Sub-Committee for Elementary Reopening

The Elementary Reopening Committee consists of the staff members noted below who dedicated a tremendous amount of time over the last six (6) weeks to craft this plan. I would like to commend them for their collective service, as this was no easy task. The focus of our discussion has been central to student and staff safety; to integrate social/emotional learning into the core instructional day; to provide a rich educational experience with a focus on English Language Arts and Math while students are onsite, to incorporate in-person specials when students are onsite and during remote learning; and to have a plan that can be readily transitioned to all remote if we are mandated to do so a result of the pandemic.

Elementary Reopening Subcommittee Members:

• Erin Skahill, Principal
• Dalimar Rastello, Director of ENL and Bilingual Programs
• Lori Goldstein, Special Education Director
• Maria Filosa, Grade 5, Self-contained, Tremont
• Alexandra Tuzza, Physical Education, Barton
• Gioia Scharf, Special Education Inclusion, River
• Lori Stratton, Grade 1, Canaan
• Sandra Kaiser, Grade 3, Eagle
• Deborah Uhrie, Senior Office Assistant, Canaan
• Kathy Giovelli, Senior Office Assistant, River
• Samson Ayala, Custodian, Bay
• Lori Musumeci, P/T Special Education Aide, Canaan

Elementary Charge:

• To provide the most efficient, effective and academically suitable Blended Learning Plan.
• To provide the most efficient, effective and academically suitable Learning Plan should we have to resume Remote Learning.

Goals:

• Offer a blended or hybrid model of instruction where students will attend onsite for two (2) days a week and be on remote learning for three (3) days. Students will be selected to attend on either a Monday/Tuesday schedule or Thursday/Friday schedule.
• The elementary principals are continuing to work to solidify building schedules and class lists based on the transportation routes and balancing class sizes related to the Monday/Tuesday and Thursday/Friday rotation to the best extent possible.
• The teacher day will be from 8:40 a.m. to 3:52 p.m.
• The student day will be from 8:55 a.m. to 3:25 p.m. for all K-5 students (same as last year)
• Bus arrival will be staggered by a few minutes in the morning to allow for less congestion when entering the buildings. Bus dismissal in the afternoon will consist of students dismissing from their classrooms in the order that buses arrive in a staggered fashion to limit congestion in the hallways.
• Wednesdays will be a remote learning day for students with a combination of some reinforcement activities and some live “virtual” lessons.
• Students will have lunch/recess and specials on days they attend (20-minute lunch in class or outside/20-minute recess in class or outside and a 40-minute special). The lunch/recess period will be monitored by part time aides as assigned by building principals.
• Additional specials/and reinforcement activities will occur on remote learning days.
• The instructional block will include the following:
  • 30 Minutes of Social/Emotional Learning (SEL)
  • 120 minutes of English Language Arts (ELA) - (other disciplines will be embedded into this block as well)
  • 90 minutes of Math
  • 40 minutes Science or Social Studies
  • Remedial and related services will be a combination of push in and pull out services based on scheduling

Important to remember that if we find the instructional blocks need to be modified, there is flexibility to adjust based on the best interest of our students.

• Before and after care will be offered in each elementary building for students on the respective days they are scheduled for onsite instruction. To be eligible parents will need to register for both days of the week to keep the numbers consistent and avoid mixed groupings in accordance with the Department of Health (DOH) and Centers for Disease Control (CDC) recommendations. While the district is still exploring options, parents should plan for other childcare arrangements when students are not scheduled for onsite instruction.
• The Elementary Committee met earlier this week to put together a few short videos on what the classrooms will look like, how to wear a mask, how to sit on the bus, how to wash your hands, how to walk in the hallways, which we will show at the end of this presentation.

Secondary Reopening Subcommittee Members:

• Joseph Paolicelli, Asst. Principal HS
• Christopher Kelly, Asst. Principal Saxton MS
• Michelle Marrone, Director of Secondary ENL and Bilingual Programs
• Catherine Davis, Director of Secondary Humanities
• Laura Klein, Social Studies, High School
• Katie Soricelli, Special Education
• Gio Scharf, Special Edu.
• Shaun Daugherty, Science, High School
• Kerri McKenna, CSCA member Saxton
• Bob Klein, Chief Custodian, High School
• Lori Musumeci, P/T Special Education Aide, Canaan

Secondary Goals:

• To provide the most efficient, effective and academically suitable Hybrid Learning Plan in alignment with guidelines issued by SED and the Department of Health.
• To provide the most efficient, effective and academically suitable Learning Plan should we have to resume full Remote Learning.

