Kcs Dre Opening Plan 1

Letter from the Superintendent of Schools 5
Historical Perspective 7
New York State School Closure Executive Orders 7
Communication and Family Engagement 8

Reopening Committee 8
Communications Plan 8
Health and Safety 10

Return to School Protocols 10
Protocol for Screening and Isolation 10
Symptoms of COVID- 19 10
Screening Protocols 11
Isolation Protocols 13
Protocols for Positive COVID-19 Cases on Campus Staff/Student 13
Cleaning 13
Contact Tracing 13
School Closures 14
Protocols for Personal Protective Equipment (PPE) 14
Protocols for Campus Visitors/Guests/Contractors/Vendors 15
Visitor Screening/PPE Requirements 15
Protocols for Hand Hygiene and Sanitizing 15
Hand Washing/Sanitizing Expectations 15
Respiratory Hygiene 16
Protocols for Training of Healthy Hygiene Practices 16
Safety Training for Protocols & Procedures (Students) 16
Safety Training for Protocols & Procedures (Parents) 16
Safety Training for Protocols & Procedures (Staff) 17
Protocols for Campus Cleaning and Disinfecting 17
Protocols for Common Areas and Meetings 22
Protocols for Medically Vulnerable/High Risk Groups 22
Social Distancing 23
Facilities 24
General Health and Safety Assurances 24
Fire Code Compliances 24
Doorways 24
Inspections 24
Ventilation 24
Toilet and Sink Fixtures 24
Emergency & Safety Drills 25

Shelter-In-Place 25
Hold-In-Place 25
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Evacuate 25
Lockout 26
Lockdown 26
Child Nutrition 27
Cafeteria - Breakfast and Lunch 27
Inventory 28
Building Arrival and Departure 29

Bus Transportation 29
Drop-off/Walkers/Self-Transport Protocols 30
Social Emotional Well-Being 32

Social Emotional Learning (SEL) Resources and Links 32
Technical Assistance Centers 32
Supporting Young People and Families 33
Self-Care 33
Supporting Adults 33
Online Learning 34
Supporting School Transitions 34
District Resources 34
Additional Resources 34
Teaching and Learning 35

District Instructional Delivery Models 36
Virtual 36
Hybrid 37
In-Person 38
Instructional Roles for All Environments 38
Preparation for Learning 38
Learning & Teaching Expectations 39
Support and Intervention 40
Learning Tools for all Environments 41
Technology 41
Instructional Platform 41
Online Resources 41
Student email 41
Training 41
Attendance and Chronic Absenteeism 42
Athletics/Extracurriculars/Facility Use 43
Special Education 44
In-Person Model 44
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Hybrid Model 44
PK-6th Grade- 44
7th-12th Grade- 44
Virtual Model 45
Out of District Placements 45
Assurances 45
Budget and Fiscal 47

Economic Overview 47
School District Fiscal Preparedness 47
2020 – 21 Enacted State Budget 48
Pandemic Adjustment and CARES Act Funds 48
Potential Further Aid Reductions 49
180 Day Calendar and Attendance Reporting for State Aid Purposes 49
Impact of Low Attendance on State Aid 50
Flexibility of Non-NYSED-Governed Activities 50
Flexibility for Budgetary Transfers 51
Tax Collection 51
Other Considerations 51
Bilingual Education and World Languages 53

Initial Identification of Potential ELLs 53
Units of Study for English as a New Language (ENL) & Transitional Bilingual Education (BE) Programs 53
Communications and Language Access 53
Professional Learning for Educators 54
Progress Monitoring 54
Educational Technology 54
Students with Interrupted/Inconsistent Formal Education (SIFE) 54
Emergent Multilingual Learners (EMLLs) in Prekindergarten 54
Staffing 56
Teacher and Principal Evaluation System (Education Law §3012-D/APPR) 56
Certification, Incidental Teaching, and Substitute Teaching 57
Student Teaching 57
4
Letter from the Superintendent of Schools
July 31, 2020
Keshequa Central School District Family Members:
It is safe to say that our lives have been turned upside down over the last several months. What has transpired since the
middle of March will continue for at least the foreseeable future. While it is certainly true that we don’t know precisely
what is going to happen or where this is all going, I know that we will walk this road together and while on this journey
we will meet every challenge with courage, faith and hope. We can do no less for our students, our staff and our
community.
I would like to sincerely thank the individuals who served on the Stakeholder Committee who so willingly gave their time,
shared their thoughts, and who were so committed to the process of reading and providing feedback on the District’s
reopening plan. I would also like to express my deepest gratitude to the KCS administrative team for their unfailing
energy and unwavering determination to get this plan right for our students, staff, and community. Lastly, I would thank
the Board of Education for their faith in our administrators and our staff to provide the best education Keshequa can put
forward during this unprecedented period of time.
The safety of our community was of paramount importance in all decision-making processes. The administrative team
investigated, collaborated, problem-solved, and debated the merits of each component of the plan. The resulting
framework considers our local context while respecting national public health trends, Executive Orders, regulatory
changes, data, and our experiences all of which may cause us to pivot our course of action and subsequently alter the
contents of this living document.
School districts across New York State received finalized reopening guidance on July 16, 2020. Our charge was to
develop and submit a reopening plan by July 31, 2020. To accomplish this task, the District established a Reopening
Committee consisting of: a Board of Education member, students, administrators, teachers, related service providers,
support staff, health care professionals, and parents. The Committee was tasked with providing input based on their
perspectives. As work on the reopening plan progressed, the committee members were tasked with reading and providing
feedback to the administrative working group on the following functional areas with an emphasis on meeting the
reopening mandates, which were established by the State Department of Health.
The District was required to submit three (3) instructional models as part of its reopening plan: in-person, hybrid, and
remote. As of this correspondence, the District is proceeding with its Hybrid model as outlined in its reopening plan.
Please note, the Governor will ultimately determine when and under which model they may reopen. The District has
dedicated tremendous human and fiscal resources to ensure a safe, in-person reopening. The following are the salient
points of the District’s plan:
- Health and Safety

o Daily temperature checks are required for staff, students and approved visitors.
o The District will adhere to maintaining six (6) feet of space between individuals to the greatest extent
practicable. In instances when six (6) feet of distance cannot be maintained, individuals will be required
to utilize face coverings or protective barriers.
o Students, staff and approved visitors will utilize face coverings as indicated in the plan. The District
will provide explicit instruction on appropriate times and locations for face covering breaks.
- Facilities
o The District will utilize approved light-transmitting, plastic barriers to ensure physical distancing in
identified spaces.
o Detailed cleaning and disinfection protocols have been established for District facilities.
o All internal facility use requests are restricted to District-sponsored activities only.
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- Child Nutrition
o The District has established on- and off-site procedures for meal distribution.
- Transportation
o The District will implement density reduction measures to ensure the safety of students and staff.
- Social-Emotional Well-Being
o The District will utilize multi-tiered systems to support its students and staff.
- Scheduling
o The District has altered its schedule to: ensure the safety of our students and staff, maximize
instructional time, and accommodate individuals learning in the remote environment.
- Attendance
o Regulatory changes have created greater flexibility in the calculations of instructional minutes.
- Technology and Connectivity
o The District will utilize its one-to-one technology to facilitate remote learning.
- Teaching and Learning
o All three (3) instructional models will facilitate the attainment of state learning standards.
o During the COVID-19 public health crisis, volunteers will be prohibited in District facilities.
- Staffing
o The District’s calendar has been modified to accommodate additional trainings related to COVID-19.
The reopening plan is a living document. The District will continue to refine its contents after submission. The complete
plan may be found at: www.keshequa.org
There will be parents/guardians who: want their children back in school, are anxious about sending their students back
during a public health crisis, or are concerned about their learners’ unique needs. All perspectives are appropriate and
were considered when constructing the details of this plan. I ask that all be respectful of differing opinions pertaining to
the reopening of our schools. Parents/guardians are advocating in the best interests of their learners.
As the individual submitting the plan and attesting to its contents, I assume and accept the awesome responsibility of
keeping our community safe. As the responsible party for the entire Keshequa Central School District Family, the greatest
amount of care was taken when crafting this plan.
I look forward to the upcoming days and weeks when we begin educating our community on the new procedures,
protocols and practices within our schools. The District will solicit information from its stakeholders in the form of
targeted surveys. Now that the plan is submitted, it is our duty to bring it to fruition.
We look forward to safely restoring our learning environment. One step at a time…always forward.
Take Care of Each Other,
Thomas K. Kopp
Superintendent of Schools
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Historical Perspective
Governor Cuomo asserted, “how New York reopens is not an emotional question, it’s not a political question,
it’s not an anecdotal question, it’s not a gut instinct question. Follow the facts. Follow the data.”
New York State School Closure Executive Orders

On March 16, 2020, Andrew Cuomo, Governor of the state of New York, signed an executive order closing
schools statewide for two (2) weeks beginning on March 18, 2020 and ending on April 1, 2020.
On March 27, 2020, Andrew Cuomo, Governor of the state of New York, signed an executive order extending
school closures statewide for another two (2) weeks through April 15, 2020.
On April 7, 2020, Andrew Cuomo, Governor of the state of New York, signed an executive order extending
school closures statewide for another two (2) weeks through April 29, 2020.
On May 1, 2020, Andrew Cuomo, Governor of the state of New York, signed an executive order closing
school districts for the remainder of the 2019 - 20 school year.
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Communication and Family Engagement
In preparation for effective planning in each key area of work, it was critical to receive feedback from our
families, students, and teaching staff regarding their experiences during the school closure in the spring and
feedback on concerns and needs as we plan for the fall with a lens of continuous improvement.
Families and staff were surveyed two times since the closure in March:
● Parent and Community Surveys (183 & 206) participants
● Faculty and Staff Surveys - (68 & 111) participants
● Student Survey- 161 participants
Keshequa Student, Parent and Community Surveys - focused on seeking feedback on their overall learning
experience, connectivity/technology, student engagement, social emotional well-being, feedback on what
improvements could be made for the fall, and what are the greatest concerns with returning to school for the
20-21 school year.
Keshequa Faculty and Staff Surveys - focused on seeking feedback on instructional barriers and obstacles faced
during the closure, student engagement, student instructional support, communication with students, staff and
leadership, additional professional development needs, and overall well-being.
Reopening Committee
Individuals from the following stakeholder groups participated in the development of this reopening plan:
● Board of Education ● Keshequa Professional Educators

● Administrators Association
● Teachers ● Keshequa Educational Support Staff
● Related Service Providers Association
● Support Staff ● Local Health Care Providers
● Operations and Maintenance ● Legal Counsel
● Public Health
● Parents/Guardians
● Students
Communications Plan
The District will utilize a multi-prong approach to communicate matters of importance to its students,
parents/guardians, staff and visitors.
● District Webpage – https://www.keshequa.org/

o Thought Share form on front page
o In the Loop folder on the front page
● Facebook Page - https://www.facebook.com/KeshequaPride/
● School Messenger automatic call and email system
● District mailings
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● Signage will be posted conspicuously throughout the District to promote best practices and the safety of
building inhabitants. The District will utilize print signage from the Centers for Disease Control (CDC) -
https://www.cdc.gov/coronavirus/2019-ncov/communication/print-resources.html?Sort=Date%3A%3Ad
esc.
● Interpretation services will be available upon request.
● Videos will be utilized that model best practices when in school buildings, at school functions or on
District transportation. Topics will include:
o Hygiene practices o Social distancing

o Health screenings o Proper transitions
o Signs and symptoms of o Entrance and egress
COVID-19 o Cleaning and disinfection
o Face coverings procedures
The Covid-19 School Safety Coordinator for Keshequa Central School District is the School Superintendent.
The plans contained in these pages are fluid and will be evaluated regularly at periodic intervals.
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Health and Safety
Return to School Protocols

