2023-2024

District-Wide School Safety Plan

Byron-Bergen Central School District

Approved by the Byron-Bergen Board of Education on August 24, 2023

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The District Chief Emergency Officer is the Superintendent, or the Superintendent’s Designee.

Patrick McGee, Superintendent

(585) 494-1220, ext. 2829

pmcgee@bbschools.org

Betsy Brown (Superintendent’s Designee) – Director of Instructional Services

(585) 494-1220, ext. 2509

bbrown@bbschools.org

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TABLE OF CONTENTS

SECTION I – GENERAL CONSIDERATIONS AND PLANNING GUIDELINES

Purpose ……………………………………………..…………………………………….	5 Identification of School Teams …………………………..……………………………..	5 Concept of Operations …………………………………………………………………..	5 Plan Review and Public Comment …………………………………………………….	5 Health & Safety Committee Members …………………………………………………	6

SECTION II – RISK REDUCTION/PREVENTION AND INTERVENTION Prevention/Intervention Strategies Program Initiatives ………………………………	7 Training, Drills, and Exercises ………………………………………………………….	7 Implementation of School Security …………………………………………………….	8 Duties of Security Personnel …………………………………………………………...	8 Vital Educational Agency Information …………………………………………………	8 Early Detection of Potentially Violent Behaviors ……………………………………..	8 Hazard Identification …………………………………………………………………….	9

SECTION III – RESPONSE

Notification and Activation (Internal and External Communications) ……………...	9 Situational Responses/Multi-Hazard Responses
Shelter-In-Place ………………………………………………………………….	10 Hold-In-Place ……………………………………………………………………..	10 Evacuation ………………………………………………………………………..	11 Lockout ……………………………………………………………………………	11 Lockdown ………………………………………………………………………...	11
Response Actions to Specific Emergencies ………………………………………….	12 Responses to Acts of Violence: Implied or Direct Threats ………………………….	13 Arrangements for Obtaining Emergency Assistance from
Local Governments ……………………………………………………….......	14 Procedures for Obtaining Advice and Assistance from
Local Government Officials …………………………………………………..	14 Procedures to Coordinate the Use of School District Resources and
Manpower During Emergencies …………………………………………….	15 Protective Action Options
Early Dismissal ………………………………………………………………….       15 Evacuation ………………………………………………………………………       15 Sheltering/Lockout (Internal and External) ………………………………….        16 School Cancellation ……………………………………………………………        16 Lockdown ……………………………………………………………………….        16 Weather Related ……………………………………………………………………….        16 BOCES, Private, or Parochial Transportation ………………………………………        16

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TABLE OF CONTENTS (Cont’d.)

SECTION IV – RECOVERY

District Support for Buildings …………………………………………………………         17 Disaster Mental Health Service ………………………………………………………        17

APPENDIX A – School Resource Officer MOU ……………………………………………	18

APPENDIX B – Byron-Bergen CSD Organizational Chart ……………………………….	25

APPENDIX C – Public Employer Health Emergency Plan ………………………………	26

APPENDIX D – Emergency Remote Instruction Plan ……………………………………	41

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SECTION I – GENERAL CONSIDERATIONS AND PLANNING GUIDELINES

A.	Purpose – The Byron-Bergen Central School District-Wide School Safety Plan was developed pursuant to Commissioner’s Regulation 155.17. At the direction of the Byron-Bergen Central School District Board of Education, the Superintendent of Byron-Bergen Central School District appointed a District-Wide School Safety Team and charged it with the development and maintenance of the District-Wide School Safety Plan.

B.	Identification of School Teams – The Byron-Bergen Central School District has appointed a District-Wide School Safety Team consisting of, but not limited to, representatives of the teachers, administrators, parents, school safety personnel, first responders and other school personnel.

C.	Concept of Operations – The District-Wide School Safety Plan was designed from information compiled from the Building-Level Emergency Response Plans. In the event of a school or district emergency, the District will adhere to the policies and procedures within these plans. The Superintendent will activate the Emergency Response Teams, as indicated within the Building-Level Emergency Response Plans, and these Teams will be the initial personnel to respond to an event. The District will call upon the resources of first-responders and other emergency personnel as appropriate to augment response. The Trauma, Illness, and Grief (TIG) Team may also be activated.

D.	Plan Review and Public Comment – Pursuant to Commissioner’s Regulation, Section 155.17 (e)(3), this plan will be made available for public comment at least 30 days prior to its adoption. The District-Wide School Safety Plan may be adopted by the School Board only after at least one public hearing that provides for the participation of school personnel, parents, students, and any other interested parties. The plan must be formally adopted by the Board of Education.