Hybrid Model:

• For in-person instruction, students at the secondary level will be split into two Cohorts.

Monday	Tuesday	Wednesday	Thursday	Friday
Cohort 1	Cohort 1		Cohort 2	Cohort2

Students in Cohort 1 will attend school on Monday/Tuesday and students in Cohort 2 will attend school on Thursday/Friday.  Wednesday will be a day for the district to disinfect buildings prior to a new Cohort attending.

In-person instruction will prioritize Core Academic areas (math, science, social studies, ELA, and world languages).  Based on individual schedules, high school schedules will also incorporate electives.  At the middle school level, students will receive electives on a rotational schedule through a push-in model.

• For remote learning students will receive daily substantial learning through a Distance Learning Platform. The District will utilize Microsoft Teams, Schoology and Zoom.

Monday	Tuesday	Wednesday	Thursday	Friday
Remote Learning Cohort 2	Remote Learning Cohort 2	Remote Learning Cohort 1 and 2	Remote Learning Cohort 1	Remote Learning Cohort 1

During remote learning experiences may include but not limited to live instruction, completing online work/tasks assigned by the teachers, viewing instructional videos, communicating with teacher, conducting research, completing projects or meeting with a teacher face to face.

Course work not scheduled for in-person instruction, will be aligned to the intermediate and commencement level standards and be comparable to traditionally delivered instruction.  All course work be provided by a by highly certified teacher.

• In accordance with Part 100 Regulations, students will receive 180 minutes of instruction or the equivalent for each Unit of Study. As per SED regulations, the equivalent shall mean instruction time delivered in a traditional face to face model or through alternative instructional experiences.

In-person instruction: 

	Total Number of Periods	Duration of Periods	Instructional Day
High School	6	55 minutes	7:45 am – 2:10 pm
Middle School	6	60 minutes	8:30 am – 2:40 pm

*Additional instructional minutes will be delivered remotely.

• Extra-Help sessions will be scheduled for students on Wednesdays. Schedules will be developed to maximize contact time and not overlap with multiple content areas.  This will afford students the opportunity to attend several extra-help sessions on a given day. Sample schedule is listed below:

Time	Subject Area
8:00 – 9:00	Social Studies
8:30 – 9:30	World Languages and/or Reading Supports
9:00 – 10:00	Science
10:00 – 11:00	English
10:30 – 11:30	CTE,  Business, Technology and Home & Careers
11:00 – 12:00	Math and Computer Science
12:00 – 1:00	Art and Music
12:30- 1:30	Health and Physical Education
Available to email and make an appointment any time between 8:00 am – 1:30 pm	Students who require counseling supports or need to meet with his/her guidance counselor or school social worker.

 

Special Education Sub-Committee

The Special Education and Social Emotional Reopening Committee consists of the staff members noted below who dedicated a tremendous amount of time over the last six (6) weeks to develop the proposal outlined below. Their commitment, dedication, and diligence have proven most successful as we believe we have created innovative ideas for providing enhanced instruction for reopening in September. The subcommittee’s discussion has focused on safely, academically, and emotionally supporting our ACES students returning to school. We recognize our ACES students being one of our most vulnerable populations and need to incorporate their unique needs into a reopening plan. Additionally, the committee determined related service protocols for safety providing services to over twelve hundred students. Lastly, the committee recognized the importance of social-emotional learning for all students and staff as we transition back to education post-COVID.