The following are the return to onsite work protocols for Keshequa Central School buildings. Since this is an
ever-changing situation, the District may need to change protocols at any time to address specific needs and
circumstances in order to protect the health and safety of students, employees, and the community. Please note,
health guidance cannot anticipate every unique situation. As a result, Keshequa will continue to consult
available guidance through governmental agencies and other information deemed relevant to monitor the
situation. The District will comply with applicable federal and state employment and disability laws, workplace
safety standards, and accessibility standards to address individual needs.
It is important to remember the virus that causes COVID-19 can be spread by infected persons who have few or
no symptoms. Even if an infected person shows no symptoms or is only mildly ill, the people they spread it to
may become seriously or fatally ill, especially for persons 65 years of age or older with pre-existing health
conditions placing them at higher risk. Because of the hidden nature of this threat, Keshequa expects all
employees, students, and families to rigorously follow the protocols.
Keshequa will ensure all staff, resources and supplies are prepared for opening school, including but not limited
to: assigning sufficient staff to carry out re-opening, ensuring proper training, and stocking inventory of
necessary supplies, such as personal protective equipment (PPE).
The Center for Disease Control and Prevention (CDC) provides guidance, recommendations, and resources to
assist with plans and protocols for health and safety. Before schools re-open, Keshequa will implement health
and safety plans that include:
● Ensuring adequate supply inventory (e.g., PPE, cleaning supplies, hand sanitizer, etc.)
● Cleaning with products approved by governing authorities and per guidelines from the Environmental
Protection Agency
● Ensuring compliance with CDC, Health and Human Services, the New York State Education
Department (SED), theState Department of Health (DOH), and other jurisdictional policies
● Providing communication of procedures and expectations upon entering facilities and throughout
buildings
Protocol for Screening and Isolation

All students and staff will be screened for COVID-19 symptoms daily and individuals displaying symptoms
will be separated and sent home for further evaluation from their medical professional.
Symptoms of COVID- 19
The Center for Disease Control has identified the following symptoms associated with the COVID-19 virus. If
you are displaying symptoms that match these, please consult your healthcare provider to discuss an appropriate
plan of action for your medical care.
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● Fever of 100° or greater ● Diarrhea
● Cough ● Congestion or runny nose
● Shortness of breath or ● Fatigue
difficulty breathing
● Muscle or body aches
● Headache
● New loss of taste or smell
● Sore throat
● Nausea or vomiting
Screening Protocols
Daily temperature checks are required for staff, students, and approved visitors/vendors. Temperature checks
will be performed prior to staff, students, and approved visitors entering District facilities or District
transportation to the greatest extent practicable.
● Staff will be required to complete a self-screening process prior to entering a Keshequa building, and the
District may require further screening of employees at any time based on current state and federal
guidelines. Staff are expected to complete a daily survey on the website, any time before they enter a
District facility/building.
● A parent or guardian will be required to screen their children for COVID-19 symptoms each day prior to
sending them to school. Parents will need to take their child’s temperature daily. Additional screening
may be conducted during the school day.
● Staff utilizing any thermometer will be trained according to product-specific directions.
● Parents/guardians will be provided access to the video: “It’s All About Thermometers.”
o https://youtu.be/G-m0aNDw_zQ
● Staff, students and approved visitors are strongly encouraged to complete temperature screenings at
home.
● Individuals who are unable to complete temperature screenings at home must participate in screenings
prior to entering District facilities.
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● Trained staff conducting temperature screenings will:
o Utilize no-touch, infrared thermometers;
o Wear a face covering;
o Wear gloves; and
o Perform a visual inspection of an individual prior to conducting a temperature screening.
● Individuals will maintain social distance while waiting for their temperature screening.
● Parents must ensure they do not send a child to school if the child has COVID-19 symptoms (as listed in
this document) or is lab-confirmed with COVID-19.
● Staff and students should not enter campuses or District buildings if any of the following apply. The
individual:
● Has a fever over 100°F within the last 24 hours without administration of fever reducing
medicine.
● Has a confirmed case of COVID-19 or has been in close contact with a person with a confirmed
case of COVID-19. These individuals must follow all isolation and quarantine guidelines from
the local health authority or their physician.
● Has a household member who is awaiting COVID-19 test results, or who is awaiting their own
test results.
● Has traveled out of state longer than 24 hours (excluding states that are not on the restricted list).
Covid-19 Travel Advisory Restricted States List
● Teachers and staff will continue to monitor students throughout the day and refer them to the nurse if
symptoms are present.
Student & Staff COVID-19 Symptom Flow Chart
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Isolation Protocols
● For students/staff displaying symptoms of COVID-19 or who are feeling feverish, the school nurse will
provide a clinical assessment to determine if and when a student/staff needs to be sent home.
● Students who are mandated to be sent home by the school nurse will be separated from their peers and
should be picked up within 30 minutes and no later than 1 hour from the time the school has contacted
the parent/guardian.
● Staff members who are mandated to be sent home by the school nurse will be separated from their peers,
wait for necessary materials to be delivered to them while in isolation, and should leave the building
immediately after.
Protocols for Positive COVID-19 Cases on Campus Staff/Student

● If an individual who has been in a school is lab-confirmed to have COVID-19, the school must
immediately notify its local health department, in accordance with applicable federal, state and local
laws and regulations, including confidentiality requirements of the Americans with Disabilities Act
(ADA) and Family Educational Rights and Privacy Act (FERPA). These officials will help
administrators determine a course of action. District Administration will work with local health officials
to determine appropriate next steps.
● Students and staff who have tested positive for COVID-19 will be permitted to return to school when
released by the Livingston County Department of Health.
Cleaning
If a classroom or facility is closed due to COVID-19 spread, the District will follow all CDC guidelines
for cleaning and disinfecting. Schools must close off areas that are heavily used by the individual with
the lab-confirmed case (student, teacher, or staff) until the non-porous surfaces in those areas can be
disinfected.
Contact Tracing
Contact tracing is a public health function performed by local public health departments to trace all
persons who had contact with an individual with a confirmed case of COVID-19. This allows public
health officials to put in place isolation or other measures to limit the spread of the virus. The District
will cooperate with state and local health department contact tracing. The District will assist the
Department of Health in knowing who may have had contact at school with a confirmed case by:
● keeping accurate attendance records of students and staff members;
● ensuring student schedules are up to date;
● keeping a log of any visitors which includes date, time and where in the school they visited; and
● Assist the Department of Health in tracing all contacts of the individual at school in accordance
with the protocol, training, and tools provided through the New York State Contact Tracing
Program.
Confidentiality will be maintained as required by federal and state laws and regulations. School staff
will not determine who is to be excluded from school based on contact without guidance and direction
from the Department of Health.
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School Closures
● The District will collaborate with the Department of Health to determine the parameters,
conditions or metrics (e.g., increased absenteeism or increased illness in the school community)
that will serve as early warning signs that positive COVID-19 cases may be increasing beyond
an acceptable level.
● The District will consider closing school if absentee rates impact the ability of the school
to operate safely. The District may choose to modify operations prior to closing to help mitigate
a rise in cases. The District will consult with its medical director and the Department of Health
when making such decisions.
Protocols for Personal Protective Equipment (PPE)

Schools are required to comply with the Governor’s executive order regarding the wearing of face coverings.
Students and staff are expected to wear face coverings during school hours. This requirement is subject to
change.
● Masks include non-medical grade disposable face masks, cloth face coverings, or neck gaiter to be worn
over the nose and mouth.
● Staff and students will appropriately wear face coverings when social distancing is not possible and/or in
designated areas.
o All staff/students must wear face coverings appropriately in all classrooms where social
distancing is not possible, in hallways, in common areas, on buses and during arrival and
dismissal.
o Mask breaks will be planned/provided to students when masks are worn for an extended period.
● All face coverings should meet school dress codes.
● Students will not be required to wear face coverings while eating, but will be distanced 6 feet apart.
● Individual needs regarding face coverings will be addressed based on the following medical
documentation guidelines.
o Include a signed statement by the individual or parent/guardian that certifies that wearing a face
covering may be detrimental to the individual’s health
o Be signed by a licensed physician in New York State
o Contain sufficient information to identify the medical contraindication to wearing a face
covering
● Additional protective equipment will be provided to school nurses.
● Students and staff should prepare to supply their own face covering. the District will be prepared to
supply face coverings when needed. It is best practice to regularly wash face coverings and dry them on
high heat in a dryer.
● The District will provide training for students and staff on the use and care of face coverings.
Students – Prevent COVID-19: Wear a Cloth Face Covering - https://youtu.be/ML3n1c0FHDI
● Signage will be posted throughout the District demonstrating the proper way to wear a mask. Please
Wear a Cloth Face Covering -
https://www.cdc.gov/coronavirus/2019-ncov/downloads/cloth-face-covering-building-entrance.pdf
● The District has currently ordered youth and adult disposable masks, hands free sanitation dispensers for
cafeterias and entrances, face shields, gloves and will closely monitor supplies as the inventory requires.
We currently have a supply of masks and hand sanitizer.
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Protocols for Campus Visitors/Guests/Contractors/Vendors
District staff should consider utilizing virtual meeting options to limit campus visitors. All visitors who enter a
building will be required to wear a face covering and those who are allowed to proceed beyond the reception
area will follow specific guidelines for visitors including all school and District protocols for health and safety.
Visitor Screening/PPE Requirements

● Anyone permitted to enter any District building will be subject to screening by way of a symptom
screening form prior to arrival/entry.
● Parents and volunteers will have limited access to building facilities at this time and based on prior
approval from administration.
● Individuals who have COVID-19 symptoms, or are lab confirmed with COVID-19, must remain off all
campus sites until they meet the criteria for re-entry.
● All individuals entering the building will be required to wear face coverings at all times while in district
buildings.
● Any individuals approved to proceed beyond the reception area must follow all safety and district
protocols.
● Signage will be posted throughout the District demonstrating the proper way to wear a mask. Please
Wear a Cloth Face Covering -
https://www.cdc.gov/coronavirus/2019-ncov/downloads/cloth-face-covering-building-entrance.pdf
Protocols for Hand Hygiene and Sanitizing

Frequent disinfection and hand sanitization will help to ensure health and wellness of students and staff.
Hand Washing/Sanitizing Expectations

