health & Safety section of our reopening plan
In the event that a student or staff member is sick or symptomatic, notification to exposed
individuals will occur pursuant to the state’s contact tracing protocols as implemented by the
local health department. The district will not notify the wider community unless specifically
directed to do so by local health officials.

School Closures

The district is preparing for situations in which one or more school buildings need to close due
to a significant number of students or staff testing positive for COVID-19 or a considerable
regional increase in COVID-19 cases. The district is working in partnership with the Monroe and
Orleans County Department of Health, Workfit and medical professionals on symptomatology,
Finger Lakes metrics that meet Governor directives and early warning signs of increasing cases.

The district may choose to modify operations in one or more schools prior to closing to help
mitigate a rise in cases. The district will consult the Department of Health and medical director
when making such decisions.

School building administrators will communicate with each other regularly and, if needed, will
consider closing school if absentee rates impact the ability of the school to operate safely. If a
building or class section is closed students will be provided remote instruction. Any other
operations (food service, payroll, etc.) will continue with safety precautions.

--------------------------------------------------

Health & Safety

The health and safety of our students, our staff and their families is our top priority. We want
students and employees to feel comfortable and safe returning to school campuses. Our
reopening plan incorporates recommendations and guidance from the​ ​Centers for Disease
Control and Prevention (CDC)​, the​ ​New York State Department of Health (NYSDOH)​ and the
New York State Education Department (NYSED).

The following protocols and procedures will be in place in all district schools for the 2020-21
school year should in-person schooling resume. Anyone with questions or concerns should
contact our COVID-19 safety coordinator at ​jchristensen@kendallschools.org​, or 585-659-2741.

Health checks
The district has developed resources to educate parents/guardians and staff members
regarding the careful observation of symptoms of COVID-19 and health screening measures
that must be conducted each morning before coming to school. The resources include the
requirement for any student or staff member with a fever of 100°F or greater and/or symptoms
of possible COVID-19 virus infection to not come to school. The Centers for Disease Control
and Prevention (CDC)​ ​list of Coronavirus symptoms​ was used to develop these resources.

The Kendall School District will implement the following practices to conduct mandated health
screening. Daily health attestation by all staff prior to beginning work through an online
submission. Health attestation by parents for all children prior to school, as well as random
health screening throughout the school day. See health attestation.

Daily temperature checks and completion of the screening questionnaire provided in the​ ​New
York Forward Pre-K to Grade 12 School Guidelines​ for staff, students, contractors, vendors, and
visitors​ ​prior to arrival and randomly while at school.

1.​ ​Prior to arrival parents will complete the health attestation for each child. If a
child is ill they will be required to keep them home until symptom free.

2.​ ​Periodic health checks will occur during the school day by the school nurse.

3. ​ ​Students who require screening to be completed at school will be treated in

a confidential manner and the screening will be completed as quickly as possible
to minimize time away from class. Health attestation will be kept on file for one
year in a locked and confidential location in the nurse’s office.

4. If symptomatic, child’s parent will be called and must pick up child immediately.
Child will be placed in supervised isolation room.

5. Students and staff must notify the school nurse/supervisor when they develop
symptoms or if their answers to the questionnaire change during or outside
school hours. The school nurse/supervisor will contact Julie Christensen as the
COVID administrator.

6. Reminders will be provided regularly to staff and parents/guardians of the

health screening policy.

In-school temperature/health screening protocols, includes:

·​ ​Staff supervision of students who are waiting their turn

·​ ​Students must remain social distanced

·​ ​Nurses will receive necessary training to perform temperature/health screenings

·​ ​Touchless devices will be used, and cleaned, for taking temperatures

·​ ​Appropriate PPE and barriers for staff members conducting the screening will be provided

If a child is ill at school:

 ● Send student to nurse’s office with mask on. ​
● Nurse will check and recheck temperature and assess other symptoms. If temperature is
100.0 or greater than 100.0, or presents with new symptoms of cough, sore throat, loss
of taste/smell or general malaise --isolate student and notify parent to pick up as soon as
possible.
● Escort student to isolation room where student can be monitored closely by a staff
member until parent arrives to pick up.
● Student must wear a mask, nurse and monitoring staff member should wear an N95
mask, face shield and possibly gown and gloves​. ( Also isolate student’s siblings – prefer
at least 6 feet of distance between ill student and siblings.)
● When parent arrives, they will notify nurse from car and nurse/or other staff member will
escort masked student and siblings to the car. ​Staff will recommend that student be
evaluated by a health care practitioner. (We cannot require COVID testing – the burden
is on the health care practitioner to diagnose.)
● After student leaves, contact buildings and grounds to sanitize the areas where student
has been including the classroom, bathrooms, isolation area, etc. (Consider opening the
window while closing the door to the isolation room and waiting 24 hours before cleaning
the isolation room if possible.)

The ill student may not return to school until the following guidelines are met: ​

*​If the child is diagnosed with any medical condition other than COVID-19,​ he or she needs:
-A signed and dated note from a medical practitioner clearing the student to return to school
along with a diagnosis clearing the student from having COVID-19 – AND-
-The student must be fever free and feeling well for 24 hours minimum without using fever
reducing medications.

*​If the student is diagnosed with COVID-19 by a healthcare provider based on a test or their
symptoms or does not get a COVID-19 test but has had symptoms​, he/she needs:
-A signed and dated note from a medical practitioner clearing the child to return to school
-At least 10 days have passed since the child first had symptoms
-It has been at least 3 days since the individual has had a fever – without using fever reducing
medications – AND-
-It has been at least 3 days since the student’s other symptoms improved, including cough and
shortness of breath
Social distancing, face coverings & PPE
The district has developed a plan with policies and procedures for maintaining social distancing
of all students, faculty, and staff when on school facilities, grounds and transportation. Desks
will be spaced six feet apart and markings on floor to reflect distance of six feet. Signage on
social distancing will be prevalent in buildings and mini lessons will be provided to students on
social distancing. All visitors will need to abide by the social distancing parameters in place.

If social distancing of 6 feet cannot be maintained, proper face coverings must be worn in
common areas such as hallways or school buses. For those medically unable to wear face
coverings, six feet social distancing or other such barriers will be in effect​.

Students, staff and visitors to our schools will be expected to wear face coverings indoors and
outside, including on the school bus, when six-foot physical distancing is not possible. Students
will be allowed to remove face coverings during meals, instruction, and for short breaks so long
as they maintain appropriate social distance. Students who are unable to medically tolerate a
face covering will not be required to wear one.

Because students and staff will need to be prepared to wear a face covering if another person
unexpectedly cannot socially distance, they will be required to wear a face covering in all
common areas (e.g., entrances and exits) and when traveling around the school.

Face coverings will be provided to students and staff, if needed, at no cost. Acceptable face
coverings for COVID-19 include, but are not limited to, cloth-based coverings and surgical
masks that cover both the mouth and nose.

An employee is allowed to wear their own acceptable face covering if they choose. Employees
with healthcare provider documentation stating they are not medically able to tolerate face
covering will not be required to do so.

Face coverings may be challenging for students (especially younger students) to wear in all-day
settings such as school, so there may be periods of time when masks are not worn.

Face coverings would not be placed on:

·​ ​Children younger than 2 years old

·​ ​Anyone who has trouble breathing or is unconscious

·​ ​Anyone who is incapacitated or otherwise unable to remove the cloth face covering without
assistance

The district will instruct students, parents/guardians and staff on

·​ ​The proper way to wear face coverings

·​ ​Washing hands before putting on and after removing their face covering

·​ ​Proper way to discard disposable face coverings

Mini lessons will be provided to all staff and students on the first day with periodic review of
information as deemed necessary.

Disposable masks for students and staff have been purchased, including clear masks support
instruction. Cloth masks have been purchased for all staff and cloth masks will be available to a
child that may forget to bring one. Lanyards will be provided to ensure masks are available at
all times. N95 masks will be available to staff, including nurses, or others with medical needs.

Infection control strategies

Infection control mitigation strategies in place, include but limited to staggered schedules to
accommodate social distancing; protective dividers in nurses office, main office at cashier
station; alcohol-based hand rub dispensers in all classrooms and common areas.

Facility Alterations and Acquisition

See attached photo and map of size per room:

Plumbing Facilities and Fixtures

·​ ​Toilet fixtures will be available for use as established in the building code

·​ ​ D
​ rinking Water Facilities: Bottle refill stations will be available in the buildings with clear

signage that faucet drinking is prohibited.

​Distancing
rules in restrooms will be noted with signage, and buildings will reduce restroom
occupancy at any given time, where feasible.

Ventilation

·​ ​
​ A
​ dequate, code required ventilation will be maintained.

·​ ​An increase in ventilation to outdoor air to the greatest extent possible (e.g., opening
windows and doors) while maintaining health and safety protocols, will be encouraged.
Management of ill persons, contact tracing and
monitoring
The district requires students, faculty, or staff members who develop COVID-19 symptoms
during the school day to report to the nurse’s office. If there are several students waiting to see
the school nurse, students must wait at least 6 feet apart. The district has designated areas to
separate individuals with symptoms of COVID- 19 from others until they can go home or to a
healthcare facility, depending on severity of illness. One area will be used to treat injuries,
provide medications or nursing treatments, and the other area will be used for assessing and
caring for ill students and staff. Both areas will be supervised by an adult and have easy access
to a bathroom and sink with hand hygiene supplies.

Kendall Elementary isolation room 113

Kendall Junior-Senior High School Isolation room: conference room adjacent to the Main Office

PPE requirements for school health office staff caring for sick individuals includes both standard
and transmission-based precautions. When caring for a suspect or confirmed individual with
COVID-19, gloves, a gown, eye protection, and a fit-tested N-95 respirator will be used, if
available. School health office cleaning will occur after each use of cots, bathrooms, and health
office equipment (e.g., blood pressure cuffs, otoscopes, stethoscopes). Health office equipment
will be cleaned following manufacturer’s directions.

Disposable items will be used as much as possible (e.g., disposable pillow protectors,
disposable thermometers, disposable thermometer sheaths or probes, disposable otoscope
specula).

Aerosol Generating Procedures

Respiratory treatments administered by nurses generally result in aerosolization of respiratory

secretions. These aerosol generating procedures (AGPs) potentially put healthcare personnel
and others at an increased risk for pathogen exposure and infection. The district requires the
following PPE to be worn during AGPs: gloves, N-95 or a surgical mask with face shield, eye
protection and a gown. PPE will be used when: suctioning, administering nebulizer treatments,
or using peak flow meters with students who have respiratory conditions.

Treatments such as nebulized medication treatments and oral or tracheostomy suctioning will
be conducted in a room separate from others with nursing personnel wearing appropriate PPE.
For nebulizer treatments, if developmentally appropriate, the nurse will leave the room and
return when the nebulizer treatment is finished.
Cleaning of the room will occur between use and cleaning of the equipment should be done
following manufacturer’s instructions after each use.

If Students or Staff become Ill with Symptoms of COVID-19 at School

The district requires students or staff with a temperature, signs of illness, and/or a positive
response to the questionnaire to be sent directly to the nurse and then to a dedicated isolation
area where students are supervised, prior to being picked up or otherwise sent home. Students
will be supervised in the isolation area while awaiting transport home and will be separated by at
least 6 feet. Students will be escorted from the isolation area to their parent/guardian. Students
or staff will be referred to a healthcare provider and provided resources on COVID-19 testing.

Return to School after Illness

The district has established protocols and procedures, in consultation with the local health
department(s), about the requirements for determining when individuals, particularly students,
who screened positive for COVID-19 symptoms can return to the in-person learning
environment at school. This protocol includes:

1.​ ​Documentation from a health care provider following evaluation

2.​ ​Negative COVID-19 diagnostic test result if determined a test is necessary by a health care
provider

3.​ ​Symptom resolution, or if COVID-19 positive, release from isolation as detailed by the CDC
and included in the NYSED Reopening Document

The district will refer to DOH’s​ ​“Interim Guidance for Public and Private Employees Returning to
Work Following COVID-19 Infection or Exposure”​ regarding protocols and policies for faculty
and staff seeking to return to work after a suspected or confirmed case of COVID-19 or after the
faculty or staff member had close or proximate contact with a person with COVID-19.

The district requires that individuals who were exposed to the COVID-19 virus complete
quarantine and have not developed symptoms before returning to in-person learning. The
discharge of an individual from quarantine and return to school will be conducted in coordination
with the local health department.

COVID-19 Testing

In the event that a large-scale testing will need to be conducted at the school, the district
administration will work with the Monroe and/or Orleans County Department of Health.

​Contact Tracing
The district will notify the state and local health department immediately upon being informed of
any positive COVID-19 diagnostic test result by an individual within school facilities or on school
grounds, including students, faculty, staff, and visitors of the district.

To assist the local health department with tracing the transmission of COVID-19, the district has
developed and maintained a plan to trace all contacts of exposed individuals in accordance with
protocols, training, and tools provided through the New York State Contact Tracing Program.