Special Education and Social-Emotional Reopening Subcommittee Members:

• Jessica Lukas, Ed.D Asst. Superintendent of Special Education and Pupil Services
• Kimberly Hochberg, Ed.D, Special Education Director
• Miriam Walls, Special Education Director
• Matthew Hanley Principal, Barton
• Dennis Sullivan, Assistant Principal, High School
• Alicia Fuggetta, Social Worker, High School
• Carolyn Walsh, Psychologist, High School
• Debbie Ramos-Rudiger, Social Worker, Barton
• Nancy Goldfader, Guidance Counselor, High School
• Susanne McGovern, Speech Teacher, Barton
• Nancy Meyer, Special Education Teacher, Barton
• Patrick Legge, Special Education Teacher, High School
• Denise Guarino, Principal Clerk Typist, District Office
• Annette Geist, Senior Office Assistant, Canaan
• Peter Starken, Custodian, Barton
• Lori Musumeci, P/T Special Education Aide, Canaan

Elementary Charge:

• To provide the most suitable plan for addressing a Blended Learning Model for delivering services to ACES students as well as SEL support services and related services.
• To provide the most suitable plan for delivering support and SEL services should Remote Learning continue.
• To provide the most suitable Academic Plan for ACES students should Remote Learning continue.

Goals:

• Provide special education and related services to students in accordance with the student’s Individualized Education Program (IEP) to the maximum extent possible.
• For Elementary and Middle School ACES students, the students will begin September with a blended or hybrid model of instruction where students will attend onsite for two (2) days a week and be on remote learning for three (3) days. Students will be selected to attend on either a Monday/Tuesday schedule or Thursday/Friday schedule. Elementary and Middle School aged ACES students will phase into four days of instruction as appropriate.
• At the HS level, the ACES students will attend four full days of school beginning on September 8th, with the students participating remotely on Wednesdays.
• Related services such as speech, occupational therapy, physical therapy, vision, hearing, and/or counseling will be offered in-person and remotely. The amount and frequency of related services on a student's Individualized Education Program (IEP) will determine how often services can occur in-person.
• Resource Room services will be provided in-person and remotely.
• For in-person related services and Resource Room, each service provider or teacher will have a polycarbonate barrier for small group instruction. Each provider will have two areas so that each area can be cleaned between group sessions.
• We have begun in-person preschool and school-age initial evaluations and reevaluations for all children. The district will complete outstanding evaluations and initial evaluations in the order the consent was received. Evaluations are being conducted in-person using polycarbonate barriers, masks, and cleaning of materials after each student.
• At this time, we will begin the 2020-2021 school year conducting CSE/CPSE and 504 meetings on a virtual platform such as Zoom. We will continue to evaluate this as the school year continues.
• Creation of a new social-emotional curriculum using the CASEL core competencies and School Reentry Considerations to Supporting Student Social and Emotional Learning and Mental and Behavioral Health Amidst COVID-19 written by the National Association of School Psychologists are being used as a guiding framework.
• The new Social Emotional Learning curriculum is being written by twelve teachers and six administrators within the district. The participants include an Art teacher, a Music teacher, a Librarian, a Psychologist, a Social Worker, a Secondary ELA teacher, Secondary Social Studies teacher, a Physical Education teacher, two Elementary teachers (one primary, one intermediate), the Art Chairperson and Social Studies Chairperson. The six directors participating in this project are Lori Goldstein, Catherine Carella-Dean, Michelle Sullivan, Ryan Cox, Nathan Brinkman, and Kimberly Hochberg.
• The goal of the team is to develop a districtwide social-emotional curriculum to be in place prior to September.
• The social-emotional will be developed so that it can be taught in a connected, consistent, interdisciplinary manner.
• Once the curriculum is completed it will be shared with content area staff in order for it to be incorporated into both in-person and remote lessons

Nurses Services Committee Charge

To provide prescriptive details for the following:

1. Temperature Check Protocols
2. Contact Tracing Protocols
3. In School Quarantine Protocols
4. Health & Hygiene Protocols for Reopening

Sub Committee Members

Candida Bednarski, Eagle Elementary Nurse
Tara Baker, Patchogue-Medford High School Nurse
Alaine Flynn, Saxton Middle School Nurse
Janice Cook-Petrozza, Medford Elementary Nurse

Our goal is to ensure the health, safety, and wellness of students, staff/faculty, and the Patchogue-Medford community during the reopening of schools through protocols created from guidelines provided by the CDC, NYSDOH, and NYS Department of Education.