● Hand sanitizer will be available at the main entry to each building, in classrooms, in the cafeteria, and in
common areas throughout District buildings.
● Signage will be placed by all sinks/sanitizing stations to support thorough cleaning.
● Staff and students will be trained in and will periodically review proper hand washing protocols
including use of the following resources.
o What You Need to Know About Handwashing - https://youtu.be/d914EnpU4Fo
o Signage will be posted on proper handwashing procedures:
▪ Wash Your Hands -
https://www.cdc.gov/handwashing/pdf/wash-your-hands-poster-english-508.pdf
▪ Handwashing is Your Superpower -
https://www.cdc.gov/coronavirus/2019-ncov/downloads/superhero_poster.pdf
● Staff and students will be expected to regularly wash or sanitize their hands.
● Requirement for hand washing and/or use of Keshequa-provided hand sanitizer:
Primary, Intermediate & Secondary
▪ Provide hand sanitizer upon entry to classroom (after each transition) and periodic
teacher reminders during instructional day.
▪ Habitual and thorough hand washing after recess, before eating, and following restroom
breaks.
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Respiratory Hygiene
● Students, staff, and approved visitors will be instructed and re-instructed on:
o How to Safely Cough and Sneeze - https://youtu.be/a220fnvLyxY
o A supply of tissues and no touch trash cans will be available in every room. If a student is in a
location without a tissue readily available they will be instructed to use the inside of their elbow
to cover their mouth and nose until they can access tissues and a hand washing/hand sanitizing
station. Students will be instructed to always perform hand hygiene after sneezing, coughing, or
handling dirty tissues or other soiled materials.
Protocols for Training of Healthy Hygiene Practices

On the first day a student attends school in a District building, school systems must provide instruction to
students on appropriate healthy hygiene practices
Safety Training for Protocols & Procedures (Students)

● Students will participate in training specific to newly adopted health and safety protocols and signage
will be provided in appropriate areas.
o Signage will be posted on the following topics:
▪ Wash Your Hands -
https://www.cdc.gov/handwashing/pdf/wash-your-hands-poster-english-508.pdf
▪ Handwashing is Your Superpower -
https://www.cdc.gov/coronavirus/2019-ncov/downloads/superhero_poster.pdf
▪ Stop the Spread of Germs -
https://www.cdc.gov/coronavirus/2019-ncov/downloads/stop-the-spread-of-germs.pdf
▪ Symptoms of Coronavirus Disease 2019 -
https://www.cdc.gov/coronavirus/2019-ncov/downloads/COVID19-symptoms.pdf
▪ Please Wear a Cloth Face Covering -
https://www.cdc.gov/coronavirus/2019-ncov/downloads/cloth-face-covering-building-ent
rance.pdf
▪ Protect Yourself and Others from COVID-19 -
https://www.cdc.gov/coronavirus/2019-ncov/downloads/Young_Mitigation_recommenda
tions_and_resources_toolkit_01.pdf
▪ Cover Coughs and Sneezes -
https://www.cdc.gov/coronavirus/2019-ncov/downloads/cover-your-cough_poster.pdf
● All students will be trained on information about COVID-19 screening, identification of symptoms,
prevention of spread.
● If a student is experiencing symptoms, they need to immediately notify a staff member.
Safety Training for Protocols & Procedures (Parents)

Parents are asked to talk to their students about COVID-19 symptoms and prevention strategies.
● Parents/guardians will be provided access to the videos:
o It’s All About Thermometers https://youtu.be/G-m0aNDw_zQ
o How to Safely Cough and Sneeze - https://youtu.be/a220fnvLyxY
o Social Distancing - https://youtu.be/GDDDz89EhSU
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Safety Training for Protocols & Procedures (Staff)
● Staff attend training and develop classroom procedures consistent with NYSED, DOH, District and
CDC guidance.
● All staff will be trained on COVID screening, identification of symptoms, prevention of spread, and
sanitation of work areas.
o by participating in the following mandated SafeSchools trainings:
▪ Coronavirus Awareness (Full Course)
▪ Coronavirus: CDC Guidelines for Making & Using Cloth Face Coverings (Full Course)
▪ Coronavirus: Cleaning and Disinfecting Your Workplace (Full Course)
o Symptoms of Coronavirus Disease 2019 - https://youtu.be/7zzfdYShvQU
o How does COVID-19 spread? - https://youtu.be/WfJSVbQtHsk
o What You Need to Know About Handwashing - https://youtu.be/d914EnpU4Fo
o Social Distancing - https://youtu.be/GDDDz89EhSU
● All staff will monitor students that exhibit symptoms and will be required to notify the nurse if a student
is showing any symptoms.
Protocols for Campus Cleaning and Disinfecting

Frequent cleaning and disinfection will support a healthy learning and work environment for students and staff.
Logs will be maintained by the Director of Facilities that are in compliance with the Center for Disease Control
guidelines.
Disinfecting Expectations
● Staff will be properly trained in appropriate and thorough sanitizing techniques.
● Staff will limit the use of shared supplies when possible.
Daily Campus Cleaning

● Each classroom will be cleaned and disinfected daily.
● Restrooms will be cleaned and disinfected regularly.
● All high-touch areas will be disinfected throughout the day.
● Cafeteria tables will be disinfected between lunch periods.
● Staff will have access to disinfecting materials to sanitize working surfaces, shared objects, and
high-touch areas after use and during breaks in instruction.
Restrooms
● Increased disinfecting will occur throughout the school day.
● Staff should monitor the number of students that enter the bathroom at one time to comply with health
agency recommendations and social distancing.
Procedures
the District will:
● Create and retain logs stating:
o Date
o Time
o Scope of cleaning and disinfection
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● Schedule (at least daily) cleaning and disinfecting of touched surfaces during the regular school day.
Cleaning and disinfecting will include frequently touched surfaces (PE equipment, door handles, sink
handles, drinking fountains) and shared objects (toys, games, art supplies) between uses.
● Ensure safe and correct application of disinfectants ensuring adequate contact times
● Keep products away from children
● Ensure ventilation systems operate properly and increase circulation of outdoor air as much as possible
by opening windows and doors, or other methods
● Not open windows and doors if they pose a safety or health risk (e.g., allowing pollen in or exacerbating
asthma symptoms) risk to children using the facility.
● Take steps to ensure all water systems and features (for example, drinking fountains, decorative
fountains) are safe to use. Students and staff may only use the bottle filling station at fountains.
● Soft Surfaces - Clean the surface using soap and water or with cleaners appropriate for use on these
surfaces
● Electronics
o Follow manufacturer’s instructions for cleaning and disinfecting. If there are no instructions, use
alcohol-based wipes or sprays containing at least 70% isopropyl alcohol. Dry surfaces
thoroughly
Appropriate cleaners
● Surface cleaner
o Spray bottle
o Bucket
● Soap & water
o Spray bottle
o Bucket
Step 1. Clean
● Wear disposable gloves or any other required PPE to clean and disinfect
● Clean surfaces using an appropriate cleaner making sure you produce friction on the surface
● Read all labels and follow instructions (PPE may be required)
● Cleaning reduces the number of germs, dirt and impurities on the surface. Friction action breaks biofilm
on any virus allowing disinfectant to contact the area
● Change out cleaning cloths (microfiber) often or use disposable products
● Clean surfaces prior to disinfecting
● Practice routine cleaning of frequently-touched surfaces.
Step 2. Disinfect
● Disinfecting kills germs on surfaces
● Ensure the area or item is cleaned with a cleaning agent before disinfecting
● Then disinfectant can be used
● Take all precautions on the label such as PPE, and safe handling procedures
● Change out cleaning cloths (microfiber) often or use disposable products
● Use EPA-registered disinfectant. Follow the instructions on the label to ensure safe and effective use of
the product. Many products recommend:
o Keeping the surface wet for the entire contact/dwell time (see product label)
o Precautions such as wearing gloves and making sure you have good ventilation during use of the
product
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Laundering
Launder items (if possible) according to the manufacturer’s instructions. Use the warmest appropriate water
setting and dry items completely or disinfect with an EPA-registered disinfectant
o Washing face coverings in a washing machine and drying in a dryer is recommended to properly
clean a face covering
o If masks are hand washed prepare a bleach solution of 4 teaspoons household bleach per quart of
room temperature water. Soak the face covering for 5 minutes. Rinse the face covering
thoroughly with cool water. Air dry, in direct sunlight, when possible. Wash hands for 30
seconds after washing the mask
o Face coverings must be completely dry before wearing
● Wear disposable gloves when handling dirty laundry from a person who is sick
● Dirty laundry from a person who is sick can be washed with other people’s items
● Do not shake dirty laundry
● Clean and disinfect clothes hampers according to guidance above for surfaces
● Remove gloves and wash hands right away
Classrooms
● Teachers will have access to appropriate cleaning supplies that can be used in their classrooms if needed
throughout the day.
● Keep cleaning supplies out of reach of children.
● Schedule (at least daily) cleaning and disinfecting of touched surfaces during the regular school day.
Cleaning and disinfecting should include frequently touched surfaces (PE equipment, door handles, sink
handles, drinking fountains) and shared objects (toys, games, art supplies) between uses.
● In order to facilitate cleaning and disinfection, classroom materials should be removed to the greatest
extent possible.
● Trained Custodial staff will be responsible for heavier cleaning and disinfecting within classrooms.
Suggested Cleanliness and Disinfection Standards

This section outlines the process and expectations following an extended school closure for the continued levels
of cleanliness and disinfection required to meet federal and state mandates.
Classroom
● Clean and disinfect high touch surfaces (but not limited to):
o Classroom desks and chairs
o Door handles and push plates
o Bathroom faucets
o Light switches
o Shared telephones
o Shared desktops
o Shared computer keyboards and mice
● All trash receptacles emptied and trash removed from the room
● Floors swept and dust mopped
● Floors spot wet mopped or full wet mopped
● Wipe clean: Tables, furniture and countertops
● Window in the classroom door is cleaned at minimum once per week
● Walls are spot cleaned
● Carpets are spot cleaned
● Make sure all windows are locked
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● Clean/Disinfect classroom sink and toilet area (if applicable)
● Vacuum carpet daily if applicable
● Re-stock all paper and soap products
Restrooms and Locker Rooms

● Clean and disinfect toilets, sinks and shower areas
o Drinking Fountains
o Light switches
o Handrails
● Floors full wet mopped
● Clean Doors and Partitions in Restrooms and Locker Rooms
● Check that toilets, faucets, and drains are working
● Check Sanitary Napkin Boxes
● Clean Exterior of Dispensers
● Restock all toilet paper and soap products
Common Areas (Hallways)

○ Drinking Fountains
○ Door handles and push plates
○ Bathroom faucets
○ Light switches
○ Handrails
○ Buttons on vending machines
● All trash receptacles emptied and trash removed
● Walls are spot cleaned, when soiled
Medical Office
● Clean and disinfect health cots regularly (after each student use)
● Discard or launder coverings after each use
● Cover treatment tables and use pillow protectors
o Classroom desks and chairs
o Bathroom faucets
o Light switches
o Shared telephones
o Shared desktops
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● Wipe clean: Tables, furniture, and countertops
● Window in the door is cleaned at minimum once per week
● Carpets are spot cleaned
Clerical/Admin Offices
● Clean and disinfect high touch surfaces:
o Bathroom faucets
o Light switches
o Shared telephones
o Shared desktops
● Clean/Disinfect shared sink and toilet area if applicable
● Vacuum carpet daily if applicable
Athletic Areas
● Establish a regular cleaning schedule for shared environmental surfaces such as wrestling mats or
strength training equipment
● Disinfect mats and other high-use equipment at least daily
o Handles on equipment (e.g., athletic equipment)
o Drinking fountains
o Ice Machines
o Light switches
o Shared telephones
o Shared desktops
Restrooms
● Clean and disinfect toilets, sinks, and shower areas
● Wear proper PPE, avoid splashes
o Sinks
o Faucets
o Soap dispensers
o Drinking Fountains
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o Light switches
o Handrails
● All trash receptacles emptied and trash removed from room
● Clean Doors and Partitions in Restrooms, and Locker Rooms
● Check that toilets, faucets, and drains are working
● Check Sanitary Napkin Boxes
● Clean Exterior of Dispensers
● Re-stock all paper and soap products
Protocols for Common Areas and Meetings