Districts may assist with contact tracing by:

1.​ ​Keeping accurate attendance records of students and staff members

2.​ ​Ensuring student schedules are up to date

3.​ ​Keeping a log of any visitor which includes date and time, and where in the school they
visited and their contact information/phone number

4.​ ​Assisting the local health departments in tracing all contacts of the individual in accordance
with the protocol, training, and tools provided through the NYS Contact Tracing Program

If/when COVID-19 cases are discovered in the school, in consultation with the local health
department, the district will do the following: thoroughly sanitize and disinfect all spaces, notify
families in accordance with Department of Health guidelines which may include isolation or
quarantine. In the event of a quarantine, students will be provided with remote instruction.

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

School Closures

A closure refers to contingency plans, protocols, and procedures for decreasing the scale or
scope of in- person education and/or closing the school. The district will collaborate with the
local health department to determine the parameters, conditions or metrics (e.g., increased
absenteeism or increased illness in school community) that will serve as early warning signs
that positive COVID-19 cases may be increasing beyond an acceptable level.

At a minimum, the plan will incorporate the following:

·​ ​Schools will close if the regional infection rate rises over 9% after Aug. 1. Schools will close
if the 7-day rolling average of the infection rate is above 9%.
·​ ​Schools in Finger Lakes Region in Phase 4 can reopen if the daily infection rate remains
below 5 percent using a 14-day average, unless otherwise directed from the local health
department.

·​ ​If the infection rate rises about 9%, schools must wait until the 14-day average is below 5%

·​ ​Once schools open at Phase IV below 5% for a 14-day rolling average, schools can remain
open even if the rate continues to rise about 5% until it reaches 9% for the 7-day average.

·​ ​School will be notified by the Monroe or Orleans Health Department on the situation.

·​ ​School administrators may consider closing school if absentee rates impact the ability of the
school to operate safely.

·​ ​Schools may choose to modify operations prior to closing to help mitigate a rise in cases. If
infection rates are rising above 5%; Kendall may consider modifying school operations for
medically vulnerable students and staff if they are participating in in-person activities.

·​ ​School will consult their medical director and/or the local department of health when making
such decisions.

Health hygiene
The district will emphasize healthy hygiene practices for students and staff by providing initial
and refresher education in hand and respiratory hygiene, along with providing adequate
supplies and time for frequent hand hygiene. Signs will be posted throughout the school (e.g.,
entrances, restrooms, cafeteria, classrooms, administrative offices, auditorium, custodial staff
areas) and regular messaging will be shared with the school community. Signage will be used to
remind individuals to:

1.​ ​Stay home if they feel sick.

2.​ ​Cover their nose and mouth with an acceptable face covering when unable to maintain
social distance from others or in accordance with any stricter policy implemented by the school.

3.​ ​Properly store and, when necessary, discard PPE.

4.​ ​Adhere to social distancing instructions.

5.​ ​Report symptoms of, or exposure to, COVID-19.

6.​ ​Follow hand hygiene, and cleaning and disinfection guidelines.

7.​ ​Follow respiratory hygiene and cough etiquette.

Hand Hygiene

Students and staff must carry out the following hand hygiene practices.

·​ ​Wash hands routinely with soap (any kind) and water for at least 20 seconds.

·​ ​Dry hands completely after washing. Use paper towels to dry hands if available instead of a
hand dryer if they are available.

·​ ​If soap and water are not available, use an alcohol-based hand sanitizer that is at least 60%
alcohol. Hand sanitizer should be rubbed on the hands until it is completely absorbed. DO NOT
dry hands if sanitizer is used.

Hand washing should occur:

·​ ​Before and after eating (e.g. snacks and lunch).

·​ ​After going to the restroom or after assisting a student with toileting.

·​ ​After using a tissue.

·​ ​Before and after using shared materials.

·​ ​Before and after putting on or taking off face masks.

·​ ​After coming in from the outdoors.

·​ ​Anytime hands are visibly soiled.

​Respiratory Hygiene

The COVID-19 virus spreads from person to person in droplets produced by coughs and
sneezes. Therefore, the district will emphasize the importance of respiratory hygiene.

Students and staff must carry out the following respiratory hygiene practices.

·​ ​Cover a cough or sneeze using a tissue. If a tissue is used, it should be thrown away
immediately.

·​ ​If you don’t have a tissue when sneezing or coughing, sneeze into your elbow.

·​ ​Wash your hands after sneezing or coughing.

·​ ​Face coverings are protective. Wearing a face covering will keep the respiratory droplets
and aerosols from being widely dispersed into the air.
Cleaning and disinfecting
The district will ensure adherence to hygiene and cleaning and disinfection requirements as
advised by the CDC and DOH, including “Guidance for Cleaning and Disinfection of Public and
Private Facilities for COVID-19,” and the “STOP THE SPREAD” poster, as applicable. Cleaning
and disinfection logs will be maintained that include the date, time, and scope of cleaning and
disinfection.

Kendall Central Schools Cleaning/Disinfecting products (not all inclusive)

· Non-Ammoniated Glass Cleaner
· Non-Acid Bowl Cleaner (EPA REG. NO.: 10324-85-37234)
· Neutral Disinfectant/Cleaner (EPA REG. NO.: 10324-154-15124)
· Fresh Breeze Disinfectant Restroom Cleaner (EPA REG. NO.: 10324-93-8325)
· Green Peroxide Powered Cleaner Degreaser
· Organic Acid Restroom Cleaner
· Lysol Professional Disinfectant Spray (EPA REG. NO.: 777-99-675)
· Lysol Disinfecting Wipes (EPA REG. NO.: 777-114)
· NY Clean Hand Sanitizer
· Mandarin-Cranberry Premium Foam Soap

Cleaning products will be used and stored according to the product label.
Drinking fountains are only to be used for filling bottles.
Signage for proper use of cleaning products are posted throughout the building.
Cleaning logs will be maintained by all cleaners.
Skin and eye protection will be worn when needed to protect against potential hazards.
Chemical products will never be mixed.
Chemicals will be stored out of reach of students.

Cafeteria
· Tables will be disinfected after each use throughout the day. Both the table tops,
edges, and seats will be sanitized.
· Cafeteria will be deep cleaned once a day. All tables will be pushed aside. The
floor will be scrubbed with a commercial floor scrubber using ace neutral floor cleaner.
· High touch areas such as light switches, door handles, dispensers, drinking
fountains, hand washing stations, windows, serving lines and trash bins will be
disinfected and cleaned.

Bathrooms
· All hallway bathrooms will be disinfected multiple times throughout the day by the
day time cleaner.
· Toilets will be cleaned and disinfected using non-acid bowl cleaner and brush.
 · Sinks, stall doors/handles, window sills and all dispensers will be disinfected and
cleaned.
· Mirrors and windows washed with non-ammoniated glass cleaner

Classrooms (and other areas of instruction)

· Non-custodial staff will assist with disinfecting classrooms throughout the day.
Cleaning products such as Fresh Breeze Disinfectant and Lysol will be made available.
· Non-custodial staff may be responsible for disinfecting teaching and student
materials used in lessons.
· Some classrooms may be empty of students during the day for lunch, specials or
other activities. Day time cleaners will utilize this time to disinfect classrooms.
· All classrooms will be deep cleaned every night. Desks, chairs, light switches,
sinks, and handles will be cleaned.
· Floors will be mopped using Neutral Disinfectant Cleaner.
· Rugs will be vacuumed with a commercial grade vacuum. Rugs will be extracted
with a carpet cleaner if needed.
· The daytime cleaner will ensure soap, hand sanitizer, paper towel and cleaning
resources are stocked in classrooms throughout the day.
· Daytime cleaners will respond to classroom sanitary concerns/issues brought up
by staff.

Copier Rooms, Staff Break Rooms, Entrances, Elevators & other common areas
· Common areas will be cleaned and disinfected multiple times during the day by a
cleaner.
· Logs will be maintained.
· Disinfectants will be made available for staff use in these areas.

Offices
· Cleaners will disinfect throughout the day as needed and clean at night.

Gymnasium
· Physical Education staff will be responsible for disinfecting items used in the
course of instruction (sporting goods).
· Nightly cleaning staff will clean locker rooms, P.E. office and gymnasium. Lockers,
benches, handles, switches and anything else hands might touch will be wiped down
with a disinfectant and cleaned.

Locker Rooms
· The use of Locker rooms, showers and lockers will be minimized to the greatest
extent possible. High touch areas such as lockers, sinks, and bathrooms will be
disinfected after use.

Health offices, isolation rooms

 · In addition to routine cleaning, areas will be disinfected on request by school
nurses and regularly throughout the school day.

Computer & Science Labs

· Instructional materials will be assigned to individual students whenever possible. If
the sharing of materials is required, the items will be sanitized between uses. Sanitizing
can be accomplished by a teacher trained in sanitation or a cleaner can be requested.

Maintenance work areas

· Maintenance personnel will use separate tools whenever possible. Disinfectants

will be made available in the maintenance areas and training provided. Tools will be
sanitized after use.

Libraries

· Books will not be checked out (or shared) until it is deemed safe to do so. If a
resource is needed the item will be sanitized after use by the librarian or a cleaner.

Large meeting areas

· The use of large meeting areas will be limited to mitigate potential exposure. When these
areas are in use a cleaner will be requested to sanitize high touch areas.

Playgrounds will not be open for use as equipment cannot be reasonably sanitized after each
use. (e.g. a slide would have to be sanitized after each child uses it.)

Students, faculty, and staff will be trained on proper hand and respiratory hygiene, and such
information will be provided to parents and/or legal guardians on ways to reinforce this at home.

The district will provide and maintain hand hygiene stations around the school, as follows:

·​ ​For handwashing: soap, running water, and disposable paper towels.

·​ ​For hand sanitizing: an alcohol-based hand sanitizer containing at least 60% alcohol for
areas where handwashing facilities may not be available or practical.

·​ ​Accommodations for students who cannot use hand sanitizer will be made.

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

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

​Kendall Central School District

COVID-19 Cleaning and Disinfection Log

Staff Member Responsible for Cleaning​: ________________________________ ​Staff

Signature: ​__________________________ ​Date: ​___________

New York State (NYS) requires regular cleaning and disinfection at least every day, and
more frequent cleaning and disinfection of shared objects (such as tools), frequently
touched surfaces, and high transit areas, such as restrooms and common areas.
Examples of high-touch surfaces and objects include: classroom desks and chairs;
lunchroom tables and chairs; door handles and push plates; handrails; kitchen and
bathroom faucets; light switches; handles on equipment; Buttons on vending machines and
elevators; shared telephones; shared desktops; shared computer keyboards and mice; and
bus seats and handrails.

Time Type of Cleaning Location Products Used Notes

Regular High
Daily touch
cleaning
surfaces/
high
transit
areas

□ □
 □ □

□ □

□ □

□ □

□ □

□ □

□ □

□ □

□ □

​Supervisor Initials:​ _____________

Vulnerable populations/accommodations
We recognize that some students and staff members are at an increased risk for severe
COVID-19 illness, live with a person who is at an increased risk, or simply do not feel
comfortable returning to an in-person educational environment. It is our goal that these
individuals are able to safely participate in educational activities. Examples of accommodations
include additional PPE, barriers or modified work settings.

Visitors on campus
No outside visitors or volunteers will be allowed on school campuses, except for the safety and
well-being of students. Parents/guardians will report to the front office and not go beyond unless
it is for the safety or well-being of their child. Essential visitors to facilities will be required to
wear face coverings and will be restricted in their access to our school buildings. Visitors must
follow all safety protocols as listed above and complete a health attestation.

School safety drills

The district will conduct fire (evacuation) drills and lockdown drills as required by education law
and regulation and the fire code without exceptions. Schools must continue to conduct
mandatory fire and lockdown drills according to the existing statutory schedule. Drills will be
conducted in a manner that maintains social distancing at exits and gathering points outside the
building, while still preparing students to respond in emergencies.

Elementary:

This plan staggers times and the number of students exiting/reentering the building at any given
time while still adhering to the evacuation mandates. Since fewer classes will be traveling
outside the building at one time, students and staff will be able to socially distance while still
wearing their masks once outside. Staff will know when we plan to execute drills so they can
prepare students to have their proper PPE. Students will be instructed and reminded that in the
event of a true emergency, exiting the building is top priority.

2020-21 Fire and Emergency Drills

(8 drills prior to December 31st)

Evacuation Drills (Fire Drills)

· Lockdown Drills (2)

Lockout Drills (2)

· Pre-K, Kindergarten, 2nd, 4th and 6th will always go at the first, 1st, 3rd and 5th will go the
second time so multiple classes are not utilizing the same exit/entry point.

·​ ​Fire Code Section 404 requires that schools maintain Fire Safety, Evacuation, and
Lockdown Plans and these plans include how lockdown and evacuation drills are conducted.
Methods to promote and provide for social distancing during the evacuation drills.

·​ ​Education Law § 807 requires that schools conduct eight (8) evacuation and four (4)
lockdown drills each school year. When planning drills, school 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 should be taken to minimize the risk of
spreading infection while conducting drills. As such, it may be necessary for schools to conduct
drills in the school year using protocols that are different than they are used to.

