Districtwide School Safety Plan

Introduction

Emergencies and violent incidents in schools are critical issues that must be addressed in an efficient and thoughtful manner. Districts and BOCES are required to develop a District Wide School Safety Plan. The plan is designed to prevent or minimize the effects of serious violent incidents and emergencies, as well as facilitating the coordination of the district with local, county, and state resources.

The District Wide Plan is responsive to the needs of all schools/buildings within the district and is consistent with the more detailed Emergency Response Plans required at the building level. Districts are at risk of a wide variety of acts of violence, natural, and technological disasters. To address these threats, the State of New York has enacted the Safe Schools Against Violence in Education (SAVE) law. This component of Project SAVE is a comprehensive planning effort that addresses risk reduction/prevention, response, and recovery with respect to a variety of emergencies in the district and at its schools.

The 2024-2025 Herkimer Safety Plan was available for public comment from July 16, 2024 through August 21, 2024. A Public Hearing was held prior to the August 21, 2024 Board of Education meeting, where it was approved.

Plan updated 7/16/2024

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Section I: General Considerations and Planning Guidelines

A. Purpose

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

B. Identification of School Teams

The Herkimer District has appointed a District-Wide School Safety Team consisting of, but not limited to, representatives of the Board, students, teachers, administrators, parent organizations; school safety personnel; bus drivers/monitors; and, other school personnel. The members of the team and their positions/affiliations are as follows:

Member name, Title:

• Kathleen Carney, Superintendent/Chief Emergency Officer
• Zachary Abbe, High School Principal
• Maria Lindsay, Middle School Principal
• Renee Vogt, Elementary Principal
• Cristi Paragi, Elementary Assistant Principal
• Nicole Crandall, MS/HS Assistant Principal
• James McKernan, Building Maintenance Mechanic
• Adam Hutchinson, BOCES Safety Supervisor
• Brian Crandall, Board of Education Member
• Michele Gilbert, Board of Education Member
• Scott Petucci, Board of Education Member
• Philip Harvey, District Groundskeeper
• Sandhya Farrington, Elementary School Nurse
• Karen Vincent, MS/HS School Nurse
• Nicolas Sheldon, Teacher
• Laura Scalise, Teacher
• Kathryn Jenne, Teacher
• Heather Denton, Teacher
• Officer Jessica Albert, SRO – MS/HS
• Officer Tiffany Hill, SRO – Elementary
• Chief Michael Jory, Herkimer Police Department

The District-wide School Safety Team is responsible for the development, review, and updating of the District Wide School Safety Plan. Each student-occupied building in the district will have both an Emergency Response Planning Team and a Post-Incident Response Team. The Emergency Response Planning Team will provide the initial response in all emergencies as defined in this plan. Members of the Post-Incident Response Team, following an emergency, will take response actions in the aftermath of an emergency.

C. Chief Emergency Officer

Herkimer Board of Education has designated a Chief Emergency Officer (CEO). The CEO is a Herkimer District employee and is responsible for coordinating communication between staff and law enforcement and first responders and for ensuring staff understanding of the district-level safety plan. The CEO shall also be responsible for ensuring completion and yearly update of building-level Emergency Response Plans.

D. Concept of Operations

The District Wide School Safety Plan shall be directly linked to each building’s individual Emergency Response Plan. This District Wide School Safety Plan will guide the development and implementation of each building level Emergency Response Plan.

In the event of an emergency or violent incident, the initial response to all emergencies at an individual building will be by the School Emergency Response Planning Team. Upon the activation of the School Emergency Response Planning Team, the Superintendent or his/her designee will be notified and, where appropriate, local first responders will also be notified. Emergency response actions, including crisis response, may be supplemented by involving regional resources through established protocols.

E. Plan Review and Public Comment

This plan shall be reviewed and maintained by the District-Wide School Safety Team and reviewed on an annual basis on or before July 1st of each year. Pursuant to Commissioner’s Regulation 155.17 (e)(3), this plan will be made available for public comment 30 days prior to its adoption. The plan must be formally adopted by the District’s Board of Education after an opportunity for input from the public.

While linked to the District Wide School Safety Plan, Building Level Emergency Response Plans shall be confidential and shall not be subject to disclosure under Article 6 of the Public Officers Law or any other provision of law, in accordance with Education Law Section 2801-a (Building Level Emergency Response Plans are not subject to FOIL). Full copies of the District Wide School Safety Plan and any amendments will be submitted to the New York State Education Department within 30 days of adoption. Building Level Emergency Response Plans will be supplied to both local and State Police within 30 days of adoption, and other appropriate first responders as needed.

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Section II: Risk Reduction/Prevention and Intervention

A. Prevention/Intervention Strategies

Initiatives that improve the culture and climate in our schools and improve communication at all levels can substantially enhance the ability to prevent negative events from happening. Herkimer District has implemented initiatives that serve both as prevention and risk reduction strategies.

Program Initiatives

Herkimer District utilizes programs and activities that improve the school climate and communication throughout the school community, and that encourage the reporting of potentially dangerous, suspicious or violent behavior. The following is a partial list of such initiatives:

• TREATY program through Catholic Charities
• District wide SRO program with an officer at each campus
• Connected Community Schools, ICAN, and Ready for Kindergarten initiatives
• LEAD program instructed by SRO’s
• Prevention programs in collaboration with Herkimer County
• District wide social and emotional lessons via the school counselors and social workers

Herkimer District encourages all divisions to develop strategies that support a positive and safe learning environment for students, such as community involvement, mentoring programs, and schedule adjustment to minimize potential for conflicts or altercations.

Training, Drills, and Exercises

Herkimer District will ensure that each building conducts drills and exercises to test the components of their building level plans while following NYSED regulatory guidelines.

Drills are coordinated, supervised activities designed to provide training on how to respond to an emergency situation. Exercises help build preparedness for emergencies by providing a low-risk, cost-effective environment to: Test and validate plans, policies, procedures and capabilities and may involve outside agencies.

Tabletop Exercises are discussion-based sessions where a group from the school and outside agencies meet in an informal setting to discuss roles and responses during an emergency. During the exercise, participants are guided through a simulated emergency scenario by a facilitator. Herkimer Central School District may conduct Tabletop Exercises in coordination, if possible, with local and county level first responders and preparedness officials when live drills are impractical or not sufficient to meet training goals.

As per regulation, four (4) Lockdown drills, eight (8) Evacuation drills and one (1) Emergency Dismissal drill will be conducted each school year. Additional drills may be conducted for select response protocols including: Shelter-in-Place, Hold-In-Place, and Lockout.

Herkimer Central School District has developed procedures and timeframes for notification of parents or persons in parental relation regarding drills and other emergency response training(s) that include students. These procedures include:

• Use of Parent Square to communicate immediately with parents/guardians regarding drills, emergency response trainings and emergencies that occur during the school year.
• Annual letter home indicated required emergency drills.
• Emergency procedures in school handbooks.