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Full copies of the District-Wide School Safety Plan and any amendments will be submitted to

the New York State Education Department within 30 days of adoption.

This plan will be reviewed periodically during the year and will be maintained by the District-

Wide Safety Team. The required annual review will be completed on or before July 1st of

each year after its adoption by the Board of Education. A copy of the plan will be available at

the Byron-Bergen Central School District Office (located at 6917 West Bergen Road, Bergen,

NY 14416). It can also be found on the District’s webpage at www.bbschools.org or by calling

(585) 494-1220.

8 NYCRR Section 155.17 (e)(3) mandates that a copy of the ERP and any amendments shall

be filed with the appropriate local law enforcement agency and with the New York State Police.

Copies of the Emergency Response Plan, including appendices and annexes are distributed to

members of the School Safety Teams, the Byron and Bergen Fire Departments, and Genesee

County Sheriff’s Office.

Health & Safety Committee Members Patrick McGee - Superintendent Jr./Sr. High School Principal
Betsy Brown - Director of Instructional Services Kristin Loftus - Elementary School Principal Roger Caldwell - Director of Facilities
Jaime Vindigni - Transportation Coordinator Josh Brabon - School Resource Officer
Amy Stevens - School Nurse and Infection Control Officer Robert Kaercher – School Counselor, Parent
Mike Conine - Chemical Hygiene Officer

Terry Vick - Jr./Sr. High School Faculty Representative

Danielle Carson - Elementary School Faculty Representative, Parent Amy Phillips - Parent

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SECTION II – RISK REDUCTION/PREVENTION AND INTERVENTION

A.	Prevention/Intervention Strategies Program Initiatives – The District has implemented various programs and activities aimed at improving communication among students and between students and staff and reporting of potentially violent incidents, such as the establishment of:

●	Non-Violent conflict resolution training programs
●	Direct instruction of violence prevention and mental health awareness
●	Professional development for faculty and staff on situational and multi-hazard responses

●	TIG Team (Trauma, Illness, and Grief) implementation ●	Peer mediation and adult mentoring programs
●	Establishing anonymous reporting mechanisms for school violence/bullying
●	Awareness and intervention programs, designed by the Counseling Department and the School Resource Officer

●	District-sponsored community education seminars and informal programs at times that are convenient to parents and families

Training, Drills, and Exercises – Administrators, staff, and students engage in policies and procedures for annual multi-hazard school safety training for staff and students, including the strategies for implementing training related to multi-hazards. These drills and training include: early go-home drill; table top exercises; live drills; and Emergency Management Team exercises. These exercises are also completed with members of the Genesee County Sheriff’s Department and members of the local Fire Departments. All staff members are trained on school security protocols and best practices. Members of the TIG Team (Trauma, Illness, and Grief) are trained to work cooperatively with the District and Building Safety Teams to coordinate support for training, drills, and exercises.

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Implementation of School Security – The Byron-Bergen Central School District has comprehensive policies and procedures designed to provide school building security, including the use of school safety officers and/or security devices and other procedures. Some of these security measures include: controlling traffic flow on campus; hall monitors; visitor badge/sign-in procedures; video surveillance; metal detectors; a school resource officer; security audit; canine searches and training all staff on crisis intervention.

Duties of Security Personnel - The School Resource Officer is charged with maintaining the safety of the building through a series of activities. These include making rounds throughout the buildings and grounds to maintain a presence; assisting the Assistant Principals’ office with student discipline; assist in the execution of the Emergency Management Plan; be competent with the use of the school’s security camera system; serve as a liaison between the school, law enforcement, and emergency response teams; serve on the District Safety Committee; be a daily presence during the lunches to assist in supervising students; make recommendations to administration in terms of best practice with regards to student and staff safety.

Vital Educational Agency Information – The District maintains copies of student/family census material (including contact and custodial information) in an electronic and hard copy form. This Vital Educational Agency Information is maintained and updated regularly. In the event that an evacuation is necessary, administration will have access to this information electronically, if conditions allow, and in hard copy form. This will be updated at the beginning of each school year or when personnel changes, and then on a regular basis. Any details about the building population are confidential and only listed in the Building Emergency Plan.

B.	Early Detection of Potentially Violent Behaviors – The District maintains policies and procedures for the dissemination of informative materials regarding the early detection of potentially concerning behaviors, including, but not limited to the identification of family, community, and environmental factors to teachers, administrators, parents/guardians, students, and other persons deemed appropriate to receive such information. To prepare for violent incidents and increase student safety, all staff members are trained annually on the identification of early warning signs and violence prevention strategies. The District Safety

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Team will make recommendations for additional trainings based on relevant topics and/or a

needs-assessment model.