Temperature Check Protocols

• All students, staff, and everyone who enters the building will have temperatures taken at the entrance to school upon arrival.
• Any student with a temperature of 100.0℉ or higher will need to be picked up by their parent/guardian.  Parents should not send their child to school sick or on medication used to reduce a fever.
• Any staff member with an oral temperature of 100.0℉ or above; or is exhibiting signs and symptoms of COVID-19 is to be sent home and required to see their healthcare provider.
• The nurse will train staff members who will be performing temperature checks.

Health Questionnaire

Staff members will need to complete a health questionnaire daily before they enter the school building and periodically use of a questionnaire for students, particularly younger students who may need assistance from their parents/guardians to answer.

Reminders to Staff & Families

All staff and families should be reminded on a scheduled basis of the signs and symptoms of the Corona Virus; and the responsibility to remain at home and report that you are experiencing symptoms to your school.

Contact Tracing Protocols

Instructions as per phone call to the Suffolk County COVID Hotline (Ext: 311). The administration or designee will call and notify them of any confirmed cases of COVID-19 as we are notified. They will connect us to the Department of Health, who will provide us with specific protocols that we will follow for each case.

In School Quarantine Protocols for Staff

• Any staff member with an oral temperature of 100.0℉ or above; or is exhibiting signs and symptoms of COVID-19 is to be sent home and required to see their health care provider.
• They will be instructed to contact their physician and must provide a medical note upon return to school.
• If they have been in contact with students or staff, a record must be kept as to whom they been in contact with, in case they need to be notified of a possible exposure to COVID-Any area used by the ill staff member must be closed until it can be properly cleaned and disinfected.
• Appropriate administrators are to be notified of any staff member diagnosed with COVID-19.
• Administration or designee will notify local health officials of any confirmed cases of COVID-19 by calling 311. We will follow the directives of the Department of Health on how to proceed with notifications of staff and families.  Confidentiality will always be maintained while sharing any information as per the American Disabilities Act.

Subcommittee for Operations

Operations Reopening Subcommittee Members:

Frank Mazzie, School Business Administrator and Operational Subcommittee Chair
Raymond Ruiz, Director of CTE, Business, Technology, Home & Careers 
James Richroath, Administrator of Technology 
Paul Noonan, Facilities Director 
Carol Sicignano, School Transportation Supervisor 
Daniel Erwin, School Lunch Manager 
Doreen Lamm, Senior Accountant 
Nicole Ciminiello, Assistant to the Deputy Superintendent/Copy Center/Purchasing Agent 
Emily Moss, Child Care Director 
Robert D. Burt, Custodial Supervisor 
Paulette Burke, Transportation Technician 
Allison Featherstone, Senior Office Assistant 
Timothy Ritter, Technology Teacher 
Dennis Logan, District Clerk 

Charges of the Subcommittee:  

• To provide the most efficient and effective manner for preparing all operations to receive students under a Blended Learning Plan;
• To provide the most efficient and effective manner for delivering services should Remote Learning resume.
  

Goals of the Subcommittee

As our instructional reopening plans are developed, the Operations Subcommittee is tasked with developing the procedures that will bring these plans to fruition for our students, faculty, and staff members.  In compliance with the New York State Education Department (NYSED) mandatory required protocols and the guidelines from the Center for Disease Controls (CDC) with regard to the health and well-being of everyone in the District, the Committee established several goals: 

1. Assess all logistical challenges throughout the reopening development process;
2. Identify the means to facilitate the revised operations associated with the modified instructional plans; and
3. Establish the granular details of the specific functions and steps necessary to execute these required procedures.

The Subcommittee has held discussions about the following topics in order to address the multitude of operational needs in a variety of areas:   

Health and Safety

• Personal protective item availability (i.e., cloth face coverings, had sanitizer, alcohol/disinfecting wipes, etc.);
• Potential areas of use for the face shields donation;
• Building entryway temperature screening options (handheld versus stationary);
• Isolation spaces for quarantined students with a temperature, signs of illness, etc.;
• Investigation of virus-resistant curtains and other permissible privacy options;
• Health screening protocols for visitors and on-site contractors;
• Family Center provision of non-perishable food supplies to community members who require assistance;
• Alternate delivery procedures for US mail, FedEx/UPS/DHL couriers, large truck orders (i.e., food and beverages, supplies and equipment, etc.);
• In -house printing and laminating of instructional signage related to hand washing, wearing of face masks, social distancing, etc.;
• Reduction methods for in-school movement by students;
• Screening considerations for employees with extremely early start times.