Drills conducted during the school day when students are present shall be conducted in a “trauma-informed”, developmentally, and age-appropriate manner. Being “trauma-informed” means that will not include props, actors, simulations, or other tactics intended to mimic a school shooting or other act of violence or emergency. When drills are conducted, students and staff shall be informed that the activities being conducted are a drill and not an emergency.

If Herkimer Central School District opts to partner with first responder agencies to participate in a full-scale exercise that includes props, actors, simulations, or other tactics that mimic a school shooting or other act of violence or emergency, it will not do so on a regular school day or when school activities are occurring on school grounds. Such exercises will not include students without written consent from parents or persons in parental relation.

Staff Development

• Periodic review of safety procedures at beginning of year Faculty Meetings by administrators.
• Periodic safety training with SRO’s and local law enforcement.
• Periodic emergency training in areas such as; First Aid/CPR, Stop the Bleed.

Implementation of School Security

All staff is expected to be vigilant regarding threats against students and staff (i.e. bullying/harassment) and immediately report to their respective principal or supervisor any information they have received or observed regarding anything that could be reasonably expected to impact the safety and security of anyone in the school community.

Additional Security Implementations include:

• Accessibility to DASA forms online
• Accessibility to school personnel (i.e. counselors, social workers, SRO’s)
• Training for staff

Vital Educational Agency Information

Herkimer District maintains information for each division/building in a central location, including: school population, number of staff, transportation needs, and the business and home numbers of key officials.

B. Early Detection of Potentially Violent Behaviors

Herkimer District recognizes the importance of early recognition and intervention into conflicts and potentially violent or threatening behaviors. Certain emotional and behavioral signs, when viewed in context, can signal a troubled student. Staff is trained to recognize the signs that can be used to signal a student who may need help. The more signs that a student exhibits the more likely it is that he/she may need intervention. Early warning signs could include, but are not limited to:

• Feeling very sad or withdrawn for more than two weeks
• Sudden overwhelming fear for no reason
• Involvement in many fights or desire to badly hurt others
• Severe out-of-control behavior that can hurt oneself or others
• Not eating, throwing up, or severe, visible, weight loss
• Intense worries or fears that get in the way of daily activities
• Extreme difficulty concentrating or staying still that puts the student in physical danger or causes problems in the classroom
• Use of drugs or alcohol
• Severe mood swings that cause problems in relationships
• Drastic changes in the student’s behavior or personality
• Preoccupation with illness, death, or catastrophic events

Students, parents, and staff are encouraged to share information regarding any student conflicts, threats, or troubling behaviors with the appropriate school administrator, counselor, nurse, and/or mental health staff, so that an investigation can commence in a timely fashion, if deemed necessary.

This communication may extend beyond Herkimer District personnel to include law enforcement, mental health professionals, etc., when deemed appropriate and within existing legal parameters.

C. Hazard Identification

The list of sites of potential emergencies include: Herkimer Elementary School, Herkimer Middle-High School, Herkimer Bus Garage, Herkimer County Community College. Each individual student-occupied site has assessed their own site for unique hazards and has documented them in their respective Building Level plans.

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Section III: Response

A. Notification and Activation

Incident Commanders are authorized to and will initiate contact with the appropriate first responders in the event of an emergency or violent incident. If appropriate the Incident Commander will call 911. In a crisis situation involving a violent incident, staff should call 911 and notify the Incident Commander.

The methods used for notifications of an emergency or an act of violence include the following possible forms of communication: Emergency Services, telephone, email, district website, PA system, local media, and others as appropriate or necessary.

B. Situational Responses

Multi-Hazard Response

In the event of a catastrophic emergency (fire, building collapse, etc.) the evacuation of the building and the preservation of life is the only consideration. It is anticipated that specific procedures outlined in this plan, particularly as they relate to notifications, line of authority, etc. may be violated in cases involving catastrophic emergencies.

Herkimer District’s buildings each have a Building Level Emergency Response Plan, which include specific procedures for a variety of emergencies. However, there are many variables that could impact the manner in which the Building Level Emergency Response Team responds to a particular occurrence. Given these variables, it is impractical to attempt to anticipate the steps needed for a response to every conceivable scenario. Responses focus on a few critical decisions that need to be made in every emergency to prevent injury and loss of life.

Responses to Acts of Violence: Implied or Direct Threats

Herkimer District has policies and procedures in place for responding to implied or direct threats of violence; including a range of disciplinary action to be used when responding to such threats or acts. The following steps may be taken in the event of an implied or direct threat of violence:

• Follow safety procedures as outlined in SHELL plan
• Notify SRO and building administrators
• Determine level of threat with Superintendent/Designee
• Contact local law enforcement agency, if deemed necessary by SRO
• Elicit the Building Response Team if deemed necessary
• Monitor situation, adjust response if appropriate
• De-escalation or other TCI (Therapeutic Crisis Intervention) steps by staff
• Communication via school messaging program to parents and local agencies

Acts of Violence/Crises

Herkimer District policies and procedures for responding to acts of violence/crises involving students, teachers, other staff, and visitors to the district’s facilities will be included in the Building-Level Emergency Response Plans. The following steps may be taken in the event of an act of violence or crisis:

• Follow safety procedures as outlined in SHELL plan
• Notify SRO and building administrators
• Determine level of threat with Superintendent/Designee
• Contact local law enforcement agency, if deemed necessary by SRO
• Elicit the Building Response Team if deemed necessary
• Monitor situation, adjust response if appropriate
• De-escalation or other TCI (Therapeutic Crisis Intervention) steps by staff
• Communication via school messaging program to parents and local agencies

Response Protocols

Herkimer District selection of appropriate responses to emergencies, including potentially responding to situations like bomb threats, hostage taking, intrusions, kidnappings, power supply disruption, and severe weather may be included in the Building Level Emergency Response Plans. The following protocols are provided as possible examples:

• Identification of decision-makers
• Plans to safeguard students and staff
• Procedures to provide transportation, if necessary
• Procedures to notify parents and the media
• Debriefing procedures

Arrangements for Obtaining Emergency Assistance from Local Government

Arrangements for obtaining assistance during emergencies from first responders and local governmental agencies include contacting 911 immediately. Additional support can be obtained by contacting Herkimer Police Department, NYS Police, Herkimer Fire Department, Herkimer County Sheriff, the NYS Police, and Herkimer County Emergency Services (i.e. Red Cross).

Procedures for Obtaining Advice and Assistance from Local Government Officials

See above.

Resources Available for Use in an Emergency

Stop the Bleed classroom kits, Classroom Lockdown buckets, “Go Bags” for school nurses, including AED’s, Classroom rosters, District wide radios, access to buses and evacuation sites.

Procedures to Coordinate the Use of Resources and Manpower during Emergencies

Herkimer District will use the Incident Command System to coordinate the use of resources and manpower during emergencies.