C.	Hazard Identification – Sites for potential emergencies include: the primary and secondary school buildings, property adjacent to the schools (athletic fields, playground areas, and parking lots), school buses, and field trips.

SECTION III – RESPONSE

A.	Notification and Activation (Internal and External Communications) – The District has identified procedures for contacting appropriate law enforcement officials in the event of a violent incident. The District’s procedures include maintaining a list of local law enforcement agencies, and the designation of the individuals who are authorized to contact law enforcement agencies.

The District will inform all educational agencies within the school district of a disaster or

emergency situation by means of:

●	Telephone ●	Email
●	Emergency responders ●	PA system

In the event of an emergency or impending emergency, the Superintendent will notify all

appropriate faculty and staff. This includes the administrative teams in the:

●	Byron-Bergen Elementary School ●	Byron-Bergen Jr./Sr. High School ●	Byron-Bergen District Office
●	Byron-Bergen Transportation/Maintenance Facility

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Parents, guardians, or persons in parental relation to the students will be contacted in the

event of an emergency by the administrative team via:

●	Instant Connect System (telephone and text) (Currently ParentSquare) ●	Website/Social Media
●	Email

●	Local media

●	Emergency Alert Broadcast System

B.	Situational Responses/Multi-Hazard Responses – Responses/Actions – Included in the building-level safety plans are for handling multi-hazard emergencies and are in compliance with the Incident Command System (ICS). Functional Annexes (specific information and direction) provide standard language and procedures, and are intended to be transferable to schools statewide - modifications are not recommended. These protocols are updated annually and are included in the confidential Building-Level Emergency Response Plan. These guidelines include, but are not limited to:

1.	Shelter-In-Place: A Shelter-In-Place annex describes courses of action when students and staff are required to remain indoors, perhaps for an extended period of time, because it is safer inside the building or a room than outside. Depending on the threat or hazard, students and staff may be required to move to rooms that can be sealed (such as in the event of a chemical or biological hazard) or rooms/hallways without windows (such as in the event of a tornado).

2.	Hold-In-Place: If there is an internal incident or administrative matter such as students fighting in a hallway, a maintenance issue, or medical emergency that requires student and staff movement to be limited, a “Hold-In-Place” may be initiated. This is intended to keep students and staff out of the affected area until the situation can be rectified.

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3.	Evacuation: Should take place if it is determined that it is safer outside than inside the building (i.e.; fire, explosion, intruder, hazardous material spill) and staff, students, and visitors can safely reach the evacuation location without danger.

4.	Lockout: Describes the courses of action the school will execute to secure school buildings and grounds during incidents that pose an imminent concern outside of the school. The primary objective of a lockout is to quickly ensure all school staff, students, and visitors are secured in the school building away from the outside danger.

5.	Lockdown: Describes the courses of action schools will execute to secure school buildings and grounds during incidents that pose an immediate threat of violence in or around the school. The primary objective of a lockdown is to quickly ensure all school staff, students, and visitors are secured in rooms away from immediate danger.

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Response Actions to Specific Emergencies - Note that all emergencies are unique and it may be more effective to implement other response actions than those that are listed in this chart. The Incident Commander will need to make the ultimate decision.

Criminal Offenses
	(Notify police for all incidents
	
Bomb Threat
	Shelter or Evacuate
	
Biological Threat
	Shelter and Evacuate
	
Civil Disturbance
	Shelter or Lockdown
	
Hostage Taking
	Lockdown
	
Intrusion
	Lockdown
	
Kidnapping
	Lockdown
	
Natural Hazards
		
Earthquake
	Shelter
	
Flood
	Shelter or Evacuate
	
Thunderstorm/Lightening
	Shelter
	
Tornado
	Shelter
	
Winter Storm
	Cancellation, Shelter or Evacuate
	
Technological Hazards
		
Airplane Crash
	Shelter or Evacuate
	
Gas Leak
	Evacuate
	
Hazardous Leak Off-Site
	Shelter
	
Hazardous Leak On-Site
	Evacuate
	
Water Loss
	Evacuate
	
Fire and/or Explosion
	Evacuate
	
System Failure
		
Building Structural
	Evacuate
	
Electrical
	Evacuate or Early Dismissal
	
Heating
	Early Dismissal
	
Transportation Fleet
	Arrange Alternate Transportation
	
Roof
	Evacuate
	
Sewage System
	Evacuate or Early Dismissal
	
Medical Emergency (Ambulance Needed)
	Hold In Place

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Responses to Acts of Violence: Implied or Direct Threats – The Byron-Bergen Central School District uses the following type(s) of procedure(s):

●	Use of staff trained in de-escalation or other strategies to diffuse the situation. ●	Inform Building Principal of implied or direct threat.
●	Initiate lockdown, lockout, or evacuate if appropriate.