Plant and Facilities

• Configurations of socially distanced classrooms (including measurements and maximum capacity determinations for every instructional space in each building throughout the entire district;
• Marking of desk placement in each room, with all desks facing front of classroom;
• Storage considerations for items that need to be removed from the classrooms (i.e., file cabinets, bookcases, cubbies, extra desks & tables, and other miscellaneous non-affixed furniture);
• Identification of separate points of entry at each building for faculty and staff members, student arrival on the large buses, student arrival on the mini buses, and for students that walk, drive, or are dropped off at school;
• Building utilization options for large spaces including computer labs, music rooms, libraries, gymnasiums, cafeterias, auditoriums, etc.;  
• Child Care spatial needs for the Before & After Care Program as well as the possibility of a full day program;
• Cleaning and disinfecting protocols (i.e. bathrooms, water fountains, classrooms, isolation spaces, elevators, etc.);
• Investigation of sanitizing systems with extensive duration of effectiveness;
• Cleaning and disinfecting of high-contact touch surfaces (i.e., desks, handrails, door handles, light switches, etc.);  
• Hallway traffic directional aids (i.e., signs and floor markings);
• Classroom ventilation considerations (i.e., open window safety concerns, student IEP mandated air conditioning accommodations, etc.);
• Limitations on use of common areas in classrooms such as coat racks, cubbies, etc.;
• Prohibit use of student lockers to eliminate hallway congestion and maintaining of social distancing protocols;
• Installation of hand sanitizer dispensers in areas with adult supervision;
• Protective barrier choices for 1:1 services, cubicles and other areas (i.e. main office/greeter desks) where warranted;
• Fire code compliance of various safety options;
• Fire evacuation, lock down, and lock out safety drills;
• Feasibility and safety of playground use given provided cleaning guidance.  

Food Services

• Meal serving protocols for both breakfast and lunch at the elementary schools, middle schools, and the high school;
• Meal serving protocols for those students on remote learning days when they are not on-site;
• Food kiosk placements for “grab and go” breakfasts and lunches at secondary schools;
• Accommodations for students with food allergies during meal service times;
• Hand cleansing options in classrooms before and after eating: hand sanitizer wherever a sink is not available for hand washing with soap and water;
• Food waste removal procedures after meals are consumed

Transportation

• Transportation planning for multiple arrival and dismissal times;
• Analysis of routes to transport members of same households to school on same A-day/B-day schedule, wherever possible;
• Continuation of bus safety drills;
• Arrival and dismissal procedures;
• Loading and unloading protocols;
• Investigation into permissible bus cleaning, disinfecting, and sanitizing options;
• PPE supplies on buses (i.e., gloves, additional mask availability, disinfecting wipes);
• Retrofitting efforts of bus contractors;
• Social distancing configurations on buses and mask requirements. 

Technology

• Tracking attendance tracking measures;
• Limitations regarding shared devices, wherever possible;
• Cleaning and disinfecting of shared devices;
• Deployment of 1:1 devices for students in Grades 6-8;
• Continued provision of electronic devices to community members in need, wherever possible;
• Continued provision of internet access devices to community members in need, wherever possible.

Patchogue-Medford Athletics/PE/Health Subcommittee Task Force

Goal:

To assess and evaluate the Department of Athletics, Physical Education and Health Education aligning reentry plan with guidance from New York State.