Common areas include spaces that are used for meetings and collaboration. This includes computer labs,
flexible spaces, conference rooms, and other meeting rooms.
● All students and staff will be required to use hand sanitizer when entering and/or exiting common areas.
● Classes/grade levels will sign up to reserve common areas with building principal.
● Building Principals and Director of Facilities will develop schedules and follow protocols for the use of
common areas, including how to sanitize the space between use(s). When needed, students will bring
personal supplies from the classroom.
● Number of students in a common area will be based upon social distancing requirements.
● Visual reminders will be displayed for social distancing throughout common areas. Informational
graphics will be posted to help with 6 ft. social distancing.
o https://www.cdc.gov/coronavirus/2019-ncov/downloads/stop-the-spread-of-germs.pdf
o https://www.cdc.gov/coronavirus/2019-ncov/downloads/cover-your-cough_poster.pdf
● The use of virtual meetings/videoconferencing is preferred when possible.
● If meetings must be held in-person, all social distancing protocols will be implemented:
● Facial coverings
● Six-feet social distancing when possible
● Limiting the sharing of materials/supplies
Protocols for Medically Vulnerable/High Risk Groups

Medically Vulnerable/High-Risk Groups
Individuals, or persons who live with individuals in these groups, should consult with their healthcare provider
regarding prevention:
● Age 65 or older;
● Pregnant;
● Underlying health conditions including, but not limited to:
o Chronic lung disease or moderate to severe asthma
o Serious heart conditions
o Immunocompromised
o Severe obesity
o Diabetes
o Chronic kidney disease undergoing dialysis
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o Liver disease
o Sickle cell anemia
o Children who are medically complex, who have neurologic, genetic, metabolic conditions, or
who have congenital heart disease are at higher risk for severe illness from COVID-19 than other
children.
Individuals in these groups will collaborate with their healthcare providers to make informed decisions. In
order to meet the needs of individuals in these groups and ensure their health and safety, the District requires
medical documentation supporting recommended courses of action. The District will consider all information
when determining courses of action.
School health services personnel, special education personnel, and administration may develop alternate plans
for individuals in these groups. Appropriate accommodations include, but are not limited to:
● Additional PPE for staff caring for such students
o Tyvek suits
o Face shields
o Light-transmitting plastic barriers
● Limiting the number of students in an educational setting
● Development of alternative schedules
Social Distancing
The District will adhere to maintaining six (6) feet of space between individuals to the greatest extent
practicable. In instances when six (6) feet of distance cannot be maintained, individuals will be required to
utilize face coverings.
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Facilities
General Health and Safety Assurances

The District will follow all guidance related to health and safety. This will include meeting social distancing
requirements and cleaning frequently touched spaces regularly to help prevent spread of infection. These
requirements will be addressed in more detail in other parts of the reopening plan.
Fire Code Compliances

Changes or additions to facilities require review by the Office of Facilities Planning (OFP), all spaces
occupied by public school students and staff must meet the requirements of the 2020 New York State
Uniform Fire Prevention, State and Local Building Codes and the State Energy Conservation Code. Should
alterations become necessary, the District will submit the proposed changes to the OFP for review and
approval - just as with any other project.
Doorways
Many stairs and corridor doors have closers with automatic hold openers. These doors are normally held in
the open position and are automatically released by the fire alarm system. The function, position, and
operation of those doors will remain unchanged. Fortunately, they need not be touched during normal use.
Inspections
The District will ensure that all periodic inspections remain in effect and on schedule. Inspections will be
conducted following the regulatory guidelines of the inspecting entity.
Ventilation
The District will maintain adequate, code required ventilation as designed.
Toilet and Sink Fixtures

The District will establish cleaning and disinfecting schedules for lavatories. Signs promoting healthy hand
washing will be placed in all lavatories.
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Emergency & Safety Drills
Education Law § 807 requires that schools conduct 8 evacuation and 4 lockdown drills each school year.
Conducting drills is an important part of keeping students and staff safe in an emergency; however, steps will be
taken to minimize the risk of spreading infection while conducting drills.
Emergency Response Protocols:
● Shelter-In-Place
● Hold-In-Place
● Evacuation
● Lockout
● Lockdown
Shelter-In-Place
Shelter-In-Place protocols will be the same with the following changes:
● Provide 6 feet of space between students and staff during the Shelter-In-Place
● Use of face coverings throughout the event will be required
● The District will have extra face coverings on hand in the event that a person does not have one
● Listen for updates and respond accordingly
Hold-In-Place
Hold-In-Place protocols will be the same with the following changes:
● Provide 6 feet of space between students and staff during the Hold-In-Place
● The District will have extra face coverings on hand in the event that a person does not have one
● Listen for updates and respond accordingly
Evacuate
Evacuation protocols will be the same with the following changes:
● the District will have extra face coverings on hand in the event that a person does not have one
● Identify, in advance, who will be holding the door to get out of the building, therefore reducing the
amount of people touching the door hardware when leaving the building. Personnel that will be
conducting this task may be assigned to holding the door for one or more classrooms or until
confirmation that everyone has vacated the building
● Bring all necessary items needed: extra face coverings, and hand sanitizer
● If no extra face coverings are available, instruct anyone that does not have a face covering to use their
shirt to cover their nose and mouth during the event
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Lockout
Lockout protocols will not change due to the COVID-19 pandemic, besides maintaining 6 feet of space between
students and staff in the area.
Lockdown
During a lockdown, social distancing may not be possible. In order to protect life, safety, lockdown protocols
will be mostly the same process as they have been conducted in the past.
● Evaluate, in advance, if there is room to social distance without being in the line of sight
● the District will have extra face coverings on hand in the event that a person does not have one
● Instruct anyone that does not have a face covering to use their shirt to cover their nose and mouth during
the event
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Child Nutrition
Cafeteria - Breakfast and Lunch

Based on building capacity and student enrollment, building administration will determine areas that may be
utilized for lunch. These areas could include classrooms, the library or other large areas within the school
building.
Staff will monitor the cafeteria and hallways to maintain social distancing practices. Depending on the number
of students in the school, students may have meals in both the cafeteria and in classrooms. Cafeteria capacity
will be based on current guidelines. The District will follow State Education Department mandates for food
consumption and social distancing during breakfast and lunch. Posted signage and staff will reinforce social
distancing and traffic patterns in the cafeteria. Hand sanitizing stations will be available at entrances and exits of
the cafeteria.
Seating & Directions
Student ● Students will be expected to follow school guidelines for cafeteria procedures.
● Students will be seated according to a seating plan for students consistent with social
distancing guidelines
● Students will be permitted to remove face coverings once seated
● Students should not share food or drinks with anyone
● Students must wear face covering if leaving designated seats (purchase food, throw out
trash, etc.)
● All students are expected to wash hands or use hand sanitizer prior to entering the
cafeteria and prior to leaving the cafeteria.
● Students are encouraged to read and adhere to the expectations and posted directional
prompts/signs to ensure for proper social distancing
Parent ● Mealtime visitors will not be permitted in the school cafeterias.

● Parents are encouraged to speak to their children about safety protocols and social
distancing.
● Parents are asked to read and be familiar with all school communication regarding
health and safety protocols.
● Parents should talk to their students about COVID-19 symptoms and prevention
strategies.
Teacher/Staff ● Signs will be posted on the walls to ensure appropriate social distancing in cafeteria
lines.
● A seating plan for students will be followed for social distancing.
● Assigned staff supervises students in cafeteria lines, direct students to open seats, and
ensures that students maintain desired social distance.
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● Staff will monitor students while in the cafeteria to ensure social distancing.
● Staff will maintain a student consistent cohort for “in-person” lunches.
● Staff will clean and disinfect tables after each service.
● Staff will clean and disinfect food preparation areas daily.
*Meals are available for any student who is not on campus Monday - Friday
Keshequa will provide meals for all students, either those that qualify for a free and reduced meal or at Board of
Education approved student meal prices. This nutrition will be available regardless if we are in session or in a
virtual learning format. This mode of delivery will support both a hybrid model and a 100% virtual model of
instruction.
Off campus student meals- students who are currently not coming into the District for their academic
instruction.
Parent ● A letter will be sent to parents explaining how to sign up for meals.
pick-up ● A link will be on the Keshequa Central School Website for parents to sign up for meals
as well as a phone number.
● A designated person should be identified to pick up meals at the Nunda campus.
● Pick up times will be between the hours of 8:30 am - 10:00 am (MWTh).
Staff ● Lunch and breakfast will be prepared three days a week

● School Lunch staff will provide a roster for School Monitor
● School Monitor will be designated to hand out meals to designated person
Inventory
The District maintains a two (2) weeks-worth of inventory at any given time during the school year. This does
not include some non-perishable items. The District has direct contacts with its local, regional and government
vendors and is able to source needed products or substitutes. During the 2019-20 mandated school closure the
District was able to source all items for the meals it provided to students. The District will continue to monitor
its inventory and replenish as needed.
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Building Arrival and Departure
Bus Transportation
As schools reopen, students using school bus transportation services will follow revised protocols. Starting at
the time when students arrive at their designated bus stop and board the school bus, the new safety and
sanitizing protocols will need to be followed.
Children on the Bus

● Children will sit one (1) child per seat (unless common household).
● Students will wear face coverings while in transit. If the student does not have a mask, one will be
provided.
● The District will remind students/parents/guardians that social distancing requirements extend to the bus
stop.
Transportation COVID-19 Protocol
The Keshequa Transportation Department offers the following guidance to parents and caregivers regarding
school bus transportation for daily bus routes as well as field trips. Bus routes will run at reduced capacity.
Families are permitted to utilize district transportation, drop students off or walk with their student(s) to
school. A district transportation form must be completed if transportation changes are requested. New York
State Department of Health is requiring all drivers and students to wear masks while on the school bus.
● Families are expected to have taken temperatures prior to students getting on the bus.
● Seating: Students will be seated according to the bus driver’s seating arrangement.
● Students residing in the same household may be grouped together.
Cleaning and Disinfecting Protocol
● Transportation staff will have hand sanitizer and gloves available at the transportation building for
their use.
● School bus drivers and/or bus garage staff will spray and wipe down seats and high-touch items with
disinfecting spray.
● Bus seating areas will be disinfected after each bus route, particularly high-touch surfaces such as bus
seats, steering wheels, knobs and stairway handrail.
● When possible, bus windows will be open to allow outside air to circulate in the bus.
● Electrostatic spraying of bus interiors will occur regularly.
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Bus Arrival & Dismissal
Student Arrival
● Students will load and unload the bus at staggered times at the direction of the bus
driver.
● As students depart from the bus, they must be wearing masks and immediately walk
into the building to their designated area for morning arrival.
● Students should maintain appropriate social distance guidelines as they enter the
building and report to designated waiting areas.
Dismissal
● Students will load onto the bus at staggered times at the direction of the main office.
Students will maintain current social distance guidelines as they load and are seated for
the duration of the bus ride home.
● Students must wear masks from the time they exit the classrooms to board buses and
until they exit the bus.
Teacher/Staff ● Assigned staff will supervise student arrival and dismissal, ensure that students are
wearing masks and direct students to designated areas.
● Staff will encourage social distancing during arrival and dismissal.
Drop-off/Walkers/Self-Transport Protocols
Drop-off/Walkers/Self-Transport
Student ● It is required that those students not taking District transportation meet District social
distancing guidelines and use a face covering while walking into and out of the school
building.
● Students will need to avoid large groups or gatherings with other students on the
campus before or after school.
● Students will need to immediately leave campus at the end of the school day.
Parent ● Parents are encouraged to talk with their child about the health benefits of social
distancing.
● Parents should work with their child on creating a routine schedule for transportation
needs
● Parents should follow campus guidance on how to pick up their child.
● Parents are asked to not congregate in large groups with other parents as they wait for
their child to be dismissed from campus.
Teacher/Staff ● Assigned staff supervising student arrival and dismissal, will ensure that students are
wearing masks upon entering the building, direct students to waiting areas/classrooms
and will direct students to maintain required social distance between students.
● Teachers will assist in monitoring students to discourage large groups from
congregating.
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General Building Arrival
Student ● Wash hands or use hand sanitizer upon arrival.