Protective Action Options

Plans for taking the following actions in response to an emergency where appropriate will be including in each building’s Emergency Response Plan: school cancellations, early dismissal, evacuation, shelter-in-place, hold-in-place, lockout, and lockdown.

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Section IV: Recovery

See Appendix 5: Recovery.

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Appendices

Appendix 1: Employee Worksite – School Buildings

Listing of all school buildings covered by the District-wide School Safety Plan with addresses of buildings, and contact names and telephone numbers for building staff.

Herkimer High School

801 W German St.
Herkimer, NY 13350

Zachary Abbe, High School Principal

Maria Lindsay, Middle School Principal

Phone: (315) 866-2230
Fax: (315) 866-8595

Herkimer Elementary School

255 Gros Boulevard
Herkimer, NY 13350

Renee Vogt, Elementary Principal

Cristi Paragi, Elementary Assistant Principal

Phone: 315-866-8562
Fax: 315-866-8568

Herkimer Bus Garage

145 Gros Boulevard
Herkimer, NY 13350

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Appendix 2: Building Level Emergency Plan Locations

Copies of all Building-level Emergency Response Plans. Identification of local and state law enforcement agencies where building-level plans are filed.

• New York State Police
• Herkimer Police Department

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Appendix 3: School Resource Officer/Special Patrol Officer Contract

Municipal Cooperation Agreement Between the Village of Herkimer and the Herkimer Central School District for the Provision of a School Resource Officer

1. This Municipal Cooperation Agreement (“Agreement”) is by and between the Village of Herkimer, a municipal corporation, located at 120 Green Street, Herkimer, New York 13350, (the “Village”), and the Herkimer Central School District, a public school district with an address of 801 West German Street, Herkimer, New York 13350 (the “District”).
2. The parties hereby agree to enter into a municipal cooperation agreement under General Municipal Law § 119-o to discharge the functions, powers, and duties imposed on each of them by the statutes and regulations of the State of New York.
3. This Agreement details the duties and obligations of the Village and the District in regard to the Village providing the District with two Police Officers as School Resource Officers (“SRO”) on the District’s Campus (the “Program”).
4. The mayor of the Village of Herkimer is authorized to execute this Agreement on behalf of the Village of Herkimer by resolution of the Village Board attached as Appendix A.
5. The superintendent of the Herkimer Central School District is authorized to execute this Agreement on behalf of the District by resolution of the Board of Education attached as Appendix B.
6. The Term of this Agreement commences on July 1, 2022 after it is executed by both parties and will terminate on June 30, 2025.
7. The Village’s obligations are as follows:
   • A) The Village shall provide the District with at least two (2) Police Officers as SROs to the District’s Campus. Should an assigned SRO be absent the village will provide an SRO to replace the normally assigned SRO.
   • B) The SROs may assist in:
     • i) Community outreach, truancy reduction and drug and education and prevention services.
     • iI) Educating students about law and law enforcement.
     • iii) Facilitating counseling and mediating (as mutually agreed upon by both parties) student-teacher and student-parent communication and conflicts and other conflict resolution.
     • iv) Additional law related educational programming as agreed between the SRO and the District.
   • C) The above duties in Paragraph “B” shall not interfere with the SRO’s taking law enforcement action at the District.
   • D) The SRO will be present from 7:45 a.m. until 3:45 p.m (the “Full Time Schedule”), or some lesser amount of time as agreed to by the School District and Village, Monday through Friday, while classes are in session, except as provided in Paragraph “E” next below. The SRO will check in with the office of the principal of the school to which they are assigned upon arrival on Campus and prior to departure, except in cases of emergency.
   • E) The SRO shall remain on Campus unless:
     • i) The SRO is directed by the Police dispatch to respond to an emergency off the Campus.
     • ii) The SROs investigation of an incident that occurred on Campus requires the SRO to leave the Campus.
     • iii) The SROs leave Campus to obtain food and returns to the Campus to eat. (No more than twice during a shift.)
     • iv) The SROs leave at the end of the shift.
     • v) It is the SROs opinion that he/she must leave the Campus in order to protect life or property off Campus.
8. The District’s obligations are as follows:
   • A) The District shall cooperate with the Village in order to implement the Program.
   • B) The annual amount to be paid by the District shall be $133,718 in each year for the Full Time Schedule or prorated for a lesser amount as dictated by actual hours. Village shall bill for services on a quarterly basis in arrears, and the District shall pay within thirty (30) days of presentation of an invoice or voucher (at direction of the District.) This amount may be modified after the 2024-25 school year at the time of renewal as specified in Article 6 of this Agreement in a manner mutually agreeable to both parties and as set forth in a writing executed by both parties in accordance with Article 9 (G) of this Agreement. The annual amount shall be prorated for any term less than one school year, and for any time that is less than full time, including any periods when no SRO is assigned to the District pursuant to a request by the Village.
9. Mutual Covenants and Restrictions:
   
   The Village and the District (the “Parties”) agree and consent to the following covenants and restrictions:
   • A) Nothing in this Agreement will be construed as creating a partnership between the Parties. The relationship between the Parties is that of Vendor and Vendee.
   • B) The District shall have the opportunity to interview and select the SROs from among Village Police applicants to ensure a good fit with the District. The Village shall investigate District concerns about the SROs performance at the District. If the situation cannot be resolved to the two parties Agreement, the District may dismiss the officer from assignment as SRO. The Village shall then provide new SRO applicants.
   • C) Upon 30 days’ written notice and request by the Village, an officer serving as an SRO at the District’s Campus will be reassigned to regular duty with the Village. Within a reasonable time following this notice, the Village shall provide new SRO applicants to the District and will cooperate with the District’s efforts to select a new SRO within the 30-day period.
   • D) Either Party can terminate this Agreement, with or without cause, upon thirty (30) days prior written notice to the other Party. Notice shall be sent to the Parties at the addresses listed above, except that termination will not relieve the District for payment of SRO services actually rendered up to and including the date of termination.
   • E) Both Parties acknowledge that they have had the opportunity to review this Agreement with their respective attorneys and are prepared to fulfill and comply with all of their respective obligations, duties and covenants contained herein.
   • F) This Agreement shall be governed by the laws of the State of New York. Any disputes relating to this Agreement shall be heard in a court of competent jurisdiction having venue in Herkimer County.
   • G) The terms and conditions of this Agreement can only be changed in writing executed by both Parties.
10. It shall be the primary role of the school resource officer to provide improved public safety and/or security on school grounds. In addition, to this primary role, school resource officers also may serve additional roles, including but not limited to:
    • A) Proposing and enforcing policies and administrative procedures related to school safety;
    • B) Utilizing technology in the implementation of a comprehensive safety program;
    • C) Serving as a liaison with other school officials and other community agencies, including but not limited to, other law enforcement entities, courts, health care entities, and mental health entities;
    • D) Proposing and implementing strategies concerning prevention, response and recovery efforts for incidents and/or emergency situations occurring on school grounds and/or involving students, faculty, administration or visitors to the school;
    • E) Proposing and assisting in the execution of school emergency drills and proposing and assisting in the creation of school safety plans;
    • F) Providing educational and mentoring services to students;
    • G) Assisting in the design, explanation and enforcement of school safety and security policies and procedures; and
    • H) Performing such other and further roles, responsibilities and activities as the school district may deem appropriate and proper for a law enforcement officer to perform, in order to advance the security, safety and well-being of students, faculty, administration and visitors to the school district’s schools, transportation vehicles and school grounds.
11. The School Resource Officer shall not act as a school disciplinarian as disciplining students is a District responsibility. The District and appropriate staff shall be responsible for investigating and determining, in their discretion, whether a student has violated school and/or District disciplinary codes or standards and the appropriate administrative action to take. However, this shall not be construed to prevent the SRO from sharing information with the District administration/staff which may aid in the determination of whether a disciplinary offense has occurred. The SRO will be provided with up-to-date copies of District disciplinary policies and codes of each school, and the SRO shall become familiar with same. The District administration/staff shall advise the SRO of threatening behavior, events, incidents or activities concerning current or former students or staff possibly giving rise to criminal or juvenile violations, or security issues, or concerns (such as pending or implemented student discipline, suspension/termination of staff, and the like) and the SRO shall then determine whether law enforcement action is appropriate. The SRO, as an employee of the Village of Herkimer Police Department, is authorized to receive and appropriately act on any of such information or reports. The School Resource Officer is not to be used for regularly assigned lunchroom duties, as hall monitors, or other monitoring duties. If there is a problem in such areas, the SRO may assist the District until the problem is resolved.
12. The confidentiality of student records are governed by the Family Educational Rights and Privacy Act (FERPA). The parties agree that the SRO will be trained in the confidentiality requirements of FERPA and will comply in all aspects of FERPA.
    