·​ ​Regardless of the modification used when conducting a drill, 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 school district modifications to evacuation drill protocols may include, but are not limited to:

·​ ​Conducting drills on a “staggered” schedule, where classrooms evacuate separately rather

than all at once, and appropriate distance is kept between students to the evacuation site.
Staggering by classroom, minimizes contact of students in hallways, stairwells, and at the
evacuation site. If conducting drills using a modified procedure, it is required that the drill be
conducted with all students in the school building on that school day, it may be necessary to do
so during a class period that is extended for this purpose.

·​ ​the district will be certain that all students are receiving instruction in emergency procedures,
even when engaged in remote learning, and participating in drills while they are in attendance
in-person.

Modifications to Lockdown Drills may include, but are not limited to:

·​ ​Conduct lockdown drill in classroom setting while maintaining social distancing/using masks.

·​ ​Conducting lockdown drills on a “staggered” schedule with smaller numbers of students

present to maintain social distancing, be certain that all students are receiving instruction in
emergency procedures and participating in drills while they are in attendance in-person.

·​ ​Conduct lockdown drill in classroom without “hiding”/ “sheltering” but provide an overview of
how to shelter or hide in the classroom.
--------------------------------------------------

Facilities
In order to prevent the spread of COVID-19 infection in the district, facilities operations will be
geared toward meeting social distancing requirements and cleaning frequently touched spaces
regularly. In carrying out projects or tasks supporting infection control, requirements will be met
for changes associated with building spaces. Plans for changes or additions to facilities that
require review by the Office of Facilities Planning (OFP), will be submitted to comply with the
requirements of the 2020 New York State Uniform Fire Prevention and Building Code (BC) and
the State Energy Conservation Code.

The function, position and operation of stairs and corridor doors, which have closers with
automatic hold opens (and are automatically released by the fire alarm system), will remain
unchanged.

The district plans to meet the deadline for submission of Building Condition Survey or Visual
Inspections on time. In addition, lead in water sampling will be carried out upon the reopening of
school under conditions consistent with when the building is “normally occupied.”

Upon reopening, the district plans to increase ventilation, to the greatest extent possible. Water
systems will be flushed in buildings that have been unoccupied.

Additional hand washing stations will be made available.

The introduction of an additional daytime cleaner will assist in the sanitation and disinfection
throughout the day.

The removal of extra furniture in classrooms will ensure proper physical distancing is
achievable.

The district has stocked up on PPE, cleaning, and disinfecting supplies to handle the increased
demand.

Unit ventilators, air handlers, and rooftop units use the Camfil AeroPleat3 filters of varying
dimensions depending on the unit. All filters are on a schedule based maintenance plan. Filters
are replaced once a year and maintained throughout the year. The district has worked with M/E
engineering to ensure proper ventilation is provided. Kendall Schools is coordinating with Trane
technicians to maximize efficiency of the building automated system.
No changes or additions as part of Kendall Central Schools reopening plan will affect building
code compliance.

Drinking fountains will be available for bottle filling only.

--------------------------------------------------

Child Nutrition
School meals will continue to be available to all students, including those attending school
in-person and those learning remotely. All meals will be in accordance with Child Nutrition
Requirements. Students in attendance at school will have access to school meals each day in
the cafeteria or if students are learning remotely, meals will be prepared by food service staff
and distributed to students in the same manner they were during the emergency closure (either
pick-up or delivery.)

Markings will be placed in hallway near cafeteria so students waiting in line will maintain 6 feet
social distancing. Students will also be wearing masks

Meals for students with food allergies will be prepared and kept separately from all other meals.
If providing meals outside of the cafeteria, one designated cafeteria employee will be assigned
to prepare a cart with meal and deliver it to classroom before the rest of the meals.

Hand sanitizer will be placed at the entrance of food serving area. Upon entrance, each
student will need to use hand sanitizer. When leaving cafeteria, students will also use the hand
sanitizer. Signage will be posted to discourage no sharing of food or beverages.

Menus and production records will reflect compliance with Child Nutrition requirements.

Contact information is on school website for communication with families.

For cafeteria, having tables set up with double space between them. Only allow 6 students at a
table instead of 12, every other seat, and on opposite sides so they are staggered will help keep
6 feet social distancing. Minimize number of grades at a time so they can use the whole
cafeteria to spread out. See Student Schedule Section for Elementary staggered lunch.
Meals onsite
For students onsite, meals will be provided while maintaining appropriate social distancing
between students. Students do not need to wear face coverings when seated and eating so
long as they are appropriately socially distanced.

The district will ensure social distancing between individuals while eating in the school cafeteria.
Some meals may be served in alternate areas (e.g., classrooms) or in staggered meal periods
to ensure social distancing and proper cleaning and disinfection between students.

The sharing of food and beverages (e.g., buffet style meals, snacks) is prohibited, unless
individuals are members of the same household. Adequate space will be reserved for students,
faculty, and staff to observe social distancing while eating meals.

Accommodations will be made for those with food allergies. Signage on hand hygiene, as well
as sanitizing stations will be available in the cafeteria and alternate eating locations.

Sanitation procedures are noted above.

Meals for those in remote learning

Students who are engaged in remote learning will have access to breakfast and lunch daily, to
be pre-ordered and picked up by the Kendall Junior-Senior High School cafeteria each day
between 10:30-11:30 am. Applicable rated for free, reduced or full meal prices will be in effect.

Parents may not enter the building, meals will be delivered to your car. Meals must be pre
ordered and prepaid using the Pay Pal system with Nutrikids.

--------------------------------------------------

Transportation
The district will conduct transportation activities that are consistent with state-issued public
transit guidance and NYSED School Reopening guidelines. Students and school staff must
wear acceptable face coverings at all times on school buses (e.g., entering, exiting, and seated)
and should maintain appropriate social distancing to the extent practicable.

Students who are able will be required to wear masks and social distance on the bus to the
extent practicable; however, students whose physical or mental health would be impaired are
not required to wear a face covering, but must be appropriately socially distanced. Members of
the same household may be seated within 6 feet of each other. Parents and legal guardians are
encouraged to drop off or walk students to school to reduce density on buses.

All buses that are used every day by districts and contract carriers will be cleaned/ disinfected
once a day. High contact spots will be wiped down between each morning (AM) and afternoon
(PM) run.

School buses shall not be equipped with hand sanitizer due to its combustible composition and
potential liability to the carrier or district. School bus drivers, monitors and attendants must not
carry personal bottles of hand sanitizer with them on school buses. Students will be required to
wash hands once exiting the bus and entering the school building.

Wheelchair school buses will configure wheelchair placement to ensure social distancing of 6
feet.

Whether school is in session remotely or otherwise, pupil transportation will be provided to

nonpublic, parochial, private, or students whose Individualized Education Plans have placed
them out of district whose schools are meeting in in-person sessions.

School Bus Staff

School bus drivers, monitors, and mechanics are required to perform a self-health assessment
for symptoms of COVID-19 before arriving to work. If personnel are experiencing any of the
symptoms of COVID-19, they will notify their employer as per the reporting policies and seek
medical attention.

School bus drivers, monitors, and mechanics must wear a face covering.

Transportation staff (drivers, monitors, mechanics and cleaners) will be trained and provided
periodic refreshers on the proper use of personal protective equipment and the signs and
symptoms of COVID-19.

Transportation departments/carriers will provide Personal Protective Equipment such as masks

and gloves for drivers, monitors in buses as well as hand sanitizer for all staff in their
transportation locations such as dispatch offices, employee lunch/break rooms and/or bus
garages. Drivers, monitors and attendants who must have direct physical contact with a child
must wear gloves.

Students who forget their face covering will be provided with a disposable mask upon entrance
to the bus. Parents must complete the health attestation for their child before entering the bus.

Bus routes will be set and final by September 1 to ensure safety accommodations are in place.
Students will not be able to ride another bus to go to a friends house. Students in grades 7-12
will be limited on run 4 (Elementary afternoon run) to ensure safety precautions are met, in
addition elementary students will have limited access to the High School morning run.

Cleaning and disinfection of buses will occur between the am and pm runs

When temperatures are above 45 degrees Fahrenheit, school buses should transport
passengers with roof hatches or windows slightly opened to provide air flow.

Transportation staff will wash their hands with soap and water before and after am and pm runs
to keep healthy and prevent the spread of respiratory and diarrheal infections from one person
to the next. Germs can spread from other people or surfaces when you:

o​ t​ ouch your eyes, nose, and mouth with unwashed hands

o​ t​ ouch a contaminated surface or objects

o​ ​blow your nose, cough, or sneeze into hands and then touch other people’s
hands or common objects

​When students embark and disembark the bus, they will follow social distancing protocols. This
will increase the time required to load and unload buses at schools in the morning and
afternoon.​ ​ ​Schools will reconfigure the loading and unloading locations for students who are
transported by bus, car or are pedestrians. Further details and procedures will be forthcoming
once the number of parent drop off/pick up numbers are formalized.

--------------------------------------------------

Social Emotional Well-Being

We recognize that the social emotional well-being of our students and staff during these
challenging times is critically important. The district has made available resources and referrals
to address mental health, behavioral, and emotional needs of students, faculty, and staff when
school reopens for in-person instructions. This has done this by:

Elementary And Middle Level (5/6)

Mental Health, Behavioral, and Emotional Support Services and Programs: Available resources
and referrals to address mental health, behavioral, and emotional needs of students, faculty,
and staff when school reopens for in-person instruction (e.g. how they will identify and support
students having difficulty transitioning back into the school setting, especially given the changed
school environment). Any training for faculty and staff on how to talk with, and support students
during and after the ongoing Covid-19 public health emergency, as well as information on
developing coping and resilience skills for students, faculty, and staff.

GOAL: Maximize student, staff, parent and community perception of school as safe,

supportive, caring, inviting and friendly.

• Incorporate SEL activities/prompts into daily classroom morning meetings (e.g. opening
day “script”)

• Develop/provide specific lessons for staff to use during the first week of school re:
hygiene/safety routines (Ex: Hand washing, mask wearing, how to cough/ sneeze safely, social
distancing, use of materials and facilities, safely greeting/interacting with others, etc.)

• Mental Health staff provide SEL lessons connected to character traits and aligned with
identified student needs; to include what happens if someone in our community gets sick (Tier
1); initial lesson during 2nd week of school (available to support transition needs during first
week) and then monthly through library rotation

• Develop and share resources/ process for accessing emotional supports; Student needs
can be assessed through morning meeting activities and feedback from staff/parents/students to
determine the appropriate level of support (Tier 2/3 indirect consult, direct school counseling,
referral for outside counseling)

• Use of surveys to identify/share needs and determine support options to meet these
needs (Ex. Staff, students, community/ families)

• Consistent communication/support

-Weekly staff communication (e.g. staff meetings, join grade level meetings/SAT, surveys)

-Chain of communication through “Principal’s Cabinet” Staff can relay ideas to point person in
department/ grade level, who can then pass on information to principals

-All faculty/ staff members included in communications; resources/ supports available to

everyone; provide list of resources/supports that can be accessed

• Outside agency (Orleans County Mental Health) support/training for staff development
day re: supporting student social-emotional needs; provide follow-up opportunities throughout
the school year; consider similar training for parents

• Contact parents of at-risk students prior to start of school to identify potential transition
needs/supports
• Use of PBIS/Character Ed committee to identify safe “celebration” activities that can be
implemented throughout the school year

• Provide concrete data for our local/school community (incident rates) to help reduce
stress and anxiety

• For the first week(s) of school, consider providing an “estimated” ratio of academic
instruction to hygiene/safety/SEL instruction to guide teachers

● MS Counselor meeting with select students (in-person) over summer months (This is
new)

● MS Student Services Meetings (7/8) meet monthly and will focus on high-needs students
(Similar to SAT – SS committee members will brainstorm recommendations for
students); school psychologist, counselor, nurse, PPS Director, Social Worker, SRO,
Principal

● MS will safely recognize SOTM in both buildings and focus on keeping as many rites of
passages and activities as possible (in a safe way)

● MS Student Services Meetings (5/6) meet weekly and will focus on high-needs students
(Similar to SAT – SS committee members will brainstorm recommendations for
students); school psychologist, counselor, nurse, PPS Director, Social Worker, SRO,
Principal

● MS Grades 5 and 6 will continue running Monday Morning Meetings (started prior to
pandemic); they will do so safely and within cohorts (instead of bringing all of the
students together like they did before). Teams have inquired about technology to
connect all 3 classrooms via camera (more information to follow). Morning meetings are
based upon Responsive Classroom work where weekly meetings help to create
community and reinforce academic and social skills in lively ways.

● 5​th​ grade FACS, 6​th​ Grade Health, and 7​th​ Grade Wellness could provide additional
opportunities for students to grow emotionally/socially by pin-pointing key areas of need

● MS (7/8): Lindsay and members of our SS Team will meet with students 1x per week
(during Enrichment A or B -- depending on lunch) -- pushing into classrooms to focus on
key social/emotional issues. Right now, we will plan on 7th grade meeting 1x per week
with SS staff, and 8th grade meeting the following week. (Students will have 30 minutes
of SEL time every other week under this plan).