●	Determine level of threat with Superintendent/designee.

●	Contact the appropriate law enforcement agency, if necessary. ●	Discipline or legal action, as appropriate.
●	Monitor the situation, adjust response as appropriate.

Policies and procedures for responding to acts of violence by students, teachers, other school

personnel, and visitors to the school including threats by students against themselves, which

may include the risk of suicide.

●	Gather and verify the information regarding the situation; be as specific and clear as needed.

●	Review school procedures.
●	Principal will notify the Superintendent’s Office.
●	Superintendent will decide in what way other schools will be informed of the situation. ●	Principal/Building TIG contact will contact the District TIG Coordinator. Determinations
are made as to how and when to share information with TIG Team, and other affected

buildings.

●	Consult with law enforcement regarding which details are to be shared.
●	Identify who will act as a family liaison and then that individual will contact the family members to discuss how and what information they wish to be shared with their

student.

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●	Consult SchoolTool to identify which students would be most closely affected. If any child at school is directly affected by the situation decisions will be made as to level of

disclosure. Identify list of students and staff that are directly impacted and divide

among members for check-in. Timing needs to be immediate as we wish to avoid

students becoming aware of a situation via their personal communication devices. If

this does occur, support will be given to those students. Referrals offered and support

encouraged.

●	A suitable room or area for support will be designated as a specific location for the TIG Committee members.

●	Building level TIG Team meets with school psychologist, school counselor, school nurse, Principal and/or TOSA, to formulate a plan for the day.

Arrangements for Obtaining Emergency Assistance from Local Government – The District has identified the procedures to be used to obtain assistance during emergencies from emergency service organizations and local government agencies.

●	Superintendent/Designee in an emergency will contact the 911 center for police, fire or EMS response.
●	Superintendent/Designee contacts the highest-ranking local government official for notification and/or assistance

Procedures for Obtaining Advice and Assistance from Local Government Officials – The District has identified the procedures to be used to obtain advice and assistance from local government officials including the county, town, or village officials responsible for implementation of Article 2B of the Executive Law.

 Superintendent/Designee in an emergency will contact the emergency management coordinator and/or the highest ranking local government official for obtaining advice and

assistance.

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Procedures to Coordinate the Use of School District Resources and Manpower During Emergencies – The District has identified procedures to use school resources including, but not limited to:

 Facilities for sheltering and buses for transportation  Maintenance trucks for material transport
 Maintenance machines for moving items/transport as necessary.

 Emergency response equipment, including first aid supplies, barriers, emergency response kits, temporary shelter.

 Food for temporary sheltering

 Technology as appropriate (cell phones, landline phones, fax machines, walkie talkies)  Cots, blankets, etc., as available

Protective Action Options – The following actions will be considered in response to an emergency where appropriate.

●	Early Dismissal - for situations that warrant sending students home safely prior to the end of regular school day (see Weather Related). Arrange transportation, contact local media, and activate the parent notification system.

●	Evacuation - (before, during, and after school hours, including security during evacuation/evacuation routes). After determining the level of threat, contact the Transportation Coordinator to arrange transportation if necessary. Clear all evacuation routes and sites prior to evacuation. Evacuate all staff and students to pre-arranged evacuation sites. Account for all students and staff population. Report any missing staff or students to the Building Principal/Designee.

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●	Sheltering/Lockout (internal and external) - Determine the level of threat. Determine location of sheltering depending on the nature of the incident. Account for all students and staff. Report any missing staff or students to the Building Principal/Designee. Determine other occupants in the building. Make appropriate arrangements for human needs. Take appropriate safety precautions. Establish a public information officer to provide information. Retain appropriate District personnel until all students have been returned home.

●	School Cancellation - When situations warrant the safety of the students to remain at home. If the school closes or closes early because of hazardous road/weather conditions there shall be NO activities sponsored by the school in any of the school facilities (see Weather Related).

●	Lockdown - During situations of hostile criminal act or where students/staff must be safety secured, provisions shall be in place to secure the building and occupants. Implement “Security of a Crime Scene Procedures” to protect any area from disturbance where a potential crime has been committed.