    The Parties agree to comply with the foregoing obligations and acknowledge their consent to same as indicated by the signatures below.

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Appendix 4: Public Health Emergency Plan

Public Health Emergency Plan

This document is written with the current understanding of the state and federal guidelines for operating schools in a pandemic which are always in flux as the science and knowledge changes. The plan does not supersede changes to these guidelines, and the district will adhere to state and federal guidance in place at the time of operation.

This Public Health Emergency Plan is built upon the components already existing in our District-Wide School Safety Plan that also incorporates our Building-Level Emergency Response Plan(s). It is a flexible Plan developed in collaboration with a cross-section of the school community and public health partners and will be updated regularly to reflect current best practices. This plan will be included as part of the overall exercise of the District-Wide School Safety Plan. The District-Wide School Safety Team assumes responsibility for development and compliance with all provisions of this Plan and implementation at the building level through the Building-Level Emergency Response Team.

Effective April 1, 2021, Labor Law §27-c, amends Labor Law §27-1 and adds a new provision to Education Law §2801-a. Labor Law §27-c requires public employers to develop operation plans in the event of certain declared public health emergencies. Education Law §2801-a requires school districts to develop plans consistent with the new Labor Law requirement. The new law requires public employers to prepare a plan for the continuation of operations in the event that the Governor declares a public health emergency involving a communicable disease. Educational institutions must prepare plans consistent with Labor Law §27-c as part of their school safety plans pursuant to newly added subsection (2)(m) of Education Law §2801-a. The Plan addresses the required components in the sections as noted below:

Prevention/Mitigation

1. A list and description of positions and titles considered essential with justification for that determination.
2. The specific protocols that will be followed to enable non-essential employees and contractors to telecommute.
3. A description of how the employer will, to the extent possible, stagger work shifts of essential employees and contractors to reduce workplace and public transportation overcrowding.

Protection/Preparedness

1. Protocols to be implemented to secure personal protective equipment (PPE) sufficient to supply essential workers with 2 pieces of each PPE device needed for each work shift for at least six months. This must include a plan for storage of such equipment to prevent degradation and permit immediate access in the event of an emergency declaration.

Response

1. Protocols to prevent spread in the workplace in the event an employee or contractor is exposed, exhibits symptoms, or tests positive for the relevant communicable disease. Such protocols must include disinfection of the individual’s work area and common areas. It must also address the policy on available leave with respect to testing, treatment, isolation or quarantine.
2. Protocols for documenting precise hours and work locations of essential workers for purposes of aiding in tracking the disease and identifying exposed workers in order to facilitate the provision of any benefits that may be available to them on that basis.
3. Protocols for coordinating with the locality to identify sites for emergency housing for essential employees to contain the spread of the disease, to the extent applicable to the needs of the workplace.

Prevention/Mitigation

• We will work closely with the Local Health Department (LHD) to determine the need for activation of our Plan. The following procedures will be followed by administrators, principals, school nurses for reporting communicable disease, including Coronavirus, Influenza, etc., and communicating with the Health Department:
  • Report suspected and confirmed cases of influenza on the monthly school’s Communicable Disease Report, (DMS-485.7/93; HE-112.4/81) and submit to the LHD
• The LHD will monitor county-wide cases of communicable disease and inform school districts as to appropriate actions.
• The District Superintendent will help coordinate our Pandemic planning and response effort. This person will work closely with the District-Wide School Safety Team that has responsibility for reviewing and approving all recommendations and incorporating them into the District-Wide School Safety Plan. The school district Medical Director and nurses will be vital members of the Safety Team. Because of the potential importance of technology in the response effort (communication and notification) the school district technology director will also be an important Team member. The Human Resources Director, Business Official, Facility Director, Food Service Director, Transportation Coordinator, Public Information Officer and Curriculum Director will also be vital to the planning effort. Other non-traditional individuals may also be required to be part of the Team.
• The District-Wide School Safety Team will review and assess any obstacles to implementation of the Plan.
• The school district will emphasize hand-washing and cough/sneezing etiquette through educational campaigns including the CDC Germ Stopper Materials; Cover Your Cough Materials; It’s a SNAP Toolkit; and the NSF Scrub Clean.
• We will educate and provide information to parents, staff, and students about our Pandemic Plan and about how to make an informed decision to stay home when ill. We will utilize our website, postings and direct mailings for this purpose.

(1) Essential Positions/Titles

In the event of a government ordered shutdown, similar to our response to COVID-19 in the spring of 2020, we are now required to consider how we would prepare for future shutdowns that may occur. As part of our planning we are now required to provide information on those positions that would be required to be on-site or in district for us to continue to function as opposed to those positions that could realistically work remotely. The following information will be provided in Appendix C, Essential Employee Worksheets.

(2) Protocols Allowing Non-Essential Employees to Telecommute

Reopening Plan: Technology and Connectivity

Ensure Digital Equity for Employees

Mobile Device Assessments:

• Survey agency departmental staff to determine who will need devices at home to maintain operational functions as well as instructional services
• Conduct a cost analysis of technology device needs

Internet Access Assessments:

• Survey agency departmental staff to determine the availability of viable existing at-home Internet service
• Conduct a cost analysis of Internet access needs

Providing Mobile Devices and Internet Access:

• To the extent practicable, decide upon, develop procurement processes for, order, configure, and distribute, if and when available, appropriate mobile devices to those determined to be in need.
• To the extent practicable and technically possible, decide upon, develop procurement processes for, and when available, provide appropriate Internet bandwidth to those determined to be in need. WIFI hot spots and residential commercial Internet options will be evaluated for anticipated effectiveness in particular situations.