Grades 9 - 12
The goal of the high school will be to meet the social and emotional needs of every student
while ensuring students are exposed and master the NYS standards for each course.

● The Student Services committee will be bi-monthly to discuss the unique needs of the
entire student body and those students who are at risk.
● The high school counselor and high school principal will categorize students in three
tiers. Students who are identified for tier one will be discussed during every meeting to
determine an action plan when needed. The focus will be to determine root causes for
behaviors and to brainstorm ways to address those causes.
● Students are assigned to a Enrichment period everyday. The teacher in those
enrichment periods will be tasked to create a working relationship with their students so
that teachers can serve as advocates.
● Friday seminars will be planned to meet the unique needs of students during this
unprecedented time. We will foster resiliency for students to help prepare them for the
possibility of additional transitions between in-person and remote learning.
● Outside agencies areas of expertise will be used to provide information to students.
● The Health department will infuse additional information to help students make healthy
choices and learn to advocate for unique needs.
● Assessing students’ needs will be our first priority. We will survey students to determine
what resources students need.
● Enrichment C will be used to support students who are learning virtually. Students
working at home will be able to access staff members for emotions, social, and
academic support.
● Data will be collected and reviewed to ensure our practices are meeting the needs of all
stakeholders.

9-12 Staff:

● Enrichment C, a time period after students are released, will be used to hold support
groups for teachers. Teachers will be encouraged to talk about challenges and share
best practices so the students experiences can be enhanced.
● Faculty meetings will include an opportunity for staff to share concerns regarding the
reopening and/or celebrate successes.
● Faculty meetings will also be used to discuss racial inequality and what our district can
do to enhance our current practices.

The district has an advisory council that involves shared decision-making and is comprised of
various stakeholders. The advisory council will inform the comprehensive developmental school
counseling program plan. This program plan has been reviewed and updated to meet current
needs.

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

--------------------------------------------------

School Schedules
​

PreK-6

Schedules have been created that allow smaller classrooms to have special area time and that
provide assistance to larger classrooms when holding PE (two teachers). Lunch and recess
account for distancing requirements by utilizing classrooms as well as the cafeteira. The
schedule also allows ample time for custodial staff to thoroughly clean each area.
 Junior/Senior High School 2020-2021 Schedule

The Kendall Junior/Senior High School follows a traditional 7 period schedule. All Kendall
students will have the option of attending school on the Kendall campus everyday. Students
who chose the option of learning virtually will be provided the same instruction as their peers.
Teachers have assigned time to provide students learning virtually with individualized help
during enrichment periods. Students with disabilities will be provided all of the mandated
services according to their IEP plans. During the 2020-2021 school year the students at
Kendall will continue to follow the same schedule and adhere to all CDC and NYS Health
guidelines. The facility at Kendall allows students to be 6 feet from their peers in our
classrooms. Students will be required to wear masks when they are required to be within 6 feet
of their peers and staff members. Students will be required to wear masks when they are in all
common areas that include but not limited to cafeteria, hallways, lavatories, etc. STudents will
be assigned to various areas of the building during lunch periods so all CDC and NYS
guidelines are followed.

Period Period Period Period Enrich A Enrich B Period Period Period

1 2 3 4 11:08 – 11:38 –
5 6 7
11:38 12:08
7:40 – 8:32 – 9:24 – 10:16 – 12:11 – 1:03 – 1:55 –
8:29 9:21 10:13 11:05 30 mins 30 mins 1:00 1:52 2:44

49 49 49 49 49 49 49
mins mins mins
mins mins mins mins

Art 7 O 2D Studio Studio Office Art 7 O Art 7 E Art 7 E

Hamm Design and Art and Art Hours
O and for Bippes -
students CW
Room Studio Studio
learning
14 Art 2 Drawin virtually. Cerami
Planning
g and cs
Advertisi O
ng and Paintin
Design g

English AP English ​Office English English Plannin

Delmo 11 English 9 CT Hours 9 12 g
nt 12 for
CT students CT O and
learning
Room E
virtually.
108

HEIS English English English English ​Office

Hours
E 9 10 10 10 for
students
CT learning
Room virtually.
110

English English ​Office Plannin English Yearbo

Gates 7 7 Hours g 7 CT ok
for
Room students O and
learning
202 E
virtually.

MORR English English English ​Office English Plannin English

OW 11 8 8 Hours 11 g 8
for
CT students O and
Room learning
201 E
virtually.

BOHN GCC GCC ​Office GCC GCC GCC

Health Health Hours Health Health Health
Room & & for & & &
Health Health students Health Health Health
303 learning
O O E E E
virtually.
Wellne
Wellne Plannin Wellne ss O Plannin
ss E gE ss O gO

Bippes
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Barc Plannin Algebra Geome ​Office Geometr Geome

g 9 try Hours y try
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students
O and CT
Room learning
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101

Curti Math 8 Math 8 Math 7 Math 7 ​Office Plannin Math 7

Hours g Honors
s CT CT for
students O and
Room learning
E
203 virtually.
 AP Physics Algebra GCC ​Office Physics Physics Algebra
Calculu II Algebra Hours Lab Lab II
Zim s 102 for Even Odd
students
mer learning
Plannin Plannin
virtually.
gO gE
Room
102

Algebra Intro to Consu ​Office Plannin Pre-Cal Statistic

8 Comput mer Hours g culus s
Coni Honors er Math for
Scienc students O and
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learning
E
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Room
105

Rath ​Office Jr High

Hours Chorus
for E
Room
students
13
learning Sr High
virtually. Chorus
O

STRO ​Office Jr High Genera

USE Hours Band O l Music
for E
students Sr High
Room learning Band E
12 virtually.

Communic Tech 8 Robotic Tech 8 Plannin

Keen ation
​Office
Hours s g
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students
- MS O and
Room learning
virtually. E
16

Photo/ DDP DDP ​Office Tech 8 POE

Deck Woodwo
rking
Comp Hours
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Room learning
15 Graphi virtually.
cs
Lega Plannin ​Office JR JR Jr High Jr High
g Hours High High PE PE Odd
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learning
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High PE PE Odd PE Hours PE PE Odd PE Odd
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PE students
Plannin Odd & Odd &
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Plannin gE Even Even
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virtually.

Heffr LE Scienc Scienc Scienc ​Office LE LE LE

e8 e8 e8 Hours
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Room learning
306 virtually.

ES ES Lab ES ES Lab ​Office ES ES ES Lab

Lab Hours
Alloc Odd Even & for Even&
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learning
virtually.
Plannin gE
Room gO
308

NONI AP Bio AP Bio LE Fish & ​Office LE Lab Fish & LE Lab
Lab Wildlife Hours Wildlife
CT for Odd Even
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305 learning
virtually.

KAIS Forensi Scienc Plannin Scienc ​Office Chem Chemis Scienc

cs e7 g e7 Hours Lab try e7
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302 virtually.
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206 - CW

Marcel SS 8 Eco/Go SS 8 SS 8 ​Office CEP O Global Plannin

lo v Hours 9 gO
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205 virtually.

Global Global Plannin AP US ​Office Cookin Global AP

Dries 10 10 g History Hours gO 10 World
for 10
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104

Petros Psychol US US Eco/Go ​Office Eco/Go Plannin

ino ogy/ History History v Hours v gO
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virtually.

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418

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420

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11 2 9 & 10 for 9 & 10
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learning
307 E
virtually.

--------------------------------------------------

School Activities
Extracurriculars
The Kendall School District will make every effort to provide our students with enriching
activities. We recognize the importance of extra-curricular activities. Following NYS guidelines,
we will attempt to organize activities such as:

1. Homecoming event. Students will social distance using our soccer field bleachers so
that our traditional homecoming assembly can take place. We recognize that events
such as homecoming is an important element of the school experience.
2. The district is currently researching other options/clubs for our students to participate in.
3. Extra-curricular activities that feature student/advisor meetings will abide by NYS and
Department of Health guidelines to ensure the safety of students and staff.
4. Some activities that feature larger gatherings (i.e. dances) may be postponed and
rescheduled at a future date.
5. Extracurricular advisors will discuss the possibility of running their clubs with the
appropriate supervisor.
6. Field Trips are postponed until further notice.
7. Ensemble (Chorus, Band) Concerts are postponed, as are school musicals.

Extracurricular programs and which activities will be allowed, considering social distancing, PPE
usage, and cleaning and disinfection, as well as risk of COVID-19 transmission (e.g.,
interscholastic sports, assemblies, and other gatherings). Refer to DOH’s “​Interim Guidance for
Sports and Recreation During the COVID-19 Public Health Emergency​” to assist in
development of these policies.

Note: Interscholastic sports are not permitted at the time of publication of this guidance, and
additional information on athletic activities is forthcoming.

Childcare
A written a plan is in place for before and aftercare programs run by the district.

Policies regarding before and aftercare programs include social distancing, PPE usage,
cleaning and disinfection requirements, as well as risk of COVID-19 transmission. Protocols in
how to maintain cohorts, if applicable, or group members of the same household will be
considered.

Healthy Kids Childcare meets the requirements set forth under the Department of Health and
Child and Family Services. The Healthy Kids program is located at the Kendall Elementary
School and services before school care, after school care and all day care in some instances.

--------------------------------------------------

Attendance and Chronic Absenteeism

Elementary, PreK-4. Since students work will be both synchronous and asynchronous, a daily
checklist will be utilized to keep track of assignments and to prove attendance in addition to
student attendance being taken during remote synchronous lessons, office hours and small
group work. The checklist will be sent via email from the parents email to the teacher
responsible for that students prior by midnight. If students are chronically absent from their
remote instruction, several steps will be taken to reengage that students and his/her family
including, but not limited to phone calls from teachers, mental health staff, principal and school
resources officer (SRO). Socially distanced home visits by principal and/or mental health
staff/SRO. A written plan addressing the needs of the student/family to be able to re engage and
what supports school personnel can offer will be crafted during a team problem solving meeting
that will include parent/guardians. If chronic absenteeism persists, a hotline call for educational
neglect may be placed.

Grades 5 and 6 teachers will take attendance each morning during the first 15 minutes of school
(for both students virtual and in-house); teachers will use this time to not only take attendance
but to share plans for the day. Students who choose to learn remotely will participate in
synchronous and asynchronous learning activities. Grades 7 and 8: Students will follow their 7
period schedule and will be expected to begin each period with their teacher (participate in
new-learning activities). Students who are chronically absent will be referred to our SAT Team in
the Pre K -6 building and to our Student Services team in the 7-12 building (Grades 7 and 8).
School Tool will be used to take attendance in Grades 5-8.

9-12 teachers will be responsible to take attendance during every period. Students who are
learning virtually will be required to log on, using the school issued device, during all of the
assigned classes. Students who display chronic absenteeism will be discussed at our Students
SErvices meeting bi-monthly. An action plan will be developed for these students.

--------------------------------------------------

Technology and Connectivity

The building administrators will continually reach out to parents through emails and phone calls
to ascertain their level of high-speed internet connection. If needed, the district will provide hot
spots to those families who do not have quality connections or access to the internet. The
district’s SRO, school resource officer, will monitor students resources and advocate for families
if necessary.

Teachers will be expected to reach out to families on a continuous basis to ensure students are
engaged and moving forward in the curriculum. If students begin to fall behind, then teachers
will be responsible to create a referral to the building Student Services team.

All students kindergarten-grade 12 have a one to one device, either Ipad or Chromebook. WIFI
devices are available as needed for students and/or staff. If a child does not have reliable
access to the internet they can utilize the district connectivity by parking in the school parking lot
as well. Paper copies will be available, but minimized.

--------------------------------------------------

Teaching and Learning

The school calendar includes three staff-only days before students arrive at school.
Acknowledging the challenges that our teachers and staff have faced this spring delivering
remote instruction under stressful circumstances, the district will focus these in-service days on
providing support to staff in the areas of social-emotional health and technology integration.

As we enter the new school year, teachers will be encouraged to spend time building
relationships, supporting students with the transition back to school, and teaching social
distancing etiquette at developmentally appropriate levels.
When a remote learning model is necessary, certain groups of students will be prioritized for
in-person learning to the greatest extent possible. This includes, but is not limited to, special
education students, English language learners, students who did not engage in remote learning
during the spring of 2020, and students with technology or connectivity needs.

Assessing student learning gaps or areas of need will be critical. Formative assessment before
a unit of instruction to assess student understanding of pre-requisite skills will be common
practice.

Acknowledging that the typical content in a given grade level or course may need to be
adjusted, content will be prioritized to ensure that students receive instruction for the prioritized
learning standards, key understandings, and skills necessary for students’ success in future
study.

Grading practices will follow a standards-based framework designed to provide direct feedback
regarding students’ mastery of course content.