● Buildings have organized plans for entry, exit, and transition procedures that reduce
large group gatherings (of students and/or adults) in close proximity.
● Students will be assigned to report to a specific area and will be expected to adhere to
schedules for morning arrival.
● It is required that students wear masks when entering the building and waiting in the
designated waiting area.
Parent ● Parents are encouraged to talk with their child about the health benefits of wearing a
mask at school.
● Parents should provide face coverings for their child. the District will be prepared to
provide face coverings as needed. Families will be responsible for routine cleaning of
their own face coverings.
Teacher/Staff ● Prior to arrival, all staff are required to complete a daily self-screening questionnaire.
● Staff are required to have masks on when entering the building and ensure that
students are wearing masks in the hallways and in classrooms.
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Social Emotional Well-Being
The District’s Comprehensive School Counseling Program may be found here. An advisory council was formed
in the creation of this document during the 2018-2019 school year.
The District currently participates in the Genesee Valley BOCES Trauma, Illness and Grief cooperative service.
Regularly shared documents are pushed out district-wide.
Each building has a counseling team that consists of building administration, counselors, school psychologists
and, at times, the School Resource Officer to discuss various mental health, behavioral and/or emotional needs
for students. This team regularly monitors and assesses the social emotional health and well-being of students
and staff.
Keshequa has mandated the following SafeSchools training for all staff in regards to SEL:
● Student Mental Health (Full Course)
The School Counseling, School Psychology Department and/or administration will provide training for District
staff in the following areas as needed:
● Models of quarantine and why peers and/or staff may be absent for days or weeks
● Realistic guidelines for teachers to limit pressure of curriculum
● Appropriate responses to anxiety
● Hotline trainings and/or clear understanding what crises may rise to that level of intervention
● Social distancing and feelings of rejection and disappointment
● Self Care
Staff will be provided with Employee Assistance Program contact information and menu of supports.
Staff will start the year focusing on relationship building and establishing classroom communities.
Students will be provided instruction in the following areas as needed:

● Models of quarantine and why peers and/or staff may be absent for days or weeks
● Explicit instruction on who the available staff is if students are feeling like they need help.
● Ensuring students know PPE is available and provided by the District in the event they do not have or
forgot their personal PPE.
● Why peers may be exempt from PPE
● Social distancing and feelings of rejection and disappointment
● Self Care
Social Emotional Learning (SEL) Resources and Links

Technical Assistance Centers
● NYS Community Schools Technical Assistance Centers - These regional centers provide technical
assistance, professional learning, and communities of practice around family and community
engagement, collaborative leadership, expanded learning, and integrated student supports.
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● NYS Mental Health Education Resource & Training Center - Offers support to schools around mental
health instruction, including assistance to identify resources and develop lesson plans/curriculum,
develop and implement plans for professional development, establish community partnerships and
services, and engage and support families.
● NYS Safe and Supportive Schools Technical Assistance Centers - Schoolwide SEL helps students excel
academically, build stronger relationships, and lead happier, healthier, more fulfilling lives.
Supporting Young People and Families

● Memo RE: Resources for Mental Health and Talking to Young People About COVID-19 – NYSED
● New York State Parent Portal - The Parent Portal includes tips for staying safe and healthy as well as
ways to have fun during self-isolation. Other resources include parenting in a pandemic, activities to do
inside and outside, such as participating in daily video chats with families, recording yourself reading a
favorite book or message, and more.
● Talking to Children About COVID-19 (Coronavirus): A Parent Resource - National Association of
School Psychologists
● A Trauma-Informed Approach to Teaching Through Coronavirus - National Child Traumatic Stress
Network
● Addressing Grief and Addressing Grief: Tips for Teachers and Administrators- National Association of
School Psychologists
● Coalition to Support Grieving Students - provides resources to school communities in the ongoing
support of their grieving students
● When School Starts Back: Supporting Grieving Students During a Pandemic – webinar series with Dr.
David Schonfeld presented by the Georgia Department of Education
● How can educators and families support students’ mental health and social emotional needs? - Institute
of Education Sciences
Self-Care
● CDC Guidance for Managing Stress and Anxiety – Tips for supporting adults during a crisis
● SAMHSA: Coping With Stress During Infectious Disease Outbreaks – Fact sheet on the signs of stress
in yourself or others
● CDC Guidance for Emergency Responders - Tips for taking care of yourself as an “emergency
responder” during this time
Supporting Adults
● SEL Signature Practices Playbook – CASEL offers protocols for use during team meetings to “check-in”
on emotions and set the stage for shared learning and work
● National Child Traumatic Stress Network: Coping with Stress – For use in supporting your team to
support field-based teams
● Advancing Adult Compassion Resilience: A Toolkit for Schools from WISE Wisconsin and Rogers
InHealth - This toolkit offers information, activities, and resources for school leadership and staff to
understand, recognize, and minimize the experience of compassion fatigue and to increase compassion
resilience perspectives and skills
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Online Learning
● A New Realm: IFSEL’s Tips for Distance Learning - The Institute for Social and Emotional Learning
has a number of ideas and practices specifically designed to help teachers navigate online teaching, but
can easily help parents encourage SEL with their students.
● Taking School Online with a Student-Centered Approach - Facing History and Ourselves provides
resources for navigating new technologies and ways of teaching during an immensely challenging and
uncertain time in our communities, when students’ (and teachers’ own) social-emotional needs are just
as critical as academic goals.
Supporting School Transitions

● Leveraging the Power of Social and Emotional Learning as You Prepare to Reopen and Renew Your
School Community - In response to COVID-19, school leaders can take action now using CASEL’s
guide to co-create supportive learning environments where all students and adults can enhance their
social and emotional competencies, feel a sense of belonging, heal, and thrive.
District Resources
● CASEL’s District Resource Center - The District Resource Center helps school districts make social and
emotional learning (SEL) an integral part of every student's education. Find research, knowledge, and
resources curated from school systems across the U.S. to support high-quality, systemic implementation
of SEL.
● The CASEL Guide to Schoolwide Social and Emotional Learning - Schoolwide SEL helps students
excel academically, build stronger relationships, and lead happier, healthier, more fulfilling lives.
Additional Resources
● Social Emotional Learning Benchmarks, Guidance, and Resources from the New York State Education
Department
● Teaching Tolerance - Speaking Up Against Racism Around the New Coronavirus
● America’s Promise - A compilation of resources from America’s Promise Alliance
● The Collaborative for Academic, Social, and Emotional Learning - CASEL has curated a helpful list of
guidelines and resources for parents, caregivers, and teachers to promote SEL while schools are closed.
● The National Association of School Psychologists - health crisis resources
● Resources for Schools and Districts Responding to the COVID-19 Crisis - REL Northeast & Islands
● Children’s Institute - The Children’s Institute offers a list of resources to help parents alleviate
children’s stress over school closures and another set of resources with activities for children, both on
and offline.
● New York State Network for Youth Success - resources the Network has been curating regarding the
COVID-19 pandemic
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Teaching and Learning
Keshequa recognizes that all students must have the opportunity to feel safe, be engaged, and stay excited about
their learning, whether in-person, virtual, or some combination of the two. At the heart of teaching and learning
are the relationships that students have with their peers, teachers, and school community. The three models
below provide multiple opportunities for the aforementioned needs to be addressed as well as meeting the
individual needs of students. Although the District has chosen a model that they feel supports the students and
families of this community best, the District recognizes the need to remain flexible while preparing for the
upcoming school year. The three plans listed below ensure for a seamless transition between virtual, hybrid, and
in-person learning should the need arise.
Established protocols:
● the District will provide 180 days of instruction pending shifts from the New York State Education
Department
● the District will communicate routinely and explicitly with families regarding any necessary shifts in
instructional models
● the District will ensure instruction is aligned with the outcomes in the New York State Next Gen.
Learning Standards
● the District will develop instruction (in all models) that is accessible to all students
● the District will ensure regular and substantive interaction with an appropriately certified teacher
● the District will support a clear communication plan for how students and their families can contact the
school/teachers with questions about their instruction and/or technology.
Regardless of learning environment, the Keshequa CSD is committed to ensuring that students have an
equitable experience and access to high quality instruction:
● Keshequa CSD will utilize the strategies and best practices in the classroom and use technology
associated with blended learning to design learning activities for all students.
● Learning experiences are designed to meet the needs and environment of the learner where they are.
● Students, regardless of learning environment, will engage in high quality learning experiences aligned to
Keshequa curriculum and NYS Next Generation Standards.
● Students who begin the year in in-person learning at school may move into virtual learning for a period
of time if needed for school closure due to student/staff illness or county or state regulations.
● Both the virtual and in-person experience will utilize Seesaw and Google Meet in the Primary building
and Google Classroom and Google Meet in the Intermediate and Secondary buildings, provide similar
expectations around coursework and follow the same grading guidelines.
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District Instructional Delivery Models
Virtual
Virtual learning ensures students are not physically together in a classroom. They’re learning through
internet-based delivery. In some cases, this instruction is online, but not live. In other instances, the
instruction might be live in real-time with their teacher. In still other instances, students participate in online
learning on their own schedule using quality educational materials and receive virtual or in-person
instructional support from teachers as needed. Students work through curriculum and lesson plans at the
direction of their classroom teacher.
PK-12
● Students attend virtually Monday through Friday