Technology & Connectivity for Students – Mandatory Requirements:

• To the extent possible, have knowledge of the level of access to devices and high-speed broadband all students and teachers have in their places of residence
• To the extent practicable, address the need to provide devices and internet access to students and teachers who currently do not have sufficient access; and
• Provide multiple ways for students to participate in learning and demonstrate mastery of Learning Standards in remote or blended models, especially if all students do not yet have sufficient access to devices and/or high-speed internet.

Mobile Devices Delivery:

Technology offers schools and districts increased options for continuing learning during extended closures. Technology can be leveraged in different ways to meet local needs, including but not limited to:

• Communication (e-mail, phone, online conferencing, social media
• Teacher/student and student/student interaction (office hours, check-ins, peer collaboration)
• Instruction (video/audio recordings of instruction, instructional materials, synchronous distance learning, asynchronous online courses)
• Learning Materials and Content (digital content, online learning activities)
• Additional Technology Devices Assessments:
  • Identify students’ technology needs to include adaptive technologies
  • Use the Asset Tracking Management System procedures to check out all mobile devices
  • If a shutdown happens abruptly, plan a pick-up time and location, and arrange to deliver devices to those who cannot pick them up.
• Providing Multiple Ways for Students to Learn
  • Support instructional programs as needed in preparation of non-digital, alternative ways for students to participate in learning and demonstrate mastery of Learning Standards in remote or blended models in circumstances in which students do not yet have sufficient access to devices and/or high-speed internet

(3) Staggering Work Shifts of Essential Employees – Reducing Overcrowding

Depending on the exact nature of the communicable disease and its impact, Herkimer CSD is prepared to enact numerous strategies to reduce traffic congestion and maintain social distancing requirements in order to minimize building occupancy. The following will be considered:

• Limiting building occupancy to 25%, 50% or 75% of capacity or the maximum allowable by State or Local guidance
• Forming employee work shift cohorts to limit potential contacts.
• Limit employee travel within the building.
• Limit restroom usage to specific work areas.
• Stagger arrival and dismissal times.
• Alternate work-days or work weeks.
• Implement a four-day work week.
• Limit or eliminate visitors to the building.

The school district will utilize these base strategies and expand upon them as necessary in order to address any public health emergency. Actual information can be found in Appendix C, Essential Employee Worksheets.

Protection (Preparedness)

We have collaborated with our partners to assure complementary efforts. We have invited representatives from the LHD, Office of Emergency Management, Department of Mental Health and others to attend our District-Wide School Safety Team meetings as needed. This will allow us to send consistent messages to the school community on pandemic related issues.

A District-Wide Command Center and alternate location will be activated at the direction of the School District Incident Commander. We have established our District-Wide Incident Command Structure as follows:

• Superintendent (Incident Commander)
• Elementary Administrator
• Jr./Sr. High School Administrator
• Safety Coordinator
• School Resource Officer
• District Treasurer

Building-level Command Posts and Incident Command Structures are defined in the Building-Level Emergency Response Plans. Our Incident Command System will complement and work in concert with the Federal, State, and Local Command Systems.

The school district was required to designate a COVID-19 safety coordinator (administrator), for each of its schools, whose responsibilities include continuous compliance with all aspects of the school’s reopening plan, as well as any phased-in reopening activities necessary to allow for operational issues to be resolved before activities return to normal or “new normal” levels. A similar position may be required and appointed to deal with future public health emergencies. Coordinators shall be responsible for answering questions from students, faculty, staff, and parents or legal guardians of students regarding identified public health emergencies and plans implemented by the school.

• Herkimer Elementary School COVID-19 Safety Coordinator/Administrator: Renee Vogt (alternate: Cristi Paragi)
• Herkimer Jr./Sr. High School COVID-19 Safety Coordinator/Administrator: Zachary Abbe (alternate: Maria Lindsay)

Communication will be important throughout a pandemic outbreak. It will be necessary to communicate with parents, students, staff, and the school community. Communication methods may include: websites; emails; special presentations; phones and cell phones, texting; and the public media. The district uses ParentSquare as its mass notification system. This system allows the district’s public information office and administrative team to send messages via email, text and phone to all district staff as well as parents/guardians.

A school district Public Information Officer (PIO) has been designated to coordinate this effort and act as the central point for all communication. The PIO will also retain responsibility for establishing and maintaining contact with accepted media partners. The PIO will work closely with our Technology Director to assure proper function of all communication systems. This coordination will also help assure that as many redundant communication systems as possible are available.

Continuity of operations and business office function could be severely impacted by a loss of staff. As such, our plan will include procedures for maintaining essential functions and services. This will include:

• Overall Operations: We have defined the following decision-making authority for the district: District Superintendent, Business Official, Secretary to the Superintendent and District Clerk. Recognizing the need for these essential individuals to have frequent communication we have established as many redundant communication systems as possible. Our primary communication will be through our normal phone system, followed by cell phones, e-mail and video conferencing. All personnel tasked with decision-making authority will have access to all forms of communication and will utilize as needed.
• The Business Office is essential for maintaining overall function and facilities operation. Back-up personnel will be important to maintain purchasing and payroll responsibilities. We have defined the following job titles for having back-up responsibility in these areas:
  • Business Manager
  • Secretary to the Superintendent
  • District Clerk

Recognizing the need for job cross-training, we have trained individuals with the following job titles: Business Manager, Secretary to the Superintendent and District Clerk on a continual training schedule. We have also established the ability to maintain these essential functions off-site from remote locations as follows: Through VPN and wireless connection we are able to fully access desktop functions to fully process payroll, accounts payable and purchase orders, as needed. These functions were all tested on July 1, 2023.

• Maintenance of facilities will be difficult with a reduced or absent maintenance staff. The Director of Facilities or back-up designee will keep the business office informed of such status and of the point at which buildings can no longer be maintained. If necessary, we will pool maintenance staff to form a mobile central team to help assist in essential building function and cleaning of critical areas such as bathrooms. Teachers may be asked to assist in this effort. If necessary, we may provide spray bottle sanitizers for each classroom teacher for doorknob and desktop disinfection only. Desktops will be misted with the provided disinfectant and left to dry. At no time will products not approved by the school district be utilized.
• Human Resources will be essential in monitoring absenteeism and assuring appropriate delegation of authority. Changes to district policies and procedures to reflect crisis response may become necessary and will be implemented by Human Resources. Human Resources will help develop the Plan, in conjunction with all bargaining units, for emergency use of personnel in non-traditional functions and changes in the normal work-day such as alternate or reduced work hours, working from home, etc. Working with administration and local officials, the Human Resources Department will help to decide if schools need to be closed.