PreK-4 Remote Instructional Plan

60-90 minutes of screen time a day = 3 lessons @ 30mins (10 min instructional video,
20 min practice activity)

Grade Level Math/ELA Instruction Science/Social Studies

PreKindergarten/Kindergarten Math: Science

EnVisions:​ 2-3 new
Communication: Monthly lessons/week
theme calendars and weekly -EnVisions video lessons will
newsletters/agendas will be be used in conjunction with
shared with parents digitally teacher pre-recorded lessons.
through GC or SeeSaw. -students will complete tasks
in student work books and
anything assigned through
GC
Review​: 1 day/week
-Fridays will be center-based
activities for review using GC
ELA:
Reading Wonders (RW): ​3
lessons/week
-pre-recorded big book and/or
interactive story card lessons
BOCES ESP Kits:​ 1-2
lessons/week
-students will be exposed to
kit topics ​(weather, pushes
and pulls, worms)/​ standards
through online resources
(e.g., BrainPop Jr., ESP kit
links/books, etc.)
-aissingements/lessons will
be assigned on GC
Reading Wonders:​ 2-3
lessons/month
-Science topics are
embedded in big book read
alouds, shared reading,
interactive read aloud cards,
or within guided reading texts
-students will access
 will be posted to GC
-pre-recorded phonics & word
work lessons with assigned
tasks to be completed
through GC
-center based RW online
components will be assigned
Guided Reading:​ 1
lesson/week
-pre-recorded (or live zoom
mini lesson) will be assigned
on Mondays.
-leveled texts from RW will be
used during teacher lesson.
-leveled texts will be assigned
through RAZ Kids and
Wilbooks
https://www.wilbooks.com/fre
e-resources-free-online-book
s-kindergarten
pre-recorded lessons on GC
Social Studies
Scholastic News:​ 1
lesson/week
-weekly magazine
subscription/student
-online component will be
unutilized by students.
Reading Wonders:​ 3-4
times/month
-SS topics are embedded in
big book read alouds, shared
reading, interactive read
aloud cards, or within guided
reading texts.
-students will access
pre-recorded lessons on GC

Writing:​ 1-2 new

lessons/week
-pre-recorded mini lessons
will be assigned to GC
-students will complete
weekly writing assignments in
paper booklets to be returned
for review or submitted, via
photograph, through GC

First Grade Math:

-2/3 lessons a week
-lessons taught by teachers
through pre recorded lessons
-use Envision links for videos,
activities, practice, reteaching
-students will submit math
mats via seesaw pictures or
actually returning them right
to school
ELA:
-Reading Wonders 2/3 days a
week (one wonders week per
2 weeks)
- guided reading 2 days a
week

Writing:
-2 lessons per week taught
through recorded lessons
with reteaching mini
recorded lesson the day after
a lesson
-teachers confer with
students as they
independently write through
use of seesaw photos of
writing booklets used at home
Second Grade Math​ (2-3 lessons/week
-General office hours 2x shared among the team)
weekly as determined by -Students will have
classroom teachers workbooks to use as needed.
-Virtual morning meetings? -Lessons recorded by teacher
using Screencast or Loom
-2 live reteaching lessons per
week - students grouped
homogeneously
-Videos include guided
practice
-Link in GC for Envisions
guided Practice and
Independent practice
-Set up and align Envision
math program to GC
-Fact practice using Freckle
and Splashmath
Science/Social
Studies/Technology
-Continue to alternate SS/
Science Curriculums
Social Studies
Weekly Scholastic Kids
News Articles
Science
BOCES Kits
Fall - Save the Bees!
Winter - Earth's Features
Spring - Made of Matter
-Students complete
workbook pages
-Weekly teacher videos

ELA Technology
Guided Reading- -Typing program 1-2 lessons
Recorded videos on Monday weekly
to introduce unit topic, skill
and vocabulary.
-2 live guided reading lessons
per week (homogeneously
grouped/shared by teachers)
-1-2 Grammar/spelling
lessons weekly
-Link Wonders and Reading
A-Z to GC

Writing - Lucy Calkins

-2 recorded lessons each
week
-2 days of independent
writing weekly (10 minutes
each day)
Third Grade
● Live Meeting w/ all
Teachers for
Math/Reading / Science/
Social Studies (1-2
hours) Shared by Third
Grade Team Members
● Live Office Hours w/ one
grade level teacher
● Research, Prep,
Recording, Editing,
Uploading Instructional
Videos as determined by
grade level
● Grading/Commenting as
determined by grade level
● Grade Level Meetings
● Morning Meeting
Fourth Grade
Agenda used during School
Closure:
https://docs.google.com/pres
entation/d/1ttc9C_2sG6lqrgg
ZJOqVGv3cNAC5VxrgiOKz7
E1bYLI/edit?usp=sharing
Math
- 2-3 Lessons per week that
will be shared among the
third grade team
-Lessons will consist of live
interaction for review and
recorded lessons
-Set up and align ENVISION
math program to Google
Classroom
-Office hours set by teachers
and communicated to parents
Reading/ Writing
-Minimum of two lessons per
week, which includes live and
recorded sessions shared by
all third grade teachers
-Link Wonders, IXL and
Reading A-Z accounts to
students
- Utilize Google Classroom
for writing prompts according
to the third grade writing
curriculum. This includes
graphic organizers, editing
and publishing steps.
-Send home chapter books
and provide opportunities for
reading/ written responses
- Familiarize students with
SORA and other online
resources
Math
-lessons taught by teacher
(Recorded or
Screencast-release daily to
now allow for working ahead)
-link GC to Envisions for
lesson videos, practice
activities, reteaching practice,
assessment, online
manipulatives
-link GC for fact practice
(XtraMath, GimKit)
Science/ Social Studies/
Technology
- Scholastic News for
current events in
Social Studies and
Science. Each
student will have
opportunities
- Use BOCES science
kits and available
resources that can be
done at home. For
example, structures
and wolves
- -Continue to alternate
SS/ Science
Curriculums
- Typing program and
continued practice
utilizing Google
Classroom
Science
BOCES ESP kits
-lessons taught by
teacher
(Recorded or
Screencast for Remote
students)
-small group or partner
work for experiments
with manipulatives
labeled per student or
group (materials sent
Specials Agenda used during -live meeting (once home?)
School Closure: week-Monday to review from -workbook per student
previous week before new with no sharing
https://docs.google.com/pres lessons released, all grade -link to GC for online
entation/d/1o07bmZcuXPCNb level teachers present) for experiments (*need to
hTqvLoM74KQDc4PTMeMcs review research)
_jbYHAsV4/edit?usp=sharing -live office hours for questions
(one hour daily, grade level Social Studies
teachers live at different times -lessons taught by teacher
Brainstorming Teacher for all 4th grade students) (Recorded or Screencast for
Schedule for Remote Remote students)
Learning: ELA -link to GC for online sources
Reading -Scholastic News
Monday & Friday -lessons taught by teacher -Time Magazine
● Live Meeting w/ all (Recorded or Screencast: 1
Teachers for Shared Reading Lesson, 1 Technology
Math/Reading Review Guided Reading Lesson; -typing class or program
(1-2 hours) Live: 1 Guided
● Live Office Hours w/ one Reading/homogenous group
grade level teacher (1 meeting per week)
hour x 3 classroom -link GC to Wonders for
teachers, ex: 8-9, 11-12, practice activities, reading or
2-3) listening to leveled ebooks,
● Research, Prep, and assessment
Recording, Editing, -RtI (within grade level GC or
Uploading Instructional their own GC?)
Videos (2 hours) -independent reading of
● Grading/Commenting (2 chapter books (sent home
hours) from classroom library or
● Morning Meeting (30min) school library, access ebooks
on Sora)
Tues/Wed/Thurs -link to GC for reader
● Live Meeting w/ Guided response notebook
Reading Group (1 hour, 1 -live meeting (once
group per day, 3 week-Friday to review from
homogeneous groups) week prior to weekly
● Live Office Hours (1 hour) assessment, all grade level
● Instructional Videos (3 teachers present) for review
hours) -live office hours for questions
● Grading/Commenting (2 (one hour daily, grade level
hours) teachers live at different times
● Morning Meeting (30min) for all 4th grade students)

Writing​ (4-5 lessons/week)

-lessons taught by teacher
-link GC to Wonders for
grammar and spelling
 practice, practice activities
-writer’s notebook (to
brainstorm and upload photo
to GC for grading)
-link GC (to type draft for
teacher comments and
edit/revise final product)
PreK-4 Hybrid Instructional Plan
Grade Level Math/ELA Instruction
PreKindergarten/Kindergarten Math:
EnVisions:​ 4 new
lessons/week
-lessons taught by teacher
(Recorded or Screencast for
remote students)
-students will complete tasks
in student work books and
anything assigned through GC
Review​: 1 day/week
-Fridays will be center-based
activities for review using GC
ELA:
Reading Wonders (RW): ​4
lessons/week
-big book and/or interactive
story card lessons taught by
teachers will be posted to GC
-phonics & word work lessons
will be recorded and tasks will
be assigned to be completed
through GC
-center based RW online
components will be assigned
Guided Reading:​ 4
lessons/week
-lessons will be recorded
(approaching, on level and
Science/Social Studies
Science
BOCES ESP Kits
(weather, pushes and
pulls, worms): ​ 1
lesson/week
-lessons taught by teacher
will be recorded and
posted to GC
-student workbooks will be
used to complete
independent work
-aissingements/lessons will
be assigned on GC
-topics will be supported by
online shareable resources
(BrainPop Jr., ESP kit
links/books, etc.)
Reading Wonders:​ 2-3
lessons/month
-Science topics are
embedded in big book read
alouds, shared reading,
interactive read aloud
cards, or within guided
reading texts
-students will access
recorded lessons on GC
Social Studies

First Grade
For families choosing remote
learning while students are in
school we will utilize
screen-cast- o -matic as a tool
to record our lessons while we
are teaching to then upload
into GC for students at home to
watch and follow along.
Parents will have to come to
school to obtain materials for
math/ELA/writing etc. for the
students to follow along on. We
will have to provide some
guidance to parents of how GC
works.Students doing remote
learning will be a day behind
students in the classroom to
allow for video taping of the
lessons.
beyond) and posted to GC
-leveled texts from RW will be
used during teacher lesson
-leveled texts will be assigned
through RAZ Kids and
Wilbooks
https://www.wilbooks.com/free
-resources-free-online-books-
kindergarten
Writing:​ 1-2 new lessons/week
-mini lessons will be recorded
and assigned to GC
-students will complete weekly
writing assignments in paper
booklets to be returned for
review or submitted, via
photograph, through GC
Math:
-4 lessons a week
-lessons taught by teachers
-use Envision links for videos,
activities, practice, reteaching
-Friday game day used as a
review of the week and a way
for small group reteaching
when needed for students
ELA:
-Reading Wonders 5 days a
week (one wonders week per
week)
-centers a guided reading 5
days a week
-guided reading will remain
small groups (masks on) at
reading level
-centers will be done through
activities, 1:1 devices, review
of weekly high frequency
words, and phonics word
chunks
Writing:
-5 days a week
-2 lessons per week with
Scholastic News:​ 1
lesson/week
-weekly magazine
subscription/student
-online component will be
unutilized by students in
school and remotely
Reading Wonders:​ 3-4
times/month
-SS topics are embedded
in big book read alouds,
shared reading, interactive
read aloud cards, or within
guided reading texts.
-students will access
recorded lessons on GC
Science:
ESP kits
Fall- Sky Patterns
Winter - A Bunny’s Life
Spring - Wave Lights and
Sound
Reading Wonders:​ 3-4
lessons/month
-Science topics are
embedded in big book read
alouds, shared reading,
interactive read aloud
cards, or within guided
reading texts.
Social Studies:
Scholastic News:​ 1-2
lesson/week
-weekly magazine
subscription/student
-online component will be
unutilized by students.
Reading Wonders:​ 3-4
times/month
-SS topics are embedded
in big book read alouds,

Second Grade
Third Grade
Continue to use GC and
REMIND APP to communicate
with students & parents. (LINK
GC to parent emails?)
Brainstorming Teacher
Schedule for Hybrid Learning:
Live Office Hours on Set
Schedule... daily? 3x week?
(done by one grade level
teacher or RtI teacher?)
Time for: Editing, Uploading,
and Posting Recorded
Instructional Videos (during
Technology class/typing,
during planning period and
during double specials.
Fourth Grade
Agenda used during School
Closure:
https://docs.google.com/presen
tation/d/1ttc9C_2sG6lqrggZJO
qVGv3cNAC5VxrgiOKz7E1bY
LI/edit?usp=sharing
reteaching the day after a
lesson
-teachers confer with students
as they independently write
Math​ (3-4 lessons/week)
-lessons taught by teacher
(Recorded lessons by taught
by grade level teachers on a
rotating basis)
-Link GC to Envisions for
lesson videos, practice
activities, reteaching practice
-Use Additional Practice book
as resource for at home
practice. Assign and send
home at the start of the school
year
- Continue to assign work on
IXL and SPLASH Math
websites
Reading/ Writing/ SS
-3-4 lessons/ groups per week
- Record lessons as needed
for students
- Use GC to assign work on
ED puzzle, Reading A-Z and
Wonders
- RTI providers use GC
provided by teachers or create
their own
Math​ (4-5 lessons/week)
-lessons taught by teacher
(Recorded or Screencast for
Remote students-access in
evening or day after live
instruction)
-link GC to Envisions for
lesson videos, practice
activities, reteaching practice,
assessment, online
manipulatives
-link GC for fact practice
shared reading, interactive
read aloud cards, or within
guided reading texts.
Social Studies/ Science/
Technology
-Utilize Scholastic Kids
resource, link students to
the online resources that
connect to the GC platform
-Alternate Social Studies
and Science Curriculums
-Use BOCES science kits,
develop individual student
materials to eliminate
sharing of materials
-Use available technology
to introduce GC, typing
and increase general
knowledge of
computer/online
responsibilities
Science​ (3-4 lessons/week
on 5 week rotation)
BOCES ESP kits
-lessons taught by
teacher
(Recorded or
Screencast for
Remote students)
-small group or
partner work for
experiments with
manipulatives labeled