Weather Related - The Transportation Coordinator shall investigate road conditions and contact the dispatcher in the Town, County, and State Highway Departments, as well as the Genesee County Sheriff’s Department for reports on road conditions and then report conditions and recommendations to the Superintendent. The Superintendent shall make the decision whether to close or not. The Superintendent or his/her designee shall contact the Transportation Coordinator, Director of Facilities, and the Building Administrators to advise them of that decision and if appropriate, the time for dismissal. Principals or other designees shall contact the local radio/television stations on the emergency list as soon as it is possible. Instant Connect will be activated.

BOCES, Private, or Parochial Transportation. If the District is closed because of hazardous conditions of roads, students who live in the District will not be transported to BOCES, private or parochial schools.

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SECTION IV – RECOVERY

A.	District Support for Buildings – The District resources will support the Emergency Response Teams and the Post-Incident Response Teams in the affected Schools as needed. The Post-Incident Response is intended for initiating and establishing crisis intervention to affected employees/students. After an incident, the school teams shall meet and review the following:

 Establish documents

 Assess changes needed to the Emergency Response Plan

 Consider additional training or resources

 Evaluate the current violence prevention/school safety activities

 Provide appropriate counseling services

 Assemble TIG Team (Trauma, Illness, and Grief)

 Maintenance/repair to Transportation systems or Custodial Staff

 Establish meeting times with staff, students, families, public meeting, and/or other

methods to communicate

 Superintendent will communicate with media

B.	Disaster Mental Health Service

 The District Office will assist in the coordination of Disaster Mental Health Resources, in support of the Post-Incident Response Teams, in the affected school(s). The TIG

Team, counselors, and school psychologists will be an integral part of this evaluation.

 The District will evaluate the response in the recovery and assess violence prevention and school safety activities and what the school can do to improve its plan.

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APPENDIX A

School Resource Office MOU

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APPENDIX B

Byron-Bergen CSD Organizational Chart

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APPENDIX C

Public Employer Health Emergency Plan

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APPENDIX D – Emergency Remote Instruction Plan

Byron-Bergen Central School District Emergency Remote Instruction Plan

INTRODUCTION

The Byron-Bergen Central School District developed the following Emergency Remote Instruction Plan to address the instruction of students if extraordinary circumstances prevent students and staff from physically attending school. The Emergency Remote Instruction Plan meets the requirements of New York State Education Commissioner’s Regulations for inclusion in the 2023-2024 District-Wide School Safety Plan.

BACKGROUND INFORMATION

The NYS Education Department (NYSED) authorized a “snow day pilot” program during the Covid-19 pandemic 2020-2021 and 2021-2022 school years. This program allowed school districts to deliver instruction remotely on days in which they would otherwise have closed due to an emergency.

To give districts greater predictability, in September 2022, the NYSED Board of Regents amended section 175.5(e) of the Commissioner’s regulations to codify this flexibility. Districts that would otherwise close due to an emergency may, but are not required to, remain in session and provide instruction through remote learning and count these instructional days towards the annual hours requirement for State Aid purposes. Instruction must be provided to all students and be consistent with the definition of remote instruction, as explained below. In addition, beginning with the 2023-2024 school year, such instruction must be consistent with the school district’s Emergency Remote Instruction Plan.

NYSED also amended section 155.17 of the Commissioner’s regulations to require public schools, BOCES, and county vocational education and extension boards amend their
District-Wide School Safety Plans to include plans for remote instruction beginning with the 2023-2024 school year. This gives the public an opportunity to provide feedback on such plans for remote instruction prior to their adoption. The Emergency Remote Instruction Plan must include the methods that the school district will ensure the availability of: devices; internet access; provision of special education and related services for students with disabilities; the expectations for time spent in different remote modalities.

Such plans also require that each chief executive officer of each educational agency located within a public school district report information on student access to computing devices and access to the internet each year.

NYSED additions to section 100.1 of the Commissioner’s regulations define the term “remote instruction.” This definition identifies various ways in which remote instruction may be delivered,

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but which must include, in all situations, regular and substantive teacher-student interaction with an appropriately certified teacher.

The NYS Board Regents adopted the amendments noted above that became effective as a permanent rule on September 28, 2022. Sections 200.7, 200.16, and 200.20 of the Regulations of the Commissioner of Education were amended, and became effective September 13, 2022, and December 12, 2022, as an emergency action for the preservation of the general welfare to permit approved special education providers to provide remote instruction in the 2022-2023 school year on days they would otherwise close due to an emergency and to count such instructional days towards 14 minimum requirements and to identify the ways in which such remote instruction may be delivered. These amendments relate to remote instruction and its delivery under emergency conditions for students in approved private schools for the education of students with disabilities, state-supported schools, state-operated schools, and approved preschool special education programs. These updated regulations now provide the same flexibility for remote instruction under emergency conditions that was given to school districts. The effective date of the final rule was January 25, 2023.