Continuity of instruction will need to be considered in the event of significant absences or school closure. Restructuring of the school calendar may become necessary. We will work closely with the New York State Education Department on this potential result throughout the crisis period. Some of the alternate learning strategies we have implemented to be used in combination as necessary include:

• Hard copy, self-directed lessons
• Online instruction; online resources; online textbooks
• Communication modalities for assignment postings and follow-up: telephone; Postal Service; cell phone, cell phone mail, text messages; e-mail; automated notification systems; website postings

(4) Obtaining and Storing Personal Protective Equipment (PPE)

PPE and Face Covering Availability

• The school district will provide employees with an acceptable face covering at no cost to the employee and have an adequate supply of coverings in case of replacement.
• Cloth face coverings are meant to protect other people in case the wearer is unknowingly infected with an airborne pathogen (people may be infected but do not have symptoms).
• Cloth face coverings are not surgical masks, respirators, or personal protective equipment.
• Information should be provided to staff and students on proper use, removal, and washing of cloth face coverings.
• Masks are most essential in times when physical distancing is difficult.
• Procurement, other than some very basic preliminary purchases will be done on a consolidated basis to ensure that the Agency is getting the most for its PPE dollars.
• Teach and reinforce use of face coverings among all staff.
• We have encouraged all staff to utilize their own personal face coverings but have secured and will provide PPE for any employee requesting such protection. Specialized PPE (N95s, face shields, gowns, gloves, etc.) may be required for specific work tasks and will be provided as deemed necessary. Those individuals that are required to wear N-95 respirators will be fit-tested and medically screened prior to use to assure they are physically able to do so. Parents will also be encouraged to provide face coverings for students however, face coverings will be provided for any student that cannot provide their own.

PPE Supply Management

The Facilities Department is working with programs to determine the overall PPE needs of the Agency. Centralized purchasing will be used when possible.

Disposable Face Covering Supplies

Group/Quantity per 100 per group

• Students
  • 100 masks per week/Quantity per 100 per group
  • 1200/12 week supply 100% attendance
  • 600/12 week supply 50% attendance
  • 300/12 week supply 25% attendance
    • Assumption: 1 disposable mask per week per student (supplements parent provided)
• Teachers/Staff
  • 500/Quantity per 100 per group
  • 6000/12 week supply 100% attendance
  • 3000/12 week supply 50% attendance
  • 1500/12 week supply 25% attendance
    • Assumption: 5 disposable masks per week per teacher
• Nurse/Health Staff
  • 1000/Quantity per 100 per group
  • 12,000/12 week supply 100% attendance
  • 6000/12 week supply 50% attendance
  • 3000/12 week supply 25% attendance
    • Assumption: 10 disposable masks per week per school nurse

Response

The District-Wide School Safety Team will meet to determine the need for activation of a pandemic response based on internal monitoring and correspondence with the LHD and other experts. Each Building-Level Emergency Response Team will be informed that the Plan has been activated.

• The entire Incident Command Structure at both the District and Building level will be informed that the response effort has been enacted. These individuals will meet to discuss the Plan’s activation and review responsibilities and communication procedures.
• The PIO will work closely with the Technology Director to re-test all communication systems to assure proper function. The District-Wide School Safety Team and Building-Level Emergency Response Teams will assist in this effort.
• Based on the latest information from collaboration with our partners, and to send a message consistent with public health authorities, the PIO will utilize the communication methods previously described to alert the school community of the activation of our District-Wide School Safety Plan as it specifically applies to pandemics.
• The Business Official will meet with staff to review essential functions and responsibilities of back-up personnel. Ability to utilize off-site systems will be tested. The Business Official will monitor utilization of supplies, equipment, contracts, and provided services and adjust as necessary.
• The Facility Director will meet with staff and monitor ability to maintain essential function. The Facility Director will review essential building function procedures with the Principal and command chain. Sanitizing procedures will be reviewed with teachers. The Facility Director will work closely with the Business Official or designee to implement different phases of the Plan as necessary.
• The Human Resources Director will meet with staff to review essential functions and responsibilities of back-up personnel. The Human Resources Director will monitor absenteeism to assure maintenance of the Command Structure and possible need to amend existing procedures.
• Based on recommendations from Local and State Authorities, schools may be closed. Our Plan for continuity of instruction will be implemented as previously described.
• If the decision is made to close a school building the school district will notify the NYS Education Department and District Superintendent at Herkimer-Fulton-Hamilton-Otsego BOCES.

(5) Preventing Spread

Confirmed Case Requirements & Protocols

Instructional programs must be prepared for outbreaks in their local communities and for individual exposure events to occur in their facilities, regardless of the level of community transmission. CDC has provided the following decision tree to help schools determine which set of mitigation strategies may be most appropriate for their current situation:

• Emergency Response – Students and staff with symptoms of illness must be sent to the health office. A school nurse (Registered Professional Nurse, RN) is available to assess individuals as chronic conditions may present in similar manner to the pathogen that caused the Public Health Emergency but are neither contagious nor pose a public health threat. Proper PPE will be required anytime a nurse may be in contact with a potential pandemic patient.
• Isolation – Suspected positive cases awaiting transport home by the parent/guardian will be isolated in a room or area separate from others, with a supervising adult present utilizing appropriate PPE. Multiple suspected cases may also be in this isolation room if they can be separated by at least 6 feet. If they cannot be isolated in a separate room from others, facemasks (e.g., cloth or surgical mask) will be provided to the student if the ill person can tolerate wearing it and does not have difficulty breathing, to prevent the possible transmission of the virus to others while waiting for transportation home. Students should be escorted from the isolation area to the parent/guardian. The parent or guardian will be instructed to call their health care provider, or if they do not have a health care provider, to follow up with a local clinic or urgent care center. Other considerations include:
  • Closing off areas used by a sick person and not using these areas until after cleaning and disinfection has occurred;
  • Opening outside doors and windows to increase air circulation in the area
  • Waiting at least 24 hours before cleaning and disinfection. If waiting 24 hours is not feasible, wait as long as possible;
  • Clean and disinfect all areas used by the person suspected or confirmed cases, such as offices, classrooms, bathrooms, lockers, and common areas.
  • Once the area has been appropriately cleaned and disinfected it can be reopened for use.
  • Individuals who were not in close or proximate contact to the suspected or confirmed case can return to the area and resume school activities immediately after cleaning and disinfection.
• Notification – The NYS and local health departments will be notified immediately upon being informed of any positive diagnostic test result by an individual in school facilities or on school grounds, including students, faculty, staff and visitors.

CDC and NYSDOH Recommendations

Refer to DOH latest guidance.

Return to School After Illness

Herkimer CSD will comply with current state and federal guidelines in conjunction with local Department of Health guidance and directives from the school physician in regards to quarantines and return to school protocols.