GoNoodle brain breaks with
students moving in an area
next to or behind their desk
Recess-20 mins outside when
weather permitting, wearing of
snow clothes in winter
Brainstorming Teacher
Schedule for Hybrid Learning:
Live Office Hours on Set
Schedule... daily? 3x week?
(done by one grade level
teacher or RtI teacher?)
Time for: Editing, Uploading,
and Posting Recorded
Instructional Videos (during
Technology class/typing,
during planning period, during
double special 1x week, during
Recess)
(XtraMath, GimKit) per student or group
-workbooks (upload photo to (materials sent home
GC for grading) to Remote students?)
-workbook per student
ELA​ (4-5 lessons/week) with no sharing
Reading -link to GC for online
-lessons taught by teacher experiments (*need to
(Recorded or Screencast for research)
Remote students-access in
evening or day after live Social Studies​ (3-4
instruction) lessons/week on 5 week
-link GC to Wonders for rotation)
practice activities, reading or -lessons taught by teacher
listening to leveled ebooks, (Recorded or Screencast
and assessment for Remote students)
-workbooks, textbooks, and -link to GC for online
leveled readers per student sources
with no sharing -Scholastic News
-small group instruction at -Time Magazine
desks
(Recorded for Remote Technology
students or meet with teacher -typing class or program
live daily? 3x week?)
-RtI provided in class with
small groups at desk or pulled
to tables? Pull out?
-independent reading of
chapter books (sent home
from classroom library or
school library and access
ebooks on Sora for Remote
students)
-link to GC for reader
response notebook
Writing​ (4-5 lessons/week)
-lessons taught by teacher
-link GC to Wonders for
grammar and spelling
practice, practice activities
-writer’s notebook (to
brainstorm and upload photo
to GC for grading)
-link GC (to type draft for
teacher comments and
edit/revise final product)
Kendall Middle School

Grades 5/6 Remote and Hybrid Learning

Grad ELA/Math Science/Social Studies Social-Emotional
e
Level
 5- ELA Science ●
Hybri Writing ● In-school lesson In school, we will
d ● In-school lesson taught 1-2 times per be holding weekly
taught daily week (40 minutes Monday morning
(approx. 1 hr) per lesson) meetings, in each
● For remote ● In-school students: individual
students: Record combination of classroom, which
mini lesson and hands-on activities, will include the
guided practice, digital assignments, following
not independent and use of student components:
work workbook. ○ greeting/dis
● Remote students ● For remote cussion
will have access students: record prompt
to recorded whole lesson and ○ Week at a
lesson that make recording glance/ann
afternoon available that ouncement
● Remote afternoon s
students’ work ● Remote students’ ○ Team or
due the following work due the skill
afternoon following afternoon building
● All students: ● Remote students: activity
access to access to digital when
Wonders online versions of student possible/ap
materials workbook propriate
● Link GC to assignments ○ celebration
EdPuzzle, Insert through GC s/shout
Learning, and ● Link GC to outs
other learning EdPuzzle, Insert ● The accompanying
platforms Learning, and other slides presentation
learning platforms for the week can
Reading be posted on GC
● In-school lesson Social Studies to allow all
taught ● In-school lesson students to
by reading taught 1-2 times per access/refer back
teacher each week (45 minutes to
Day (about 1 hr) per lesson) ● We will do our best
● For remote ● In-school students to align our
students: will be taught a Monday Meetings
Record mini lesson and read with the scope and
lesson and and answer sequence of the
questions in their SEL focal points
texts from the 2020
 guided practice, ● Remote students version of Reading
not will be able to view Wonders.
Independent a recording of the ● We will be
work lesson later in the implementing the
● Remote students day new 2020 version
will ● Remote students of Reading
have access to will have access to Wonders and using
the the text online, the embedded SEL
recorded lesson homework will be questioning/discus
that due the following sion prompts to
afternoon at 3:45 foster discussion
afternoon
and continue SEL
● The work from
introduced during
the remote
Monday Meetings.
students will be
due the following
afternoon at 3:45
● All students will
have access
Wonders stories
and materials
online

Math
● In school- lesson
daily taught by
math
teacher(approx.
1 hour)
● Recorded or
Screencast for
Remote students
mini lesson and
guided practice
-access for
remote learners
in the afternoon
● link GC to
Envisions for
lesson videos,
practice
activities,
 reteaching
practice,
assessment,
online
manipulatives
● link GC for extra
practice
(XtraMath,
Castle Learning,
IXL, Prodigy,
EdPuzzle )
● workbooks
(upload photo to
GC for grading)
 5- ELA Science ●
Rem Writing ● 1-2 one hour We will hold a
ote ● 3-4 one hour lessons per week Monday Morning
lessons per ○ Approx 15 Zoom meeting with
week minutes of whole grade which
○ Approx. direct will include many
15 instruction of the same
minutes ○ Rest of class components:
of mini is dependent ○ greeting/dis
lesson/ on type of cussion
direct science prompt via
instructio lesson (most Padlet/tech
n of them are nology
○ Approx discovery-ba piece
15 sed, so ○ Week at a
minutes there’s not glance/ann
of guided necessarily ouncement
practice “guided s
○ Approx practice”) ○ celebration
30 ● Taught during s/shout
minutes writing time - On outs
of “science days”, ○ team/skill
independ students will have a building
ent work writing assignment activity
time/a to work on. ● We will also be
time to implementing the
ask Social Studies SEL component
questions ● 1-2 one hour within the 2020
if needed lessons per week version of Reading
● Daily digital ○ Approx 15 Wonders during
access to minutes of ELA classes and
Wonders online direct aligning with scope
(grammar instruction and sequence of
practice, spelling ○ The rest of the program as
practice, writing the class will much as possible
activities) be based on for our Monday
● Link GC to the HMH meetings.
EdPuzzle, Insert online texts
Learning, and available to
other learning the students
platforms online, the
teacher will
Reading be available
● 3-4 one hour to answer
lessons per student
week questions
○ Approx.
15
minutes
of mini
lesson/
direct
instructio
n
○ Approx
15
minutes
of guided
practice
○ Approx
30
minutes
of
independ
ent work
time/a
time to
ask
questions
if needed
Math
● Daily one hour
lessons taught
by the math
teacher broken
up into 20
minutes direct
instruction, 20
minutes guided
practice, 20
minutes
independent
practice, done 3
times a day
● Envision video or
Screencast video
to watch before
each new class
● link GC to
Envisions for
lesson videos,
practice
activities,
reteaching
practice,
assessment,
online
manipulatives
● link GC for extra
practice
(XtraMath,
Castle Learning,
IXL, Prodigy,
EdPuzzle )
● live office hours
for questions
(one hour daily)
 6 Math: Social Studies -Monday morning
HYB -Envisions 2.0: 2-3 new 3 Lessons per week using meetings via Zoom(?) to
RID/ lessons a week Houghton Mifflin connect all cohorts and
REM -Teacher will create -- lessons taught by Remote students to
OTE interactive notebook teacher engage students and
notes and example (Recorded or Screencast encourage team building
problems based on for Remote students) and SEL. Weekly goals for
Envision 2.0 curriculum -Access to IXL and utilizing each content area
& record lessons daily this platform during reviewed, and classroom
using independent work time and incentives awarded.
Screen-Cast-O-Matic independent stations -Team building activities
-Utilize Google -link GC to Houghton Mifflin embedded throughout the
Classroom for for practice activities, year to encourage
instructional videos and reading or listening, and collaboration and
practice assessment teamwork, using proper
-Link additional practice safety guidelines.
through GC (IXL, Science
Envision 2.0 curriculum, 3 lessons/week on BOCES
Gimkit, etc) ESP kits
-Office hours set up with -lessons taught by teacher
students and (Recorded or Screencast
communicated with for Remote students)
parents -small group or partner
work for experiments with
ELA manipulatives labeled per
Reading student or group
(One mini-lesson -workbook per student with
minimum of 3 days per no sharing
week, focused on the -online copies available for
strategy and skill taught remote students on GC
in Wonders for that -use gaming formats such
genre study) as Quizlet, Gimkit and
Quizizz to practice and
-lessons taught by review concepts
teacher -link to GC for online
(Recorded or experiments
Screencast for Remote
students)
-link GC to Wonders for
practice activities,
reading or listening to
leveled ebooks, and
assessment
-RtI (within their own
GC)
-independent reading of
chapter books (sent
home from classroom
library or school library,
access ebooks on Sora)
- Access to IXL and
utilizing this platform
during independent work
time and independent
stations

Writing
3 Mini-Lessons a week,
based on Wonders 2020
curriculum and
incorporating Lucy
Calkins Units of Writing
strategies

-lessons taught by
teacher (recorded on
ScreenCast for remote
and absent students and
posted on GC)
-link on GC to Wonders
materials for Spelling,
Grammar and Writing
Process
-independent work with
Spelling and Grammar
using online platforms of
aaaspell.com
(teacher-made lists that
correspond with
Wonders Spelling each
 week) and
NoRedInk.com (teacher
assigned grammar that
gives students extra
practice in grammar
lessons)
-Independent and
creative writing time
assigned on GC and
used to practice the
Writing Process of
Pre-Writing, Drafting,
Revising, Editing, Peer
Review and Publishing.
Work will be checked,
corrected and returned
via GC.

Grading Considerations for Grade 5:

● Students must check grades and comment to teacher to show they have checked
comments and grades
○ Google Docs allows for editing after grading or commenting within as well as on
the assignment
● Videos through EdPuzzle or other learning sites will have attached questions, and that’s
how students will receive credit/grades for watching videos.

Grades 5-8 Instructional Plans

● Remote Instruction
○ All students will follow their schedules
○ Students will check in the beginning 10-15 minutes of period; teacher will take
attendance and then present mini-lesson
○ Remaining class time will allow for students to work (via Zoom) with students
○ Teachers/Students will utilize Google Suite for remote instruction
■ Various ancillary programs will assist deliver instructional needs (Zoom,
EdPuzzle, FlipGrid. Note: All ancillary programs/apps will work in-sync
with Google
○ Grades will be assigned for remote work as outlined by each teacher
○ Middle School will not feature final exams in the event of a Remote Instruction
shift!
 ○ Students who are not “attending” virtual classes will be referred to administration
and/or our mental health team (who will apply SAT-like process to game plan
how to best help student meet needs of class or schedule).
○ Although teachers will need to check in with their students each day
(attendance), teachers may elect to record or “Flip” their classrooms to provide
instructional portion of remote learning. If teachers do not flip classrooms, they
will need to teach via live-streaming.
○ All NYS Standards will be applicable to each grade level. Students will be
expected to learn 1 year’s worth of materials at each grade level (despite the
challenges).
● Kendall Middle School Hybrid Model
○ Some students will elect to stay home.
○ Teachers will be instructing students within classroom while also having to
provide instructional materials for students who are learning “remote.”
○ Teachers are required to take attendance for remote learners (just like for
students who are in-person); creativity will be key per grade levels on how to best
do this (Students logging into Classroom and completing an electronic
assignment -- for example -- could constitute the student as being “present.”
○ Students opting to learn remotely will be expected to meet same standards as
those in-person.
○ All NYS Standards will be applicable to each grade level. Students will be
expected to learn 1 year’s worth of materials at each grade level (despite the
challenges).
For information relating to teaching and learning in BOCES special education and Career and
Technical Education programs, please see the BOCES website at
www.monroeorleansboces.com

Parents must notify the Kendall District Office if they elect to return from remote instruction to
in-person instruction and vice versa.

In-person Instruction
Upon reopening, the number of students in each of our classrooms will be reduced to adhere to
CDC guidance regarding proper social distancing. Class size will reflect the need to ensure that
students’ desks/seats are positioned no less than six feet apart.

Accommodating a six-foot radius around students will necessitate the identification of additional
rooms and common-area spaces that can be converted into elementary classrooms.

All instruction will continue to be aligned to the New York State Learning Standards.