REMOTE INSTRUCTION

The Commissioner's regulations define remote instruction as “instruction provided by an appropriately certified teacher, or in the case of a charter school an otherwise qualified teacher pursuant to Education Law §2854(3)(a-1), who is not in the same in-person physical location as the student(s) receiving the instruction, where there is regular and substantive daily interaction between the student and teacher.” For the purpose of this plan, remote instruction means the instruction occurring when the student and the instructor are in different locations due to the closure of one or more of the district's school buildings due to emergency conditions as determined by the Superintendent of Schools. Emergency conditions include, but are not limited to, extraordinary adverse weather conditions, impairment of heating facilities, insufficient water supply, prolongeddisruptionofelectrical power, shortageoffuel, destructionofaschool building, shortage of transportation vehicles, or a communicable disease outbreak, and the school district would otherwise close due to such an emergency.

UNSCHEDULED SCHOOL DELAYS AND EARLY RELEASES

Instructional hours that a school district scheduled but did not execute, either because of a delay to the start of a school day or an early release, due to emergency conditions, may still be considered as instructional hours for State Aid purposes for up to two instructional hours per session day, provided the School Superintendent certifies such to NYSED, on the prescribed NYSED form, that an extraordinary condition existed on a previously scheduled session day and that school was in session on that day (NYSED Part 175.5).

The Emergency Remote Instruction Plan shall identify various ways in which instruction may be delivered, including synchronous and asynchronous instruction. In all situations, remote instruction requires regular and substantive teacher-student interaction with an appropriately certified teacher.

Synchronous instruction engages students in learning in the direct presence (remote or in-person) of a teacher in real time. During remote instruction, students and teachers attend

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together from different locations using technology. Asynchronous instruction is self-directed learning that students engage in learning without the direct presence (remote or in-person) of a teacher. Students access class materials during different hours and from different locations. During an emergency closing, synchronous instruction is the preferred method of instruction, whereas asynchronous instruction is considered supplementary instruction.

ENSURING ACCESSIBILITY AND AVAILABILITY (INTERNET, COMPUTERS / DEVICES)

The Byron-Bergen Central School District shall survey families to find out who has a reliable high-speed internet connection. A survey conducted in 2020 identified families who live in the district that do not have access, therefore remote learning is a challenge, if not impossible, for these students. Since 2020, every student who enrolls in the district provides information on internet access and computer accessibility. All survey information is stored and available in the district’s data warehouse. When students do not have internet access, the district works with the families to develop a plan to provide instructional materials for them as well as a process for recording attendance and grading. The district works with the community to provide locations where internet access could be used if they are able to use these locations.

Commissioner’s regulation115.17(f) outlines theannual data collection thatdistricts must submit to SED every year by June 30. It requires the school district to survey families regarding internet and device access at the student’s place(s) of residence. The chief executive officer (School Superintendent) shall survey students and parents and persons in parental relation to such students to obtain information on student access to computing devices and access to internet connectivity.

Procedures are followed to ensure computing devices are made available to students or other means by which students will participate in synchronous instruction.

Byron-Bergen Central School District

Emergency Remote Instruction Plan

INTERNET AND DIGITAL DEVICE ACCESS
	
The school district provides all students in grades K-12 access to a personal computing device (Chromebook). In the event of an emergency, closing provisions will be made to the greatest extent possible to ensure that all students have their device at home for instruction.

The school district participates fully in the SED Digital Access Survey along with locally developed surveys to assess how many students have internet access at home. The district provides

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hotspots to any families that indicate a need for reliable internet to facilitate access to learning at home.

All faculty should have an alternative general activity for students in the instance that widespread power outages or other disruptions to connectivity occur preventing synchronous connection. If students lose connectivity, then the expectation is they will complete the alternate assignment provided.

PEDAGOGY
	
All teachers in grades K-12 will use Google Classroom/Google Meet as their primary instructional platform.

Several district provided instructional technology software programs are available to support instruction along with a wide array of other resources curated by faculty. Teachers will utilize these programs to differentiate instruction, accessing a variety of delivery methods that best suit their course, grade level, and teaching style.	The instructional approach may include a combination of:

Synchronous “Live” Instruction - Using Google Meet along with other digital platforms, teachers will deliver real time instruction to a full group or subset of students. Teachers may incorporate asynchronous or project based opportunities within this model.