Athletics

As per NYSED Guidance Document (2020):

Interscholastic Athletics:

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

The New York State Public High School Athletic Association (NYPSPHSAA) has established a COVID-19 Task Force comprised of NYSPHSAA member superintendents, principals, athletic directors and executive directors in addition to representatives from New York State Athletic Administrators Association and State Education Department. The Task Force will provide guidance when New York high school student-athletes are allowed to return to athletics. The task force is reviewing State and local health guidelines, as well as NYSED guidance, regarding the 2020-2021 school year to determine, among other things, the extent to which changes may be needed for each interscholastic sports season. The COVID-19 Task Force will continue to review all aspects of the fall 2020 season and the 2020-2021 school year related to the COVID-19 crisis, such as practice requirements; fan attendance; resocialization efforts; protocol; procedures; transportation; etc. As more information becomes available it will be shared on the NYSPHSAA website Considerations for Athletics and Extracurricular Activities

• Restrict and/or limit use of school/district facilities to district or school sponsored extracurricular activities and groups. If any external community organizations are permitted to use school/district facilities, schools/districts must ensure such organizations follow State and locally developed guidance on health and safety protocols.

• Maximize the use of technology and online resources to create or continue some extracurricular activities that may not need or has limited person-to-person contact (p. 111).

• The Patchogue-Medford Athletic Department will receive guidance from the NYSPHSAA and Section XI regarding guidance on return to athletics in the Fall 2020.
• Communicate regularly to the community regarding updates from the NYSPHSAA, DOH, CDC and NYSED regarding athletics:
  • Align return with NFHS guidelines document
  • New Fall 2020 start dates: September 21, 2020
  • Physical Examination Guidelines
    • Physical Examinations completed by student-athletes during the 2018-2019 and 2019-2020 school years will be valid for participation for the Fall 2020 season. Please contact your buildings’ school nurse and/or family physician for more information.
    • Physical Examinations as per the guidelines may resume pending COVID-19 on January 31, 2021.
  • Procedures and protocols will be in place pending return to athletics including:
    • Pre-practice protocols and procedures
    • Screening of student-athletes not in school that day (HYBRID model)
    • Locker room usage
    • Procedures for entering the athletic fields/gymnasiums
  • Transportation
    • Being assessed and evaluated regarding number of students permitted on a bus.
    • Schedules are being reassessed (home and away contests, scrimmages, N/L games).
  • Disinfecting
    • Equipment and areas will be disinfected after use if return to athletics

Physical Education:

Align instruction with SHAPE Reentry Guidelines Document

As per NYSED Guidance Document (2020): PHYSICAL EDUCATION

• Physical Education Participating in Physical Education (PE) is important for our students’ health and wellbeing. Not only do PE activities benefit students’ physical health, but research indicates regular physical activity improves students’ mental health as well as contributes to academic success. School re-opening plans should ensure that whether in-person, remote, or hybrid models are utilized, students should be participating in physical activity under the direction and supervision of a certified physical education teacher to the extent practicable. Understanding that hybrid schedules may limit face-to-face class time with a certified PE instructor, such instructors should plan, to the best of their ability, a menu of learning activities for students to engage in under the direction of their classroom teachers, other staff, or independently. The Society of Health and Physical Educators (SHAPE) has released a website outlining school reentry considerations for returning to school in the 2020-2021 school year. The website provides a number of excellent resources including, but not limited to: equipment and safety; personal hygiene; recess; classroom-based activity; social emotional learning; trauma-sensitive learning environments; and student assessments. They also give suggestions for instructional strategies for in-person, remote and hybrid models. Several considerations are listed below, however, all resources can be found at the link above (p. 101).

• In-Person

  • Students and staff will be 12’ apart during physical education class while participating in aerobic activity in the gymnasium
  • Use of outdoor space will be primarily where in-person PE takes place
  • Curriculum will focus more on individual pursuits or skills rather than traditional team sports or activities (e.g., dance and rhythms, exercises without equipment, fitness, mindfulness, outdoor pursuits, track and field, throwing underhand, kicking, and target games).
  • Curriculum will include a focus on Social and Emotional Learning aligning SHAPE America Standards with CASEL Social and Emotional Learning Core Competencies
    • Activities include physical activity in self-space, yoga, mindfulness, Pilates.