Our schools will minimize the movement of students. Some students may eat lunch in their
classroom instead of the cafeteria and modifying assemblies, field trips and other large-group
activities to virtual methodology. Special-area subjects (e.g., art, music, health) may be pushed
into the classroom. Whenever possible students will utilize outside space for physical education
instruction. We will adhere to 12 feet between students when engaging in physical activity.

To the extent possible, students will remain in small cohorts if/when leaving the classroom, such
as for recess or any necessary transition, so as to reduce their exposure to additional students.

For information on school schedules, visit the School Schedules​ ​section​ ​of our reopening plan.

PreK-4 In Person Instructional Plan

Grade Level Math/ELA Instruction Science/Social Studies RtI

PreKindergarten/Kinderg Math Science -Push-in small Tier 2

arten EnVisions:​ 4 new BOCES ESP Kits and TIer 3 groups for
lessons/week (weather, pushes and name practice, letter
Communication: -video lessons will be pulls, worms): ​ 2 recognition, letter
Historically, monthly used in conjunction with lessons/week sounds,high-frequency
theme calendars and teacher instruction -lessons taught by words, phonics,
weekly newsletters have teacher responding to text
been sent home in the Review​: 1 day/week -student workbooks will writing, Leveled Literacy
Tuesday communication -Fridays will be be used to complete Intervention lessons - 3
envelopes. This year we center-based activities independent work per week (starting in
will be moving to doing that can be done while January) connecting to
this digitally through GC following distancing Reading Wonders:​ 3-4 Reading Wonders
or SeeSaw. guidelines - technology lessons/month
based activities will be -Science topics are
used and can be utilized embedded in big book
if a shift to remote read alouds, shared
learning occurs reading, interactive read
aloud cards, or within
ELA guided reading texts
Reading Wonders: 5 ​
days/week Social Studies
-follow previously set Scholastic News:​ 1
schedule as closely as lesson/week
possible -weekly magazine
-incorporate online subscription/student
components to “train” -online component will be
students if a shift to unutilized by students
remote learning occurs
Reading Wonders:​ 3-4
Guided Reading​: 5 times/month
days/week -SS topics are embedded
-small group instruction in big book read alouds,
will occur at desks (or at shared reading,
the kidney table with interactive read aloud
masks on?) cards, or within guided
-both hands on and reading texts.
technology based center
activities (SeeSaw/GC)
will be used -sharing of
materials and
manipulatives will be
limited as each student
will have their own book
box and 1:1 device

Writing​: 5 days/week: 1-2

new lessons with 3-4
days of practice/review
-mini lessons will be
taught to the whole
group, teachers will
circulate throughout
 students during
independent writing time

First Grade Math: Science: -Push-in small Tier 2

-4 lessons a week ESP kits and TIer 3 groups for
-lessons taught by Fall- Sky Patterns phonics, phonemic
teachers Winter - A Bunny’s Life awareness, response to
-use Envision links for Spring - Wave Lights and reading writing, Leveled
videos, activities, Sound Literacy Intervention
practice, reteaching lessons - 3-4 per
-Friday game day used Reading Wonders:​ 3-4
as a review of the week lessons/month
and a way for small group -Science topics are
reteaching when needed embedded in big book
for students read alouds, shared
reading, interactive read
ELA: aloud cards, or within
-Reading Wonders 5 guided reading texts.
days a week (one
wonders week per week)
-centers a guided reading Social Studies:
5 days a week Scholastic News:​ 1-2
-guided reading will lesson/week
remain small groups -weekly magazine
(masks on) at reading subscription/student
level -online component will be
-centers will be done unutilized by students.
through activities, 1:1 Reading Wonders:​ 3-4
devices, review of weekly times/month
high frequency words, -SS topics are embedded
and phonics word chunks in big book read alouds,
shared reading,
Writing: interactive read aloud
-5 days a week cards, or within guided
-2 lessons per week with reading texts.
reteaching the day after a
lesson
-teachers confer with
students as they
independently write

Second Grade Math Science

-4 new lessons per week; BOCES Kits
Friday review of weekly Fall - Save the Bees!
lessons Winter - Earth's Features
-Begin with whole group Spring - Made of Matter
instruction then move to -Student workbooks
 small groups/stations -
students wearing masks Social Studies
-Use of EnVision videos -Weekly Scholastic Kids
daily (whole group) News
-Student workbooks for Articles
Solve and Share, Guided
Practice and Independent
Practice
-Individual bags of
manipulatives for student
use
-Student accounts for
Splashmath and Freckle?
Xtra Math?

ELA - Reading
-Reading Wonders 5
lessons per week
-Guided reading lessons
5 days per week with
centers/work stations
-Book boxes to hold
individual student
materials
-2 Grammar lessons
weekly
-Weekly word work
activities (1-2)
-Shared reading 2-3
lessons per week

ELA - Writing
Lucy lessons 5 days per
week
- 3 whole group lessons
per week
- 2 writing days and
student/teacher
conference days

Third Grade Math- Science/ Technology/

● 4 ​ -5 Lessons per Social Studies
Start to introduce GC, to week with lessons ● Continue use of
students and parents. taught by the Science Kits
teacher, in front of
Use school student the room. “Small ● Technology
planners as Group” instruction “scheduled” time
communication with would need to be to familiarize
parents provided with students with GC
masks since and websites we
Continue to use cohorts are not use.
Tuesday Envelope​ as a allowed to move. ● Continue to use
tool for communication, Small groups will school
also use ​REMIND APP​ to provide teachers appropriate
communicate reminders to group students websites and
(Purchase full and provide Scholastic News
subscription?) support/ that aligns with
enrichment. GC
● All student
Ensure School Tool has materials will be
updated and correct separated and
email labeled without
mixing of
workbooks etc…
● Students will use
school assigned
Chromebooks
● Continue to use
school appropriate
websites

ELA/ Writing
● Whole group
instruction
provided by
teacher
● Continue “small
group instruction
with students and
teachers wearing
PPE
● Incorporate writing
lessons during
ELA block, this
includes Guided
reading and
Shared Reading
opportunities
● Provide
opportunities for
movement and
breaks as needed
ie. GoNoodle
 ● Continue to have
students use their
own supplies
without sharing
supplies with
other students
● Integrate SS
lessons as much
as possible
● Continue to use
student assigned
CBs
● RTI providers
determined and
push in

Fourth Grade Math​ (4-5 lessons/week) Science​ (3-4

-lessons taught by lessons/week on 5 week
Agenda used during teacher rotation)
School Closure: -link GC to Envisions for BOCES ESP kits
lesson videos, practice -lessons taught by
https://docs.google.com/p activities, reteaching teacher
resentation/d/1ttc9C_2sG practice, assessment, -small group or
6lqrggZJOqVGv3cNAC5 online manipulatives partner work for
VxrgiOKz7E1bYLI/edit?u -link GC for fact practice experiments with
sp=sharing (XtraMath, GimKit) manipulatives
-workbooks and labeled per student
For In Person, agenda manipulatives per student or group
would be good to with no sharing -workbook per
introduce but may only do student with no
one day at a time instead ELA​ (4-5 lessons/week) sharing
of a whole week. Reading -link to GC for online
-lessons taught by experiments (*need to
GoNoodle brain breaks teacher research)
with students moving in -link GC to Wonders for
an area next to or behind practice activities, reading Social Studies​ (3-4
their desk or listening to leveled lessons/week on 5 week
ebooks, and assessment rotation)
Recess-20 mins outside -workbooks, textbooks, -lessons taught by
when weather permitting, and leveled readers per teacher
wearing of snow clothes student with no sharing -link to GC for online
in winter -small group instruction at sources
desks -Scholastic News
-RtI provided in class with -Time Magazine
small groups at desks -BrainPop
-independent reading of
chapter books from Technology
 classroom library or -typing class or program
school library (quarantine
books for 3 days?
Student select books or
only teacher can touch
library books to make
small book stacks for
students to choose
independent book)
-link to GC for reader
response notebook
Writing​ (4-5
lessons/week)
-lessons taught by
teacher
-link GC to Wonders for
grammar and spelling
practice, practice
activities
-writer’s notebook (to
brainstorm) per student
with no sharing
-link GC (to type draft for
teacher comments and
edit/revise final product)

5- ELA Science ● We will hold a Monday Morning

Remote Writing ● 1-2 one hour Zoom meeting with whole grade
● 3-4 one hour lessons per which will include many of the same
lessons per week components:
week ○ Approx ○ greeting/discussion prompt
○ Approx. 15 via Padlet/technology piece
15 minutes ○ Week at a
minutes of direct glance/announcements
of mini instructi ○ celebrations/shout outs
lesson/ on ○ team/skill building activity
direct ○ Rest of ● We will also be implementing the
instructi class is SEL component within the 2020
on depend version of Reading Wonders during
○ Approx ent on ELA classes and aligning with scope
15 type of and sequence of the program as
minutes science much as possible for our Monday
of lesson meetings.
 guided (most of
practice them
○ Approx are
30 discover
minutes y-based,
of so
indepen there’s
dent not
work necessa
time/a rily
time to “guided
ask practice”
question )
s if ● Taught during
needed writing time -
● Daily digital On “science
access to days”, students
Wonders online will have a
(grammar writing
practice, assignment to
spelling work on.
practice, writing
activities) Social Studies
● Link GC to ● 1-2 one hour
EdPuzzle, lessons per
Insert Learning, week
and other ○ Approx
learning 15
platforms minutes
of direct
Reading instructi
● 3-4 one hour on
lessons per ○ The rest
week of the
○ Approx. class
15 will be
minutes based
of mini on the
lesson/ HMH
direct online
instructi texts
on availabl
○ Approx e to the
15 students
minutes online,
of the
guided teacher
 practice will be
○ Approx availabl
30 e to
minutes answer
of student
indepen question
dent s
work
time/a
time to
ask
question
s if
needed
Math
● Daily one hour
lessons taught
by the math
teacher broken
up into 20
minutes direct
instruction, 20
minutes guided
practice, 20
minutes
independent
practice, done 3
times a day
● Envision video
or Screencast
video to watch
before each
new class
● link GC to
Envisions for
lesson videos,
practice
activities,
reteaching
practice,
assessment,
online
manipulatives
● link GC for
extra practice
(XtraMath,
Castle
 Learning, IXL,
Prodigy,
EdPuzzle )
● live office hours
for questions
(one hour daily)

Remote/Hybrid Instruction
Given the possibility that communities may experience spikes in COVID-19 cases at any point
during the school year, which may prompt short or long-term school closures, our district has
developed a hybrid/blended learning model and schedule that can continue as is in a fully
remote environment.

Instruction will not only focus on “core” subject areas to the exclusion of elective courses.
Consideration has been given to prioritizing hands-on and lab-based activities while students
are onsite in school buildings. All instruction will continue to be aligned to the New York State
Learning Standards.

As noted previously, student schedules will remain the same whether instruction is in person or
remote so that students do not encounter conflicts wherein synchronous lessons for different
subjects are offered simultaneously.

Remote learning opportunities for secondary students will include a greater emphasis on
synchronous instruction, with teachers finding ways to provide live instruction and lessons to
students. While recording of live lessons is still essential for students unable to attend at a
scheduled time, teachers will ensure that their students are directly engaged with them and their
class peers in experiential learning on a regular basis.

To ensure high-quality remote learning experiences, we will standardize the use of a single
online learning platform (Google Suite), to the extent possible, and develop a common,
coordinated set of guidelines for teachers to follow when using the platform with students.

Grading practices will follow a standards-based framework designed to provide direct feedback
regarding students’ mastery of course content. We will use a five-scale grading rubric based on
levels of competency/mastery, which can then be aligned to numeric bands (for GPA purposes).

Middle School Digital Planners:

In the event that Kendall goes to an All-Remote Instruction model again,​ all middle school
teachers​ will post their new learning experiences weekly via a Digital Planner (Something we
pioneered during the last Covid closure). Here are links of Digital Planners used during Remote
Instruction this past spring:

5th Grade:
http://www.kendallschools.org/files/1284/5th%20grade%20weekly%20planner%20june%2015.p
df

6th Grade:
http://www.kendallschools.org/files/1283/6th%20grade%20weekly%20planner%20june%2015.p
df

7th Grade:
http://www.kendallschools.org/files/1222/7th%20grade%20weekly%20planner%20june%2015.p
df

8th Grade:
http://www.kendallschools.org/files/1223/8th%20grade%20weekly%20planner%20june%2015.p
df

7-12 Reopening Plan for On Campus, Virtual, or Hybrid

Options Aligned with 2020-2021 Goals

Goals for 2020-2021

1.​ ​​ y June 2021, students will meet or exceed component district averages.
B
2. ​By June 2021, the building will establish safe and effective protocols for teaching in the
building during a pandemic or health emergency.
3. ​By June 2021, staff will gain a clearer understanding of the NYS SEL (Social, Emotional,
Learning) standards.
4. ​By June 2021, departments will identify a gap and create an action plan for improvement
that is measurable. Department and faculty meetings will be used, in part, to overcome the
gap.
5. ​By June 2021, the necessary technology will be available to meet the specific needs of the
various content areas for virtual learning.