Schools must follow CDC and/or NYSDOH guidance for allowing a student or staff member to return to school after exhibiting symptoms. If a person is not diagnosed by a healthcare provider (physician, nurse practitioner, or physician assistant) the district will comply with appropriate guidance to determine when the person may return to in-person instruction. General guidelines, subject to change, may be:

• It has been at least ten days since the individual first had symptoms;
• It has been at least three days since the individual has had a fever (without using fever reducing medicine); and
• It has been at least three days since the individual’s symptoms improved, including cough and shortness of breath.

The CDC provides specific guidance for individuals who are on home isolation regarding when the isolation may end. The district will comply with current regulations and legal orders.

Staff Absenteeism

• Instructional staff will call into the Absence Management System (formerly known as AESOP) when they are absent due to illness. Substitutes will be provided as necessary and as requested.
• The instructional departments will develop a plan to monitor absenteeism of staff, cross-train staff, and create a roster of trained back-up staff.
• The instructional departments will monitor absenteeism of students and staff, cross train staff, and create a roster of trained back-up staff.

Employee Assistance Program (EAP)

The Human Resources Department will continue to disseminate information to employees about EAP resources. EAP is a voluntary, work-based program that offers free and confidential assessments, short-term counseling, referrals, and follow-up services to employees who have personal and/or work-related problems. EAPs address a broad and complex body of issues affecting mental and emotional well-being, such as alcohol and other substance abuse, stress, grief, family problems, and psychological disorders.

Medical Accommodations

The school district will work with staff to make reasonable accommodations whenever possible.

New York State Contact Tracing Program

The district will ensure compliance with the New York State Contact Tracing Program.

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

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

The district may assist with contact tracing by:

• Keeping accurate attendance records of students and staff members
• Ensuring student schedules are up to date
• Keeping a log of any visitor which includes date and time, and where in the school they visited
• Assisting the local health departments in tracing all contacts of the individual in accordance with the protocol, training, and tools provided through the NYS Contact Tracing Program

If someone tests positive for the pathogen, a Contact Tracer may connect them with the support and resources they may need through quarantine, such as help getting groceries or household supplies, child-care, medical care or supplies. The Tracer may work to identify and reach out via phone and text to anyone the positive case has been in contact with while infectious to trace and contain the spread of the pathogen.

People who have come in close contact with someone who is positive may be asked to stay home and limit their contact with others. By staying home during this time the potential to spread pathogens will be lowered.

Testing, medical and quarantine support for may be arranged as needed and available. Herkimer CSD will not release names or other personal information to anyone. Personal information is strictly confidential and will be treated as a private medical record.

Facilities: Cleaning and Sanitizing

Cleaning removes germs, dirt, and impurities from surfaces or objects. Cleaning works by using soap (or detergent) and water to physically remove germs from surfaces. This process does not necessarily kill germs, but by removing them, it lowers their numbers and the risk of spreading infection. Visibly soiled surfaces and objects must be cleaned first. If surfaces or objects are soiled with body fluids or blood, use gloves and other standard precautions to avoid coming into contact with the fluid. Remove the spill, and then clean and disinfect the surface.

Sanitizing lowers the number of germs on surfaces or objects to a safe level, as judged by public health standards or requirements. This process works by either cleaning or disinfecting surfaces or objects to lower the risk of spreading infection.

Routine cleaning of school settings includes:

• Cleaning high contact surfaces that are touched by many different people, such as light switches, handrails and doorknobs/handles
• Dust-and wet-mopping or auto-scrubbing floors
• Vacuuming of entryways and high traffic areas
• Removing trash
• Cleaning restrooms
• Wiping heat and air conditioner vents
• Spot cleaning walls
• Spot cleaning carpets
• Dusting horizontal surfaces and light fixtures
• Cleaning spills

Classroom/Therapy Rooms

The district will provide related service providers with additional cleaning supplies to ensure continuous disinfecting of classrooms and therapy rooms that service students with complex disabilities where multiple tools are used for communication, mobility, and instruction.

Common Areas

Smaller common areas, like kitchenettes and copy room areas, should have staggered use. If users cannot maintain six feet of distance, they shall wear a mask. Signage has been posted in common areas to remind staff of health and safety etiquette.

Disinfecting

• Disinfecting kills germs on surfaces or objects by using chemicals to kill germs on surfaces or objects. This process does not necessarily clean dirty surfaces or remove germs, but by killing germs on a surface after cleaning, it can further lower the risk of spreading infection.
• Cleaning and disinfection requirements from the Centers for Disease Control and Prevention (CDC) and the Department of Health will be adhered to.
• Custodial logs will be maintained that include the date, time and scope of cleaning and disinfection. Cleaning and disinfection frequency will be identified for each facility type and responsibilities will be assigned.
• Hand hygiene stations will be provided and maintained, including handwashing with soap, running warm water, and disposable paper towels, as well as an alcohol-based hand sanitizer containing 60% or more alcohol for areas where handwashing is not feasible.
• Regular cleaning and disinfection of facilities and more frequent cleaning and disinfection for high-risk areas used by many individuals and for frequently touched surfaces, including desks and cafeteria tables will be conducted.
• Regular cleaning and disinfection of restrooms will be performed.
• Cleaning and disinfection of exposed areas will be performed in the event an individual is confirmed to have contracted the pathogen, with such cleaning and disinfection to include, at a minimum, all heavy transit areas and high-touch surfaces.
• Although cleaning and disinfection is primarily a custodial responsibility, appropriate cleaning and disinfection supplies will be provided to faculty and staff as approved by Central Administration.
• Additional paper towel dispensers may be installed in other designated spaces.

Upon request, Facilities Services will provide CDC approved disinfecting solutions for additional on the spot disinfecting. This should be done daily or between use as much as possible. Examples of frequently touched areas in schools may include:

• Bus seats and handrails.
• Buttons on vending machines and elevators.
• Classroom desks and chairs.
• Door handles and push plates.
• Handles on equipment (e.g., athletic equipment).
• Handrails
• Kitchen and bathroom faucets.
• Light switches.
• Shared desktops.
• Shared telephones.

Hand Sanitizing

• Hand sanitizer dispensers will be located and installed in approved locations.
• Hand sanitizer bottles will be distributed to staff as approved by Central Administration.
• All existing and new alcohol-based hand sanitizer dispensers, installed in any location, are in accordance with the Fire Code of New York State (FCNYS) 2020 Section 5705.5.

Trash removal

• Trash will be removed daily.
• Garbage cans or process for collecting trash during lunch periods in classrooms will be increased where necessary.
• No-touch trash receptacles will be utilized, where possible.

(6) Documenting Precise Hours/Work Locations of Essential Workers

It is recognized that as the work environment changes to adapt to the emergency situation and typical work schedules are modified it can become more difficult to track employees especially if they conduct work off site or in numerous locations. The ability to identify these individuals will be extremely important if contact tracing is necessary during a communicable disease crisis. Our plan to track such individuals can be found in Appendix C, Essential Employee Worksheets, page 45.