● Modified schedule (may mimic daily schedule) supporting core content areas; some 7-12 electives
may not be prioritized in this model
● Instruction may be delivered synchronously or asynchronously based on content and best practice
○ Synchronous instruction (live instruction)
○ Asynchronous instruction (pre-recorded instruction)
● Students without internet access will be provided access to district Wi-Fi through multiple means.
● Staff in attendance Monday - Friday
● Daily student attendance will be taken
● Grading will be consistent with the guidelines and practices used in all in-person instruction
● 7-12 students will be assigned as a cohort with a teacher and will have personal daily contact
● 4-12 students’ families will have the opportunity to receive daily or weekly communication of
classroom assignments by signing up with individual teachers for Google Classroom updates
● PK-3 students’ families will have the opportunity to receive daily or weekly communication of
classroom assignments by signing up with individual teachers for the SeeSaw Platform.
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Hybrid
Hybrid learning combines in-person instruction with online learning. A hybrid model would reduce the
number of students in the building by moving some of the course delivery to online. This model supports
more intimate learning sessions to meet students' individual needs.
PK-12
Cohort model:
● Cohort 1 (a mix of 7-12 students):
○ Will attend in person Monday and Tuesday; virtual learning will take place on Wednesday,
Thursday and Friday
○ Students who do not have internet access will come into a learning lab to do on-line work.
● Cohort 2 (a mix of 7-12 students):
○ Will attend in person Thursday and Friday: virtual learning will take place on Monday,
Tuesday, and Wednesday
○ Students who do not have internet access will come into a learning lab to do on-line work.
● Cohort 3 (7-12 students who are supported with an IEP or have Bilingual Education and World
Languages (ELL) learning needs and/or BOCES CTE students)
○ Will attend in-person instruction 2 days/week
○ Students will receive an additional 2 days of instructional support to address their special
education and/or ELL needs. Compensatory supports will also be provided
○ Virtual (at home) learning will take place on Wednesday. Students who do not have internet
access will come into a learning lab to do on-line work.
○ BOCES CTE students will be at Keshequa first period on Thursday and Friday and will then
attend BOCES.
● Cohort 4 (students choosing to learn virtually 100% of the time)
○ Will attend virtually every school day
○ Must choose for a full semester (semester one ends January 29th)
● Cohort PK-6th grades (all PK-6 students):
○ Will attend in person Monday, Tuesday, Thursday and Friday;
○ Virtual (at home) learning will take place on Wednesday. Students who do not have internet
access will come into a learning lab to do on-line work.
● Staff: all staff will report Monday - Friday, Wednesday prep virtual learning, PD, Training, etc.
● All PK-12 students will attend virtually on Wednesday
● Instruction may be delivered synchronously or asynchronously based on content and best practice
○ Synchronous instruction (live instruction)
○ Asynchronous instruction (pre-recorded instruction)
● All 7-12 students will be assigned to a specific cohort
● Masks will be worn anytime social distancing cannot occur; mask breaks will be scheduled
● Daily student attendance will be taken regardless if student is in-person or virtual
● Grading will be consistent with the guidelines and practices used in all in-person instruction.
● 4-12 students families will have the opportunity to receive daily or weekly communication of
classroom assignments by signing up with individual teachers for Google Classroom updates
● PK-3 students’ families will have the opportunity to receive daily or weekly communication of
classroom assignments by signing up with individual teachers for the SeeSaw Platform.
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In-Person
In-person/Live learning speaks to the traditional model of students in a classroom with a teacher. Expect
in-person learning to look different as measures are being taken to prioritize the health and safety of students,
teachers and staff. This could include smaller class sizes, students remaining in one classroom all day,
different classroom layouts, etc.
7-12
● Students will attend class in-person five days a week

● Masks will be worn at all times except during scheduled mask breaks
● Daily attendance will be taken
● Teachers will plan instruction that is quickly and easily transferable from in-person to virtual in the
event of a temporary school closure due to COVID-19 spread
4-6

● Masks will be worn at all times except during scheduled mask breaks
● Routine opportunities for small-group instruction throughout the day
● Classrooms will minimize use of community supplies and materials
● Excess furniture will be removed from classrooms to ensure opportunities for social distancing
● Masks will be worn in all special areas except during scheduled mask breaks
event of a temporary school closure due to COVID-19 spread.
PK-3

● Masks will be worn anytime social distancing cannot occur; mask breaks will be scheduled
● Routine opportunities for small-group instruction throughout the day
● Classrooms will minimize use of community supplies and materials
● Excess furniture will be removed from classrooms to ensure opportunities for social distancing
● Masks will be worn in all special areas except during scheduled mask breaks
event of a temporary school closure due to COVID-19 spread.
Instructional Roles for All Environments
Preparation for Learning
Student ● Be prepared for learning each day and strive to do personal best both in school and virtual.
● Complete coursework by deadlines set by teachers.
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● For hybrid and in-person learning 7th -12th grade: Students must take all materials and
devices home each day in order to be prepared for possible school closure.
● For hybrid learning PK-6 grade: Students must take all materials and devices home each
Tuesday in order to be prepared for possible school closure and remote learning on
Wednesday.
Parent ● Access parent resources to learn how students will navigate Seesaw (PK-3), and/or Google
Apps for Education.
● For in-person learning: Encourage your child to have their things in their backpack/device
and ready for school the night before.
● For virtual (at home) learning: Create a designated place in your home for your child to use
as their virtual classroom.
Teacher ● Meet weekly with collaborative teams to plan instruction for all students.
● Utilize the District curriculum documents for planning instruction.
● Upload weekly instructional materials into Seesaw or Google Classroom.
● Be prepared to teach daily lessons and grade completed work.
● Take all materials and devices home each day in order to be prepared for possible school
closure.
Learning & Teaching Expectations
Student ● Attend classes according to school schedule (either in-person or virtually) and give your
best efforts in your school assignments.
● Participate in in-person learning activities or virtual sessions as instructed by teachers.
● Be organized in your work and in getting projects completed.
● Ask questions and communicate with your teacher.
● Be aware of what you should be learning each day.
● Become proficient with the structure and operation of your educational learning platform
and how your teacher organizes information.
● Turn in assignments on time.
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Parent ● Gain access to Google Classroom (grades 4-12) or Seesaw (PK-3) to communicate with
district staff regarding student access to curriculum.
● Check in with your child to monitor completion of homework and assignments.
● Discuss your child’s favorite part of their day and what they learned in school.
● As your child’s learning coach, provide academic support and encouragement throughout
the school year.
● Provide your child with assistance on their day-to-day activities with the exception of
designated independent work.
● Consider creating a designated learning/study space for your child at home to learn
comfortably.
● Maintain communication with your child’s teacher by phone, email and/or online
meetings to create a learning partnership.
Teacher ● Teach students how to access learning materials through designated educational
platforms.
● Provide in-person and virtual instruction and facilitate learning throughout the day.
● Manage online and offline resources to provide consistency and routines for students.
● For 7-12 students, provide course syllabus.
● Provide clear daily learning targets for students for in-person, hybrid and virtual learning
environments.
● Follow the expectations established across the District for either Seesaw or Google Suite.
● Check student assignments in a timely manner and give feedback in verbal or written form
at a weekly minimum to provide next steps or necessary academic intervention/extension.
● Post grades in a timely manner according to district grading guidelines.
● In a hybrid or virtual model, all teachers will establish and communicate virtual office
hours for students to allow for student questions and clarification.
Support and Intervention
Student ● Attend intervention/tutorial sessions as established by your teacher or school.
Parent ● Allow your child to attend intervention/tutorial sessions as needed.

● Assist in supporting your child’s needs by establishing and managing the daily schedule
communicated by the teacher.
● Help your child own their learning. Provide support and encouragement and expect your
children to do their part.
Teacher ● Provide intervention or tutorial sessions as needed.

● Follow student IEPs / 504 accommodations in all learning environments.
● Use data to pinpoint students’ specific needs for enrichment and intervention.
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● Monitor student progress with fidelity according to recommendations.
● Provide and communicate office hours or conference periods for student/parent support.
● Attend and participate in professional learning.
Learning Tools for all Environments
Technology Keshequa CSD recognizes the need to ensure all students have reliable access to adequate
technology resources on and off campus in order to fully participate in academic
programming. Keshequa is preparing for virtual learning (at home) and possible school
closures due to COVID-19 as follows:
● Chromebooks will be assigned to all students. Grades 7-12 students will be expected
to have their devices with them at home and at school. Grades Pre-K-6 will take their
Chromebooks home as necessary.
● Wi-Fi will be available around the perimeter of each school building, Wi-Fi hotspots
will be provided as needed, and on-site space will be available for students without
internet access.
● Students and families are expected to follow guidelines for care and use in order to
ensure these public resources are effectively and safely maintained.
● Onsite and offsite filtering will be handled by GoGuardian and iBoss.
● All teachers, grades PK-3 will use Seesaw and 4-12 will use Google Classroom, as
Instructional their primary learning management system and communication tool for the 2020-2021
Platform school year.
● Assignment submissions: For all environments, student assignments will be submitted
(as much as possible) through online platforms to eliminate unnecessary contact and
shared materials.
● All teachers in PK-12 will be enhancing instruction through the use of online
Online resources to engage students in high quality learning experiences.
Resources ● Students will have access to online resources.
● No resources, platforms or apps requiring student fees or an associated cost to the
family will be required this school year.
Student email ● Students in grades PreK-12 will be assigned a district managed email account and
Google account.
● These accounts should be utilized for all communication directly between teachers
and students.
Training ● Students will receive training on Google Apps for Education, use of their
Chromebooks and cybersecurity throughout their classes.
● Faculty and Staff will receive training at the beginning and throughout the school
year on effective practices for using technology and developing remote
instructional resources.
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Attendance and Chronic Absenteeism
Attendance will be collected daily regardless of the instructional setting, meaning, if students are physically in
school or learning virtually. Attendance will continue to be coded as excused or unexcused per New York State
guidelines of New York State Education Law.
Student interactions/engagement may be tracked using the following methods for attendance purposes:
● Call logs with parents/guardians and students.

● Email correspondence.
● Google Classroom assignment completion.
● Google Hangout participation.
● Completion of any iReady (Math and ELA), or Castle Learning assignments.
Learning cannot occur when students are not engaged in instruction, regardless of which instructional model is
being used. Chronic absence, or absenteeism, is defined as missing at least ten percent of enrolled school days,
which is eighteen (18) days per school year, or two (2) days a month.
For students who are chronically absent or are not engaging virtually, school personnel will be in contact with
the student’s family through a multitude of ways with the goal of increasing attendance.
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Athletics/Extracurriculars/Facility Use
Interscholastic athletics will follow the guidance of the NYSPHSAA and NFHS. The NFHS guidance can be
found here. Facilities will not be allowed for outside use at this time with the exception of previously approved
blood drives which will follow all CDC and DOH guidelines.
As there will be no after school bus run to start the year, extracurricular activities are confined to those that can
happen within the regular school day. Examples can include:
● Class advisors meeting with class officers for fundraising planning