• Hybrid

  • Consider assigning tasks for at-home completion and then have students apply the knowledge gained in the school setting (i.e., have students practice a skill at home and then apply it during a class activity).
  • In school, have students participate in individual physical activities (e.g., dance, yoga, track and field, fitness stations) that comply with physical distancing guidelines and require little or no equipment. When students are at home, have them focus on activities for motor skill development (e.g., underhand throwing, self-toss and catch, catching with a parent or sibling).
  • Consider a flipped classroom approach where students first learn about a topic at home and then come prepared to learn more about it in class (e.g., students watch a video about The Haka at home, then in school the teacher answers questions and teaches in more depth).
  • Consider switching from providing direct instruction to more of a student-directed instruction approach (e.g., project-based learning or flipped classroom).
  • Provide synchronous learning opportunities (distance learning that happens in real time) with opportunities for asynchronous learning as much as possible; record lessons to provide to students who may not have access in real time.
  • Allow for optimal student choice and provide opportunities for students to engage with teachers directly and often. This will be crucial to keep students motivated. Additionally, students are more interested in seeing videos created by their own teachers than shared videos created by other teachers.

• Remote Learning

  • Create opportunities for students to share and connect with one another.
  • Review current curriculum and determine which lessons or activities can be repurposed as at homework or completed online (depending on students’ access to technology).
  • Consider using videos or images demonstrating activities or skills.

*Pending completion of elementary and secondary schedules.

Health:

NYSAHPERD Guidelines and Resources

Secondary:

• As schedule allows host in-person/HYBRID instruction aligned with the NYS standards and CASEL Core Competencies.
• Schoology Platform
  • Live and or Prerecorded Instruction

Elementary:

• As schedule allows host in-person/HYBRID instruction aligned with the NYS standards and CASEL Core Competencies.
• Schoology Platform
  • Live and or Prerecorded Instruction

Cleaning and Disinfecting is high priority of planning for Physical Education, Health and Athletics

• Protocols and procedures will be in place aligned with the CDC, DOH and NYSED guidelines.

Resources:

Athletics:

NYSPHSAA Task Force - PAUSE - New Fall Sports Start Date

NFHS Guidance Document

NYSED Physical Examinations Guidance Document

NYSED:

NYSED Reopening Guidance Document - July 2020

Interim Guidance for In - Person Instruction Pre-K - 12 - as of July 13

PE and Health:

NYS Physical Education Standards

NYSAHPERD Guidelines and Resources

SHAPE Reentry Guidelines Document

Sub-Committee for Music, Art, and Extra-Curriculars 

Charges of Committee:  

• To provide the most suitable plan for incorporating the Arts into a Blended Learning Plan (inclusive of extra-curricular activities); 
• To provide the most efficient and effective manner for delivering the Arts through a Blended Learning Plan should Remote Learning resume; 
• To provide the most effective manner to integrate Arts into the SEL Curriculum (which is currently under development) 

The importance of music and art in our schools has not changed. We must simply adjust the method in which we deliver these life lessons. As of July 13th, NYS DOH Guidelines states, “It is imperative that schools include in-person instruction in the area of the arts. Guidance provided by the National Federation of State High School Associations and The National Association for Music Education states: “It is essential to the physical, social, emotional and mental well-being of K-12 students across the nation that students return to regular face-to-face music activities as soon as it is deemed safe to do so. 

General recommendations of the Music/Art subcommittee:  

• Create rotating pull-out lesson schedules for Band, Chorus, and Orchestra 
• Create rotating pull-out lesson schedules for secondary Art students 
• In addition to pull-out/push-in lessons, we are currently exploring options to schedule Band, Chorus, Orchestra sectionals and/or small group rehearsals 
• If performance in school is not possible, students still meet with teacher to discuss natural challenges of vocal and instrumental performances and how to overcome those challenges and possible insecurities of performing virtually (SEL) 
• Schedule classes to take place outdoors whenever possible 
• Instrumental/Choral lessons to be offered as a hybrid model that includes in-person as well as virtual learning  
• Elementary Art classes to push-in to classrooms, as well as offer virtual lessons 
• We are exploring options for Elementary Art teachers to collaborate with classroom teachers for interdisciplinary, project-- based and Social Emotional Learning.  
• Elementary Music classes to push-in to classrooms as well as offer virtual lessons 
• We are exploring options for Elementary Music teachers to collaborate with Physical Education teachers for “Rhythm and Movement.”    
• We are exploring options for Secondary Art teachers to push-in during Social Emotional Learning, Social Studies, and ELA (English Language Arts) to provide interdisciplinary instruction as well as virtual lessons  