Objective: ​Teachers will organize their instructional delivery so they have contact with every
student everyday whether students or teachers are on campus or learning/teaching virtually. It
is the responsibility of every teacher to be prepared to teach virtually if the directive is given
by the Governor.

Topics/Guidance
1. Google Docs/Suite will be used in Google Classroom​:. All teachers will be required
to use google documents. This update will provide our students with consistency and
make it easier for students to access assignments and submit completed work.
Teachers will be required to convert assignments to a google document before it is
sent to students. (ex. No word documents, pdf, etc.) The only exception is when
sharing a map or images (ex. political cartoon.). Powerpoint presentations can be
converted to “Slides”. Students do not have easy access to excel so we will use
“sheets”.

2. Google Classrooms: ​ Teachers will create google classrooms.

3. Attendance​: Students who are learning virtually will be expected to follow their
schedule and attend “classes” at the scheduled times. Teachers will be expected to
take attendance every period and monitor students’ engagement and work completion.

4. ​ oom​: Kendall researched the pros and cons of google meet and zoom. Teachers
Z
will have access to zoom and will be required to interact with students daily (zoom is
one option). Students must have the opportunity to ask questions and receive input
daily. PD will be offered on the various features of zoom. Students must use only
their first name for zoom. Students’ last name or nicknames cannot be used per
BOCES requirements.

5. Grading​: Our traditional grading requirements will be in place in the fall. Teachers
will grade assignments and provide students with a grade and written comments if
appropriate. Teachers will post/update their grades weekly by Friday. If it is an
ongoing large project, then your professional decision will be supported.

6. Teacher Helpdesk:​ The district is researching ways to support teachers at home.

Student Helpdesk:​ Students will have access to technology help.

7. Student Expectations​: Students will be required to complete all assignments whether

they are on campus or learning virtually at home. Students will be expected to follow
their assigned schedule. Students must come to school with their device charged. We
must have consistency holding students accountable. Battery life may be an issue.
Students should also bring their charger to school. The devices will be used more
throughout the day which could create a problem by the end of the day.

8. Instruction​: Students will receive direct instruction daily whether they are on campus
or at home. If lessons are recorded and posted, then teachers must be available to
answer questions and help students one-on-one during the assigned class time or at
another designated time (office hours). Teachers will be required to pace their
instruction so they can cover the curriculum for their assigned courses. (My
recommendation is record your lesson delivery during one period and then post that
lesson. Once your direct instruction is completed, then turn off the recording device if
you are concerned about the length of the lesson.)
A Technology Guide will be developed for students. This guide will be distributed
 during an Enrichment period after teachers have received PD regarding the contents.

The district will support the option that teachers will have the opportunity to teach
virtually if they are required to be quarantined.

9. Special Education: ​ Teachers will be responsible and expected to use the building
Consultant Teacher Template to communicate with colleagues about lesson plans and
needed modifications. This document ensures that the necessary communication is
happening in a timely fashion.

10. Masks​: Students must wear masks when out of their seat. If students leave the room
to go to the nurses’ office, lessons, bathroom, etc. they must wear a mask. No
exceptions! Students will be allowed to take off their mask when they are seated and
6 feet from their peers. Teachers must wear a mask if they are within 6 feet of
students. They will not be required to wear a mask if students are six feet or more
away from them in the classroom. (Teachers and students will always have the option
to wear their mask at all times.)
Students who refuse to compile will be sent home.

11. Lunch​: Students will eat lunch during Enrichment Time (as before). Some students
will be required to eat lunch in a classroom due to social distancing requirements.
Enrichment period will look different for some staff members this year due to this
requirement. We are researching the possibility of providing charging stations during
lunch time? Students must ​have a pre-assigned pass​ to have lunch with a teacher for
help. No expectations. Carol will work with teachers to determine lunch groups -
remembering guidelines must be followed.

12. ​Sanitation​: Teachers will be provided supplies. Specific expectations will be shared
by the district as September draws closer. It is understood that students are not
responsible for cleaning and should not be exposed to cleaning materials.

12. Transportation:​ The transportation department is working on their requirements and

procedures. It is possible students will not be allowed to ride the second run.

13. Eligibility: ​Rules may have to be revisited. How could students maintain eligibility if
we don’t have access to Enrichment C? Students may attend virtually if needed..

14. P​ arent PD​: A flier will be prepared for parents. Topics that will be covered but not
limited to: how to access Google Classroom, how to access technology support, how
to access your child’s teachers, how to access library resources, how to access medical
information to conform to NYS guidelines, how to monitor students assignments and
level of mastery, etc. Please share what topics you think should be included regarding
virtual learning. We will provide sessions for parents, either in person or virtually, in
September for parents to attend following NYS guidelines..

15. Professional Development​: It is predictable that staff will need additional PD to meet
 the needs of their students.

Suggestions for needed PD:

1. We will use a new google document, following Jackie’s format, to update teachers
about summer PD sessions so teachers are updated and aware of options.
1. Converting PDF and Word to Google - (August - Sarah)
2. Zoom features including recording features and breakout rooms.
3. Cover legal issues regarding technology use including but not limited to cameras in
the classroom, zoom expectations, etc.
4. Screen casting - recording options
a. Zoom
b. Screen-cast-o-matic
c. Loom
d. Edpuzzle (can post video)
5. Flipped Classroom Style of teaching - Recording your lesson before class and then
working with students during class time
Breakout sessions:
a. Edpuzzle (Jackie)
b. Screen-cast-o-matic (Alicia)
c. Zoom features (Sarah)
6. Use Google Forms to assess students’ level of understanding - differentiation
7. Peardeck - share google slides so students can respond.
8. Update staff regarding tutorials on the library website for teachers to access.
9. Update regarding instructional technology tutorials
Needed PD for students:
1. How to access student emails.
a. Teachers will provide this training on the second day during enrichment - after
they have been trained during the opening day sessions.

15. Technology suggestions/updates:

a. Lanyard for students for their masks
b. Researching the possibility of charging stations for student use due to the increase of
expectations
c. Extra chargers/chords for Chromebooks
d. Peardeck subscription
e. Duo-lingo for Spanish
f. Help desk for teachers at home.
g. Help desk for students. (Students SWAT team to help peers.)
h. Stylus repairs for teacher devices? The styluses from the older ES units will be
reassigned.
i. Recordex trainings
j. Mice for some students
k. Ensure network can support every student using their device during the school day
l. Cameras for teachers to share their lessons with students learning virtually
 m. Document cameras for demonstrations for students learning virtually
n. Headsets for all teachers to communicate with students learning virtually
o. Laptops will be available for the teachers who currently have desktops to ensure they
can teach from home.
p. Students will be allowed to use their personal headsets.

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Special Education
Special education services that are provided in-person, remote and or/through a hybrid model
will provide students with a free appropriate public education. This will be achieved by ensuring
that the services outlined within each student’s Individualized education plan are delivered to
the student as indicated within the aforementioned plan. Student progress will be tracked
through the quarterly progress monitoring system that is in place to ensure students are working
towards achieving the goals outlined within their IEP.

In-person-

It is understood that students will need to socially distance as well as wear face coverings when
applicable. Staff members working with students with disabilities will be provided appropriate
PPE as well as strive to ensure appropriate distancing is met. Special education programming,
related services, and appropriate accommodations/modifications will be provided to students
per IEP’s. Related service providers will ensure that students receive their indicated related
service with both frequency and duration as outlined within their IEP. Proper sanitization
between sessions will be a priority along with grouping of students to minimize interaction
between cohorts. Use of technology amongst all grade levels is robust in the district. We have
the capability of providing each student with a device at this time. For students with disabilities
that require assistive technology, we work closely with the BOCES 2 assistive technology
consultant to ensure all students have access to the programming that appropriately meets their
needs.

Remote/hybrid-

Students will receive the necessary modifications and accommodations to all work that is
provided to them as deemed necessary within their IEP. Each special education teacher will
ensure that the students assigned to their caseload are both engaged and moving through the
NYS learning standards that are being covered within the classroom setting. Related services
will be provided via tele-communication (zoom) at the frequency and duration as indicated within
each student’s IEP. Use of technology amongst all grade levels is robust in the district. We
have the capability of providing each student with a device at this time. For students with
disabilities that require assistive technology, we work closely with the BOCES 2 assistive
technology consultant to ensure all students have access to the programming that appropriately
meets their needs. During the school closure in March 2020, the district was able to deploy a
device to each student within the school district.

Communication with parents-

Each special education teacher is tasked with frequent communication to the parents of the
students on their caseload. This should and will be done via phone, email, parent conference,
CSE meetings, etc. Progress notes are sent home to parents on a quarterly basis which
indicates how their child is progressing towards the goals within their IEP. Additionally, parents
are invited to every CSE/CPSE meeting that is held for their child. This is a time to work
collaboratively to come up with special education programming that best meets the needs of
their child.

Collaboration between committees and program providers-

It is always the goal of the district to work closely with all special education providers both in
district and out of district. This goal continues to be true especially during this time. Frequent
communication between the CSE and CPSE chair is vital to ensure consistency within the
district and services provided. Required members of the CSE are always invited to all meetings
to ensure that each voice is heard and taken into account when developing appropriate
programming for each student. Additionally, students that attend out of district programs are
frequently checked-in on either in person or via phone. Within the district, each building holds a
special education department meeting monthly. These meetings focus on collaboration and
applicable professional development.

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Bilingual Education and World Languages

Kendall Elementary ELL Students Reopening Plan

● 2 fourth grade students, identified as Expanding per the 2019 NYSESLAT

● Will receive 180 minutes a week in ELA/other core content instruction as a push in
service

Instructional Units of Study to be covered during the 2020-2021 school year:

Following the scope and sequence of ​Reading Wonders​, students will be exposed to
vocabulary, a variety of text genres, structural analysis, phonics, and comprehension skills
through lessons and practice activities.

Genres Including: Comprehension Skills Including: Structural Analysis/Phonics

Including:

-Fairy Tale -Character, Setting, Plot, and -Inflectional Endings

Sequence
-Realistic Fiction -Plurals
-Compare/Contrast
-Expository -Compound Words
-Cause/Effect
-Narrative Nonfiction -Possessives
-Main Idea/Key Details
-Persuasive Article -Prefixes/Suffixes
-Theme
-Folktale -Vowels (r-controlled)
-Point of View/Author’s Point of
-Historical Fiction View

-Biography -Problem/Solution

-Fantasy

ELL Communication/Family Engagement

We utilize the district translator to communicate with families in their native language as needed
- this includes report card conferences and written communication about progress on a routine
basis. We also communicate with parents via Google Classroom and Remind 101. Periodic calls
and home visits happen as well to ensure that family concerns are being addressed.

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Staff
Teacher and Principal Evaluation System
All teachers and principals will continue to be evaluated pursuant to the district’s approved
APPR plan.

Certification, Incidental Teaching and Substitute

Teaching
All teachers will hold valid and appropriate certificates for teaching assignment, except where
otherwise allowable under the Commissioner’s regulations (e.g., incidental teaching) or
education law.
Key References
·​ ​ ​State Education Department Issues Guidance to Reopen New York State Schools
(July 16, 2020)

·​ ​ ​State Education Department Presents Framework of Guidance to Reopen New York

State Schools​ (July 13, 2020)

·​ ​ ​Interim Guidance for In-Person Instruction at Pre-K to Grade 12 Schools During the
COVID-19 Public Health Emergency, NYS Department of Health​ (July 13, 2020)

Additional References

·​ ​ ​Interim Guidance for Sports and Recreation During the COVID-19 Public Health
Emergency

(June 26, 2020)

·​ ​ ​Interim Guidance for Food Services during the COVID-19 Public Health Emergency​.

(June 26, 2020)

·​ ​ ​Interim Guidance for Office-Based Work during the COVID-19 Public Health
Emergency​.

(June 26, 2020)

·​ ​ ​Interim Guidance for Public Transportation Activities during the COVID-19 Public
Health Emergency​. ​(June 26, 2020)

·​ ​ ​New York State Department of Health Novel Coronavirus (COVID-19)

·​ ​ ​New York State Education Department Coronavirus (COVID-19)

·​ ​ ​Centers for Disease Control and Prevention Coronavirus (COVID-19)

·​ ​ ​Occupational Safety and Health Administration COVID-19 Website

Once finalized, reopening plans must be posted on the district’s website. By July 31,
2020, districts will need to complete a survey through the Portal, providing NYSED with:

·​ ​A link to the public website where each school plan has been publicly posted
·​ ​A set of mandatory assurances that the reopening plan includes all of the mandatory
elements outlined in the NYSED guidance

NOTE: Information submitted through the Portal will not include detailed narratives or
descriptions of specific actions to be taken by a school or district as part of their
reopening Plan; those details must be articulated in the materials that are publicly posted
on the school/district website.

Also by July 31, 2020, districts must complete a short companion​ D ​ epartment of Health
survey that includes a link to the publicly posted plan on the district/school website.​