● Club advisors meeting with individual students on certain topics (i.e. individual fundraising, community
service, tasks to perform, etc.)
● Advisors can have virtual meetings at any point outside of the school day.
Extra curricular clubs and/or activities that are postponed until further notice include - but may not be limited to
- the following:
● Field Trips
● Drama Club (including the fall drama club production and spring musical)
● Art Club
● Computer Club
● Valley Vocalizers
● Ski Club
● Primary Chorus
● Intermediate Chorus
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Special Education
Keshequa Pupil Personnel Services (PPS) will continue to maintain an equitable opportunity for students that
demonstrate special education needs. It is the goal of the PPS department to offer services and supports as
closely aligned with student’s Individualized Education Programs (IEPs) and in accordance with state and
federal regulations during the COVID-19 pandemic as possible. In doing so, Keshequa PPS will be in
communication with parents to determine on an individual case basis how to maintain a free and appropriate
education for these students and discuss compensatory services for students. These communications will be
maintained within the students contact log in IEP Direct. All students will engage in one of three models of
instruction: In-person, Hybrid or Virtual; to be determined by the NY State Governor's office and District
Administration.
In-Person Model
Special Education needs will be met as determined by a student’s Individualized Education Program.
That Individualized Education Program will be changed or modified through the Committee on Special
Education (CSE) or the Committee on Preschool Special Education (CPSE) determination in accordance with
state laws. A full continuum of support and instructional opportunities will be provided. Covid-19 guidelines
listed throughout this plan will be utilized to ensure safety and well-being of all students.
Hybrid Model
In developing a hybrid plan to support student learning, Keshequa students with special needs will be given
opportunities to engage in education that continues to support their individualized needs.
The state has waived the requirement to modify the plan through the CSE/CPSE. Parents and educational teams
will determine how to best meet students' needs through explicit communication. Keshequa will (as close as
possible) provide opportunities that are indicated on a student's IEP while aligning with state’s COVID-19
health and safety guidelines. Opportunities to receive compensatory services will be ensured in these hybrid
models.
● PK-6th Grade-
Students in grade PK-6th will attend classes Monday, Tuesday, Thursday and Friday, receiving support
similar to those in an in-person learning model. While doing so special attention will be drawn to
support social distancing and health and safety mandates of COVID-19.
● 7th-12th Grade-
Students with IEPs in grades 7th-12th will belong to a cohort of students identified as Cohort #3. These
students will attend in-person instruction 2 days/ week with an additional 2 days of instructional support
to address their special education needs. While this cohort will be provided instruction across 4 days of
instruction it may vary dependent on student needs. Attendance on additional days will be determined by
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an educational team to include- PPS Director, Teachers, School Psychologist, Parent, Students and
Administration. Students will not attend on Wednesday to allow for virtual learning and cleaning
protocols to be met. When students are not in attendance, homework and additional on-line learning
opportunities will be made available. These additional days of instruction will be beneficial to
supplement missed instruction and opportunities since the March 2020 closure.
Virtual Model
If there is a school closure due the COVID -19 pandemic, all students needs will be met through virtual learning
opportunities. These educational opportunities will include use of google classroom, tele-therapy and paper
formats. Care will be given to family preference and the ability to support such opportunities. Once safety
concerns have been mediated, the District will do its best to return to a hybrid learning plan for our students
who have IEP support.
Out of District Placements

Students with special needs receiving services not in the District will continue to be offered support and
opportunities to attend these placements based on the placements chosen learning model. The Director of PPS
will be in communication with placements to be able to communicate options these schools will be providing to
you. District transportation will be adjusted to ensure your child’s participation in these placements. It is
Keshequa’s desire to maintain opportunities that most closely resemble your child’s IEP. This communication
will serve to protect those within the CSE and CPSE domains to ensure a free and appropriate education.
Assurances
Keshequa Pupil Personnel Services will implement supports to students with disabilities with the following
assurances:
● Plans have been designed to enable transitioning between in-person, virtual and hybrid learning to
ensure that FAPE is consistent with changing health and safety conditions.
● Keshequa will maintain collaboration between CPSE, CSE, and providers to ensure that the provision
of services is consistent with the IEP and include plans for monitoring and communicating student
progress.
● The District will provide supplemental aids, services and technology that is equitable to the entire
student body and in accordance with students' IEPs.
● Keshequa will ensure that information is provided to students and parents in their native language. If
you are not receiving information as it is needed, please contact the Pupil Personnel Services
Department to have this corrected. The contact information is 585-468-2900 x6136.
● All students will have access to accommodations and modifications to meet their needs. If additional
supports are needed due to learning formats, changes can be made to meet instructional needs.
● Strong consideration for in-person services is a high priority for high-needs students.
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● Attention to how students with disabilities will be educated in the least restrictive environment is a
priority.
● Until schools return to normal operation, NY State has provided flexibility with IEP implementation
with respect to mode, manner, group/individual sessions, group size, frequency, location, and special
class size rations.
● To the best of the District’s ability, progress monitoring and formative assessments will be conducted.
● Concerns for compensatory services upon reopening of schools has been developed in our hybrid and
virtual learning plans.
● Keshequa will maintain Child Find requirements.
● Referrals may not be necessary if the reason for the underperformance is due to school closure and a
change in provision of services.
● Initial and reevaluations will continue, but may not be in an in-person mode but rather done virtually
within required timelines.
● CPSE/CSE meetings will continue to be performed via video conferencing to maintain social
distancing protocols.
● Keshequa will continue to provide procedural safeguards and due process.
● Written prior notice is not needed if instruction or related services continue to be provided virtually or
through a hybrid program as these are not considered a change in the student’s placement.
● All plans have been developed utilizing guidance from the NY State Office of Special Education
through guidance documents dated March 27, 2020 & April 27, 2020; and NYS Education Department-
Reopening Guidance.
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Budget and Fiscal
Economic Overview
Both the national economy and New York State’s economy have been dramatically impacted by the COVID-19
crisis and the various mitigation efforts that have been undertaken since March 2020. What is still unknown is
the extent to which the impact will improve or worsen, how long it will last, and which sectors of the state
economy will be most severely impacted.
It is important to understand the fundamentals of education finance policy in New York State to develop the
most responsible—and flexible—budget plans for reopening schools. The economic demographics of school
districts across the state vary widely, from some of the wealthiest districts in the country to some of the poorest.
The various state aid formulas work to complement that reality, with the wealthiest district receiving less state
aid and the districts with less local fiscal capacity receiving more.
New York State government operations are funded through a blend of many revenue sources, including the
personal income tax, sales tax, corporate taxes, user fees, and federal grants and entitlements. Each of these
sources is impacted in different ways by the changes in economic activity in the state due to COVID-19.
School District Fiscal Preparedness

Another major factor in the fiscal outlook for school districts is the availability of undesignated reserve funds,
which districts set aside for times of fiscal hardship. Again, the individual district circumstance can vary widely.
According to the most recent data available to the Department, overall unexpended fund balances total 13.83
percent of all school spending outside the big five city school districts, but the level available in individual
districts ranged from 0.04 percent to 86.19 percent.
These reserves are approximately two thirds capital, retirement, and employee benefit accrued liability reserve
(EBALR) reserves. Unrestricted reserves total approximately 4.5% of total proposed spending, again excluding
the five dependent city school districts. Relaxing rules around withdrawals from certain purpose driven reserves
would provide districts additional flexibility in budgeting for the upcoming years with a diminished prospect of
increases in state aid, but such changes would require enactment of legislation.
The Office of the New York State Comptroller (OSC) issues fiscal stress scores for school districts and
municipalities across the state annually. The Keshequa Central School District received “No Designation”
ratings for both fiscal and environmental stress.
The District’s Audit/Finance Committee meets monthly beginning the month of October through June.
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The District engages the services of Bernard P. Donegan, Inc. for long-range financial planning and the District
reviews, and updates/approves its Reserve Plan annually. Also the District’s financial audits may be found at:
www.keshequa.org in the Business Office tab.
2020 – 21 Enacted State Budget

Governor Cuomo’s Executive Budget proposal in January 2020 initially called for a statewide in-
crease in school aid for the 2020-21 school year of $825 million, or 3 percent. As the COVID-19 crisis
emerged prior to the enactment of the final budget, that planned increase did not materialize, resulting in a
school aid apportionment that held unrestricted funds flat for districts and maintained reimbursements at
statutory levels. A reduction in state-funded aid was partially offset by an increase in emergency federal funds.
Pandemic Adjustment and CARES Act Funds

State Aid was reduced in the 2020-21 school year by a total of $1.13 billion through a “Pandemic
Adjustment”, which reduced school district aid allocations at their bottom line, commensurate with the amount
of federal Coronavirus Aid, Relief and Economic Security (CARES Act) funds each district was projected to
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receive. Districts were then allocated an amount of federal funding through the combination of the CARES Act
Elementary and Secondary School Emergency Relief Fund (ESSERF) and the Governors Emergency Education
Relief Fund (GEERF). As a result, school districts will experience a decrease in state aid payments but will be
eligible to apply for an amount from these federal grants. However, it should be noted that the CARES Act
requires a portion of the funds to be used to provide equitable services to non-public schools.
The District has been allocated $150,494 for ESSERF and $25,506 for GEERF. The District has completed the
application for utilization of both funding sources.
Potential Further Aid Reductions

The 2020-21 Enacted Budget also included provisions that will allow the Director of the Budget, subject to
amendment by the Legislature, to reduce appropriations across any and all program areas of the state budget
should actual revenues come in at levels that are below the assumptions made in the Executive Budget. As of
April 2020, this projected total shortfall was $13.3 billion for the 2020-21 state fiscal year. The actions noted
above reduced this gap by nearly $1.2 billion. Combined with other budget actions, the remaining gap was
projected to be $8.2 billion. Absent additional federal support, the Division of Budget has stated that further
reductions to school aid, Medicaid, social services, and transportation might be necessary to eliminate that
projected budget gap.
The District has adjusted its 2020 – 21 budget to absorb an additional seven percent (7%) reduction in state aid
($624,973). The District has also adjusted its 2020-21 budget to use surplus fund balance to absorb up to an
additional 20% reduction in state aid.
180 Day Calendar and Attendance Reporting for State Aid Purposes
School districts report certain enrollment, attendance, and school calendar information through the State Aid
Management System (SAMS). While this data submission process differs from other procedures, the underlying
data provided should be consistent with all other attendance reporting and requirements.
The minimum annual instructional hour requirement and 180 days of session requirement are also both reported
through SAMS. For both the 2019-20 and 2020-21 school years, school districts will be required to continue
the same information, based on the schedule provided for the average student, rather than reporting for each
individual student. Under regulatory changes adopted as an emergency rule by the Board of Regents on July
13, 2020, school districts may be eligible to apply for a waiver from the minimum instructional hour
requirement for both the 2019-20 and 2020-21 school years to the extent that “the district is unable to meet such
requirement as a result of an Executive Order(s) of the Governor pursuant to the State of emergency declared
for the COVID-19 crisis, or pursuant to Education Law §3604(8), as amended by Chapter 107 of the Laws of
2020, or reopening procedures implemented as a result of the COVID-19 crisis”. Successful application of the
waiver will shield school districts from a reduction in aid for failure to meet the minimum instructional hour
requirement. However, the 180 days of session requirement is in statute, and for the 2020-21 school year there
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are currently no statutory provisions that would allow a school district to provide fewer than 180 days of
instruction over the course of the full school year.
Impact of Low Attendance on State Aid

School districts have expressed concerns about the impact that students choosing to stay home during the
pandemic will have on their state aid calculations. State Aid formulas use multiple attendance counts in the
calculation of aid apportionments for school districts. Statewide over 70 percent, largely in Foundation Aid, is
based on Average Daily Membership or district enrollment, which is a measure of student registration in the
district and does not take attendance into account. These aid formulas should not be impacted by attendance
rates. Some formulas use Average Daily Attendance in the calculation of reimbursement rates, and Education
Law §3602(1)(d)(2) provides for the commissioner to exclude from that calculation “days on which school
attendance was adversely affected because of an epidemic....”
NYSED plans to advance a proposed COVID-specific change to such regulations in September for
consideration by the Board of Regents.
Flexibility of Non-NYSED-Governed Activities