Instrumental Music Safety Precautions:  

• Reduced number of members to rehearse at one time 
• Doors to be open before rehearsal to avoid contact with door handles 
• Students to wash hands or use alcohol-based sanitizer before and after rehearsal 
• Maintain 12 feet distance during rehearsals 
• Rehearse outdoors whenever possible 
• Provide assigned seats/music stands for individual use only 
• Prior to reporting to period one, students drop off instruments to designated area (specifics can
  be worked out once schedule is known)  
• Mark spots on rehearsal space floors to ensure appropriate social distancing 
• No sharing of music, instruments, supplies or equipment 
• Students to have designated supplies (reeds, valve oil, drumsticks, etc.) for their sole use 
• Disinfect all instruments and equipment after use with isopropyl alcohol 70% and “Steri-spray” or its equivalent. Instrument cleaning resources located at NAfME COVID-19 Resources 
• Wear masks during band (when not performing), chorus, and orchestra rehearsals 
• Moisture absorbent pads (similar to animal training pads) are used by brass players to collect
  condensation  

In-person General Music Safety precautions:  

• Masks worn while singing whenever possible 
• Each student to have an individual container with percussion instruments, etc. for their sole use  
• No sharing of instruments, supplies, music, etc. 
• No movement that requires contact 
• Students are spaced six (6) feet apart with their own assigned seat 
• Removing every other station and providing plexiglass barriers where needed in music technology labs 
• Pianos/keyboards at middle and high school to be wiped down and sterilized before and after each use 

In-person Art Safety precautions:  

• Masks worn during class 
• No movement that requires any contact with others 
• Upon entering the room, students are seated at their designated seat/area 
• Art takes place outdoors when applicable 
• Students will have their own supplies (colored pencils, crayons, etc.) stored in individual
  containers for their sole use.  
• No sharing of supplies 
• Maintain social distancing protocols adopted by District (6 feet apart, rearranging tables accordingly and/or providing desks)  
• Removing every other device and providing plexiglass barriers where needed in art technology labs 
• Students wash hands before and after touching equipment 
• All equipment sterilized before and after each use 
• Students are provided with their own personal keyboard cover that can be removed and sterilized after each use  
• Computer mice can be encased with a zip-bloc sandwich bag to further block transfer of germs 

Virtual Instrumental/Vocal Music:  

• Lessons take place virtually as needed 
• Students record themselves performing for teacher review 
• Teachers collaborate and create virtual tutorials for student engagement
• Utilize resources such as: 
  • Arts: Visual and media arts, Dance, Theater and Music
  • COVID-19 Resources for Educators and Learners

Virtual General Music:

• Teachers collaborate and create virtual tutorials for student engagement
• We are exploring options for the third-grade recorder curriculum to be offered virtually 
• We are exploring options for Music software to be used in order to reinforce the lessons performed in the classroom  
• Utilize resources such as: 
  • National Association for Music Education – Online teaching resources 
  • Music Teachers National Association

Virtual Art:  

• Supplies needed to complete projects provided to students while they are in school to be taken home (supplies handed out on first cohort and projects handed in on second cohort or following meeting)  
• Design virtual lessons to encourage students’ creativity and engagement using specific materials and basic household materials  
• Teachers collaborate and create virtual tutorial for student engagement 
• Teachers Provide live modeling of techniques online 
• Use of online interactive websites and museums to reinforce lessons taught in classroom 
• We are exploring options for Art teachers to collaborate with classroom teachers to offer interdisciplinary instruction  
• Utilize resources such as: 
  • New York State Art Teachers Association resource page
  • Arts: Visual and media arts, Dance, Theater and Music

Extra-Curricular Activities:

• According to New York State’s Reopening Guidelines, “Extra-curricular activities are an important aspect of student life and the school community. Attention should be paid to bringing back activities that can be conducted in a safe environment with appropriate social distancing protocols.”  The district is exploring opportunities for a combination of in-person, as well as virtual extra- curricular activities. 
• Extracurricular activities to take place outdoors whenever possible