Teachers will make personal connections with all students during scheduled class times via Google Meet. These connections will allow teachers to take attendance, introduce new content or skills and will allow students to connect with their teachers and peers in order to be guided through lessons, ask questions, and maintain personal relationships. The duration of these synchronous connections depends on the grade level and daily instructional plan but should be the primary mode of instruction and substantial enough to guide learning.
Asynchronous “Flipped” Instruction - Using a variety of digital platforms, teachers will deliver captured or recorded lessons with associated expectations for students participation and assignment completion.	These	activities	may	include	teacher/student synchronous interactions for a portion of the lesson.

Authentic Independent Instruction - Using a variety of methods, teachers	will	engage	students	in	high	quality	learning activities. These activities must engage students in the learning process. Teachers will provide assistance to students in this mode of instruction through asynchronous and synchronous methods outlined above.

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STUDENT EXPECTATIONS
	
All students will receive information on how to access course material and instruction from their teachers. Students are expected to follow all directions and requests to participate in instruction to thefullestextentpossible. Duringsynchronous instruction students are	expected	to	be	school	ready.	This	includes being on time for class, engaging fully through video and au dio
as directed by their	teacher, and	presenting	themselves in a
manner that is in accordance with school expectations.

All students are expected to practice appropriate digital etiquette and responsible behavior during assigned Google Meets/Google Classroom:
	Mute yourself on meets as directed by your teacher
	Cameras are to be kept on during classroom meets unless directed specifically by your teacher to do otherwise.

Students are expected to work in an appropriate setting when participating remotely / on-line. Work places include a desk, table, kitchen counter, etc... Other locations are not appropriate or acceptable.

Student dress must be appropriate in all platforms - the Student Dress Code section of the Student Handbook / Code of Conduct applies to students in all platforms.

If there are any circumstances preventing full and appropriate participation the student should let the teacher know. As this is a required attendance day, students must fulfill expectations for satisfactory participation as determined by their teacher.

DAILY SCHEDULE
	
The virtual day will follow the same schedule framework as the HS, MS and Elementary School to which the student is assigned. As with all school schedules, appropriate breaks will be included in the daily schedule for students and faculty, including time for lunch. Students will attend all assigned classes at their scheduled time. The method of instructional delivery will vary to facilitate appropriate screen time per age level within these parameters.

COMMUNICATION PROTOCOL: INTERVENTION
	
Teachers will follow the same communication protocols that are established in school for addressing areas of academic or behavioral need. Thisincludesa combinationof email, phonecalls, and academic/behavioral referrals to the administration. All effective strategies should be accessed to maintain effective communication.

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SPECIAL SERVICES
	
School districts are required to implement supports, services and accommodations, as indicated in students’ IEPs or 504 Accommodation Plans, to the best of their ability. NYSED recognizes that there may be limitations to implementing certain services or accommodations through remote instruction and as a result, encourages districts to apply a “lens of reasonableness” to their approach.

NON-INSTRUCTIONAL SERVICES

	TRANSPORTATI ON
	FOOD SERVICE 	MAINTENANCE 	CUSTODIAL
	CLERICAL/ ADMINISTRATIV E SUPPORT
	
When a school district is in remote session, non-instructional services may still be required to report to work to perform critical services related to their area of expertise. In the event that the change to remote instruction is due to a snow or other weather emergency, such change will likely impact transportation and other critical services. Decisions whether or not non-instructional employees should report to work will be made and communicated in real time by the appropriate supervisor or administrator based on whether services can be provided in a safe and efficient manner.

NYSED Plan Requirements

1. Policies and procedures to ensure computing devices will be made available to students or other means by which students will participate in synchronous instruction;
2. Policies and procedures to ensure students receiving remote instruction under emergency conditions will access internet connectivity;
3. Expectations for school staff as to the proportion of time spent in synchronous and asynchronous instruction of students on days of remote instruction under emergency conditions with an expectation that asynchronous instruction is supplementary to synchronous instruction;
4. A description of how instruction will occur for those students for whom remote instruction by digital technology is not available or appropriate;
5. A description of how special education and related services will be provided to students with disabilities and preschool students with disabilities, as applicable, in accordance with their individualized education programs to ensure the continued provision of a free appropriate public education; and
6. For school districts that receive foundation aid, the estimated number of instructional hours the school district intends to claim for State Aid purposes for each day spent in remote instruction due to emergencyconditions pursuant to section 175.5 of this Chapter.

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INSTRUCTIONAL HOURS FOR STATE AID AND REPORTING REQUIREMENTS

Pursuant to Section 175.5 of Education Lawthe schooldistrict maydecide to transition to remote instruction in the event emergency conditions dictate the closure of the PreK through Grade 12 facilities. Under the provisions of New York State Education Law and the district Emergency Remote Instruction Plan any instruction sessions provided during the closure of the school facilities are counted towards annual hour requirements for meeting 180 days required for State financial aid.