While budget and fiscal matters have implications in nearly all operational and instructional program areas, the
laws, regulations, and business rules are largely outside of the discretion of the State Education Department.
Below are a few areas where recommendations have been made to NYSED staff that deserve further
consideration by state policymakers:
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● Reserve funds: consideration for providing temporary flexibility in the immediate use of designated or
restricted reserve funds, and requirements to repay funds over a set period of time;
● Transportation issue: as mentioned in the Transportation section of this guidance, providing flexibility
on the adoption of contracts with providers and pursuing a streamlined bus driver licensing process with
the Department of Motor Vehicles to ease the burden of hiring new bus drivers;
● Personal Protective Equipment (PPE) and technology purchases: provide more avenues for shared
service agreements and ease burdens on BOCES to expanding service in this area.
Flexibility for Budgetary Transfers

It is anticipated that there may be costs in 2020-21 that districts did not budget for in necessarily the correct
account codes. In particular, the need for additional equipment has been noted above. Flexibility for budget
transfers in the 2020-21 school year only for additional equipment needed (associated with re-opening and the
maintaining of buildings primarily) would help school districts in that position. Historically, school districts
have been advised that money cannot be transferred into an equipment account code because equipment is
considered a non-contingent expense (generally) and transfers into non-contingent line items are prohibited.
This determination appears to be based primarily on Formal Opinion of Counsel No. 213
(www.p12.nysed.gov/mgtserv/budgeting/handbook/appendixg.html).
In addition, school districts are encouraged to maximize their state-aided hardware in order to ensure that all
necessary equipment is being purchased.
Tax Collection
Tax Collection Method:
● Please make checks payable to Keshequa CSD - Tax Collector
● Checks can be mailed to the following address:
Keshequa CSD - Tax Collector
PO Box 268
Warsaw, New York 14569
● No Collection at the School.
● Payments may be made at Five Star Bank, Dansville/Mt. Morris branches during normal banking hours.
The lobby may not be open so please use the drive thru option.
● Tax bills and information may be found on the District website (Business Office).
Other Considerations
All existing state aid reporting requirements and deadlines must be maintained; the content of data submissions
will largely remain consistent with past practice, except where modified by law, regulation, or executive order.
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Additional costs for PPE, transportation, food service, and other mitigation needs will likely be necessary.
Districts should not assume additional state or federal support will be available beyond what has already been
budgeted for the 2020-21 school year and should plan those needs accordingly.
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Bilingual Education and World Languages
Initial Identification of Potential ELLs

NYSED has approved temporary emergency regulatory changes to the ELL identification process to address the
backlog of newly enrolled students who need to complete the ELL identification process mandated by Part 154-
2.3(a) at the commencement of the 2020-21 school year.
Qualifying schools that reopen using in-person instruction or blended/hybrid instruction will be required to
complete the ELL identification process within 30 school days of the start of the academic school year for all
students who enrolled during COVID-19 school closures in 2019-20, as well as all students who enroll during
summer of 2020 and during the first 20 school days of the 2020-21 academic school year. After this 20- day
flexibility period, all schools that reopen using in-person or hybrid instruction will be expected to complete
identification of ELLs within the required 10 school days of initial enrollment for all students pursuant to
Commissioner’s Regulations Part 154, including the ELL screening, identification, and placement processes.
The initial screening process should be followed in person for new entrants following the district’s safety
protocols to ensure compliance with the Governor’s Executive Orders and Center for Disease Control (CDC)
health and safety guidelines after commencement of regional reopening.
Units of Study for English as a New Language (ENL) & Transitional Bilingual
Education (BE) Programs
All ELLs must be provided the required instructional Units of Study in their ENL or BE program based on their
most recently measured English language proficiency level as evidenced in their most recent NYSESLAT or
their NYSITELL assessment during in-person or hybrid learning. Former ELLs at the Commanding level of
proficiency within two years of exiting ELL status are to continue receiving Former ELL services in the form of
Integrated ENL or other Former ELL services approved by the Commissioner under Part 154-2.3(h) during
in-person or hybrid learning.
Communications and Language Access

All communications for parents/guardians of ELLs must be in their preferred language and mode of
communication.
The District will, to the greatest extent practicable, provide interpretation and translation through a qualified
interpreter/translator in the languages most commonly spoken in the District (Spanish, Mandarin, and Nepali),
and at a minimum in those languages spoken by a large number and percentage of ELLs.
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Professional Learning for Educators
The District does qualify for, and has received a “School District Waiver CR Part 154 Professional
Development Requirements Specific to English Language Learners (ELLs).”
Progress Monitoring
The District will utilize sample NYSESLAT Resources and Materials to progress monitor its students and
determine the best course of study for individuals. Resources may be found at:
https://www.engageny.org/resource/overview-new-york-state-english-a-second-language-achievement-test-nyse
slat.
Educational Technology
OBEWL has created a Resource Collection for ELLs and World Language Students to support educators in
adapting and developing lessons and units of study to meet the needs of ELLs at all levels of proficiency and
develop appropriate scaffolds for use in the virtual classroom. In addition, the Regional Bilingual Education
Resource Networks (RBERNs) have created a repository of professional learning videos, known as RBERN on
Demand, which includes a section on technology integration for ELLs.
Students with Interrupted/Inconsistent Formal Education (SIFE)

NYSED has approved a temporary emergency regulatory change that time out of school due to COVID closures
do not count toward the 12 months that SIFE may be enrolled in US schools prior to initial identification as a
SIFE pursuant to Part 154-2.2(y), regardless of whether they were engaged in remote schooling during that
time.
NYSED recognizes the complex additional educational needs of SIFE and has created and provided numerous
resources to guide and support educators in addressing the unique needs of these students. Tools, resources, and
strategies for supporting and scaffolding instruction for SIFE identified in previous guidance for districts to
utilize during COVID-19 closures remain relevant and useful to support SIFE instructional needs during and
after the transition to reopen schools in 2020-21.
Emergent Multilingual Learners (EMLLs) in Prekindergarten

The EMLLs profile process allows prekindergarten programs to assess the home language exposure of children
in Prekindergarten. EMLLs are identified by the Profile as having exposure to a language other than English but
are not assessed for English proficiency (which occurs in kindergarten when the ELL identification process is
conducted).
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Staffing
Among school-based factors, teaching and school leadership are the two greatest influences on student learning.
Adequate staffing in each instructional model is necessary to execute the District’s reopening plan. The District
will take the following measures:
● Direct supervisors will continue to evaluate leave requests to ensure appropriate coverage by substitutes.
● Construct a continuous posting for instructional, support staff, and school nurse substitutes.
● Ensure all teachers, school and district leaders, and pupil personnel service professionals hold a valid
and appropriate certificate for their assignment.
● Consider utilizing incidental teaching when determining how to staff classrooms.
● Employ substitutes to address staffing needs.
● Develop a voluntary period-by-period list of instructional staff who may be able to cover classroom
assignments.
● Analyze leave requests to discern the appropriate type of leave:
o Families First Coronavirus Response Act
o Family Medical Leave Act
o Accrued Leave
o Unpaid Leave
● Modify the District’s calendar to support staff in receiving additional training related to COVID-19.
● Provide professional development in constructing engaging learning opportunities in the virtual
environment.
● Train staff in the measures indicated in the “Health and Safety” portion of this document.
● Purchase necessary PPE, cleaning/disinfecting materials, barriers, and signage to ensure the safety of its
staff.
● Provide employees training on the Employee Assistance Program.
● Engage the FLASHP (Finger Lakes Area School Health Plan) for educational materials and
opportunities to promote health and wellness.
● Collaborate with the Livingston County Department of Health regarding public health trends and make
informed decisions based on current statistics.
● Engage the districts within Genesee Valley BOCES to develop innovative programming during the
pandemic.
● Advocate to local, state and federal lawmakers for additional funding for school districts.
Teacher and Principal Evaluation System (Education Law §3012-D/APPR)

Pursuant to Education Law 3012-d, the District will fully implement its currently approved APPR plans in each
school.
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Certification, Incidental Teaching, and Substitute Teaching
Pursuant to Education Law 3001, individuals employed by the Keshequa Central School District will hold a
valid certificate.
Student Teaching
The District will continue to welcome student teachers into its classrooms whether in-person or remote during
the 2020 – 21 school year.
● Student teachers can play important roles in terms of bridging gaps related to remote/online instruction,
and in supporting the teachers of record and the students, especially during these challenging times.
● The District will continue to collaborate with its regional higher education partners to offer appropriate
field experiences for their students.
● All individuals participating in field and student teaching experiences must be approved by the Board of
Education and must adhere to all guidelines contained within the District’s reopening plan.
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Letter from the Superintendent of Schools 5

Communication and Family Engagement 8

Health and Safety 10

Emergency & Safety Drills 25

Building Arrival and Departure 29

Social Emotional Well-Being 32

Teaching and Learning 35

Attendance and Chronic Absenteeism 42

Budget and Fiscal 47

Bilingual Education and World Languages 53

-​ ​Health and Safety

Take Care of Each Other,

New York State School Closure Executive Orders

● Board of Education ● Keshequa Professional Educators

● District Webpage – ​https://www.keshequa.org/

o Hygiene practices o Social distancing

Return to School Protocols

Protocol for Screening and Isolation

Student & Staff COVID-19 Symptom Flow Chart

Protocols for Positive COVID-19 Cases on Campus Staff/Student

Protocols for Personal Protective Equipment (PPE)

Visitor Screening/PPE Requirements

Protocols for​ Hand Hygiene ​and Sanitizing

Hand Washing/Sanitizing Expectations

Protocols for Training of Healthy Hygiene Practices

Safety Training for Protocols & Procedures (Students)

Safety Training for Protocols & Procedures (Parents)

Protocols for Campus Cleaning and Disinfecting

Daily Campus Cleaning

Suggested Cleanliness and Disinfection Standards

Restrooms and Locker Rooms

Common Areas (Hallways)

Protocols for Common Areas and Meetings

Protocols for Medically Vulnerable/High Risk Groups

General Health and Safety Assurances

Fire Code Compliances

Toilet and Sink Fixtures

Cafeteria - Breakfast and Lunch

Seating & Directions

Parent ● Mealtime visitors will not be permitted in the school cafeterias.

Staff ● Lunch and breakfast will be prepared three days a week

Children on the Bus

Transportation COVID-19 Protocol

Cleaning and Disinfecting Protocol

Student ● Wash hands or use hand sanitizer upon arrival.

Students will be provided instruction in the following areas as needed:

Social Emotional Learning (SEL) Resources and Links

Supporting Young People and Families

Supporting School Transitions

● Students attend virtually Monday through Friday

● Students will attend class in-person five days a week

● Students will attend class in-person five days a week

● Students will attend class in-person five days a week

Instructional Roles for All Environments

Preparation for Learning

Learning & Teaching Expectations

Support and Intervention

Student ● Attend intervention/tutorial sessions as established by your teacher or school.

Parent ● Allow your child to attend intervention/tutorial sessions as needed.

Teacher ● Provide intervention or tutorial sessions as needed.

Learning Tools for all Environments

● Call logs with parents/guardians and students.

● Class advisors meeting with class officers for fundraising planning

Out of District Placements

- Health and Safety

● District Webpage – https://www.keshequa.org/

Protocols for Hand Hygiene and Sanitizing