Annual HourlyRequirements for the purposeof apportionment of State Aid (for districts receiving foundation aid) are noted below:

	450 instructional hours for pupils in half-day kindergarten
	900 instructional hours for pupils in full-day kindergarten and grades one through six 	990 instructional hours for pupils in grades seven through twelve

The district estimates the number of instructional hours it intends to claim for State Aid purposes for each day spent in remote instruction due to emergency conditions from a minimum of 1 remote instruction day due to emergency conditions, up to the full year’s annual hourly requirement.

REPORTING

IMMEDIATELY

Whenever a school building must close to instruction due to the activation of its District-Wide School Safety Plan or Building-Level Emergency Response Plan, a Report of School Closure must be submitted to the Commissioner of Education by the School Superintendent as required under CR 155.17(f) via the NYSED Report of School Closure portal. Even when remote instruction is provided during an emergency closure, a Report of School Closure must be submitted. This also applies when instruction can be delivered in an interim location or via another instructional modality.

When it is determined that it is safe to re-open a school building after an emergency closure, the School Superintendent must notify the Commissioner by completing a corresponding Report of School Re-Opening, via the NYSED Report of School Re-Opening portal.

The Report of School Closure is intended to provide immediate notification to the Commissioner regarding an emergency closure. The Report of School Re-Opening notifies the Commissioner of the re-opening and also collects the actual duration of the closure, the location and modality of instruction, and detailed information that may not have been available at the time of the closure.

Reasons for building closures may include, but are not limited to, natural disasters, power outages, instances of infectious disease, extraordinary adverse weather conditions and threats of violence. It is no longer required to submit a Report of School Closure for routine snow days.

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ANNUALLY BY JUNE 30TH

The School Superintendent shall notify the NYSED Commissioner the results of the survey on student access to computing devices and access to internet connectivity through the Student Information Repository System (SIRS) every year by June 30th.

END OF THE SCHOOL YEAR

The school district shall report the Emergency Remote Instruction Plan through the State Aid Management System at the end of the school year. After the close of the school year starting with the ending of 2023-2024, the School Superintendent reports remote instructional days under emergency conditions through the State Aid Management System, and certifies this at the time NYSED’s Form A is submitted as part of other required certifications. Using the NYSED prescribed form, the School Superintendent certifies to NYSED:
	That an emergency condition existed on a previously scheduled session day and that the school district was in session and provided remote instruction on that day;
	How many instructional hours were provided on such session day; and
	Beginning with the 2023-2024 school year, that remote instruction was provided in accordance with the district’s Emergency Remote Instruction Plan.

BOARD OF EDUCATION APPROVAL

As part of the District-Wide School Safety Plan, the school district’s Board of Education shall make the Emergency Remote Instruction Plan available for public comment and public hearing for no less than thirty days (30) prior to adoption. The plan must be adopted as part of the
District-Wide School Safety Plan annually prior to September 1st and posted on the district website in a conspicuous location.

SUPPORT FOR STUDENTS WITH DISABILITIES DURING EMERGENCY CLOSING VIRTUAL INSTRUCTION

School districts are required to implement supports, services and accommodations, as indicated in students’ IEPs or 504 Accommodation Plans, to the best of their ability, when providing virtual instruction.

Special education teachers who provide direct/indirect consultant services will initiate outreach to their students’ generaleducation teacher(s) to collaborate on instructional modalities and any necessary accommodations or modifications required of assignments or assessments for the day.

Special education teachers who teach resource room, self-contained special classes either content specific or specialized programs, should follow the same guidance and expectations as classroom teachers in regards to pedagogy, content, class meetings, and flexibility.

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Teaching assistants are available for instructional support by way of participating in class meetings, keeping up on classroom assignments and expectations, and serving as additional academic support.

Related service providers are to provide “tele-therapy” services, to the best of their ability. Related service providers are expected to adhere to similar guidelines as other professionals in regard to student and teacher work at home, communication, and flexibility and they will use the students’ IEPs to determine an appropriate/reasonable level of communication and support.

Documentation Requirements: Special education personnel are expected to document all supports and services provided to students during this time. Document the manner, means, duration of time, follow up efforts, etc. IEP progress monitoring is required to be collected and reported to parents following the schedule listed on students’ IEPs. Medicaid session notes continue to be a requirement for eligible related service providers. Special education teachers/service providers are responsible to hold any virtual professional meetings already scheduled on a day that becomes a virtual instruction day.

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