(7) Emergency Housing for Essential Employees (this is an example)

Emergency housing for essential workers is not considered to be generally required for school employees as opposed to healthcare workers and other critical care employees.

Recovery

• Re-establishing the normal school curriculum is essential to the recovery process and should occur as soon as possible. We will work toward a smooth transition from the existing learning methods to our normal process. We will use all described communication methods and our PIO to keep the school community aware of the transition process.
• We will work closely with the New York State Education Department to revise or amend the school calendar as deemed appropriate.
• We will evaluate all building operations for normal function and re-implement appropriate maintenance and cleaning procedures.
• Each Building-Level Post-incident Response Team will assess the emotional impact of the crisis on students and staff and make recommendations for appropriate intervention.
• The District-Wide School Safety Team and Building-Level Emergency Response Teams will meet to de-brief and determine lessons learned. Information from the PIO, Business Office, Human Resources, Facility Director, and Curriculum Supervisor will be vital to this effort. The District-Wide School Safety Plan and Building-Level Emergency Response Plans will be revised to reflect this.
• Curriculum activities that may address the crisis will be developed and implemented.

Appendix C, Essential Employee Worksheets

In the event of a government ordered shutdown similar to what we experienced in the spring due to Coronavirus, we are now required to have a Plan for future shutdowns that may occur. As part of that Plan we are now required to provide information on those positions that would be required to be on-site or in district for us to continue to function as opposed to those positions that could realistically work remotely. Please provide the information requested below for your department utilizing the following guide:

• Title – a list of positions/titles considered essential (could not work remotely) in the event of a state-ordered reduction of in-person workforce.
• Description – brief description of job function.
• Justification – brief description of critical responsibilities that could not be provided remotely.
• Work Shift – brief description of how the work shifts of those essential employees or contractors (if utilized) will be staggered in order to reduce overcrowding at the worksite.
• Protocol – how will precise hours and work locations, including off-site visits, be documented for essential employees and contractors (if utilized).

Herkimer Central School District Essential Employee Determination

Title/Description/Justification/Work Shift/Protocol

• Administrators
  • Building Management
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Teachers
  • Student Management
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• LTAs
  • Student Management
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Account clerk/Typist
  • Clerical
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Senior Typist
  • Clerical
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Registered Professional Nurse
  • Central Health Services
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Licensed Practical Nurse
  • Central Health Services
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Building Maintenance Mechanic
  • Maintenance
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Custodian
  • Maintenance
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Grounds-man/Senior Custodian
  • Maintenance
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Senior Bus Driver
  • Transportation
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Bus Mechanic
  • Transportation
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Bus Mechanic/Driver
  • Transportation
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Cleaner
  • Maintenance
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space
• Micro-Computer/AV Technician Equipment Repair
  • Technology
    • On-site Responsibilities
      • TBD
        • Shifts will be adjusted to minimize density in time and space

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Appendix 5: Recovery

Recovery

District Support for Buildings

The district will support the building Emergency Response Teams throughout any emergency by providing needed staff and equipment and coordinating with emergency services personnel. The Post-Incident communication and debriefing will be managed by the superintendent or designee.

Disaster Mental Health Services

The district will assist in coordinating with other area agencies and schools to ensure that adequate school counseling services are available post incident for staff, students and families. The district will debrief after any incident to make modifications to the safety plan as necessary to improve the effectiveness and reliability of the plan.

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Emergency Remote Instruction Plan Appendix

Emergency Remote Instruction Plan Appendix

District-Wide School Safety Plan (DWSSP)
Required for the 2023-2024 School Year
Appendix T: Emergency Remote Instruction Plan (beginning 2023-2024)

This appendix addresses the 2022-2023 amendments of Sections 100.1, 155.17, and 175.5 of the Regulations of the Commissioner of Education Relating to Remote Instruction and its Delivery under Emergency Conditions, and the amendments of Sections 200.7, 200.16, and 200.20 of the Regulations of the Commissioner of Education Relating to Remote Instruction and its Delivery Under Emergency Conditions and Length of School Day for Approved School-Age and Preschool Programs Serving Students with Disabilities.

Introduction

The Herkimer Central School District developed the following Emergency Remote Instruction Plan to address the instruction of students if extraordinary circumstances prevent students and staff from physically attending school. The Emergency Remote Instruction Plan meets the requirements of New York State Education Commissioner’s Regulations for inclusion in the 2023-2024 District-Wide School Safety Plan. Additionally, the plan adheres to guidance set forth in the following Board of Education policies: Code of Conduct (BOE Policy #1005), District-Wide Safety Plans and Building-Level Emergency Response Plans (BOE Policy #5001), Staff Use of Computerized Information Resources (BOE Policy # 5301, Regulation #5301.1), Authorized Use of School Owned Materials and Equipment (BOE Policy # 1002).

Background Information

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

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

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

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

NYSED additions to section 100.1 of the Commissioner’s regulations define the term “remote instruction.” This definition identifies various ways in which remote instruction may be delivered, but which must include, in all situations, regular and substantive teacher-student interaction with an appropriately certified teacher.

The NYS Board Regents adopted the amendments noted above that became effective as a permanent rule on September 28, 2022.

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

Remote Instruction

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

Unscheduled School Delays and Early Releases

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

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

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

Ensuring Accessibility and Availability (Internet, Computers/Devices)

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

Commissioner’s regulation 115.17(f) outlines the annual data collection that districts must submit to SED every year by June 30. It requires the school district to survey families regarding internet and device access at the student’s place(s) of residence. The chief executive officer (School Superintendent) shall survey students and parents and persons in parental relation to such students to obtain information on student access to computing devices and access to internet connectivity.

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

Herkimer Central School District Emergency Closure Remote Learning Plan

Policies

The plan adheres to guidance set forth in the following Board of Education policies: Code of Conduct (BOE Policy #1005), District-Wide Safety Plans and Building-Level Emergency Response Plans (BOE Policy #5001), Staff Use of Computerized Information Resources (BOE Policy # 5301, Regulation #5301.1), Authorized Use of School Owned Materials and Equipment (BOE Policy # 1002).

Internet and Digital Device Access

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

The school district participates fully in the SED Digital Access Survey along with locally developed surveys to assess how many students have internet access at home. The district provides hotspots to any families that indicate a need for reliable internet to facilitate access to learning at home.

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

Pedagogy

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

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

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

Teachers will make personal connections with all students during scheduled class times via Google Meet/Classroom. These connections will allow teachers to take attendance, introduce new content or skills and will allow students to connect with their teachers and peers in order to be guided through lessons, ask questions, and maintain personal relationships. The duration of these synchronous connections depends on the grade level and daily instructional plan but should be the primary mode of instruction and substantial enough to guide learning.

Asynchronous “Flipped” Instruction – Using a variety of digital platforms, teachers will deliver captured or recorded lessons with associated expectations for students’ participation and assignment completion “Flipped Classroom.” These activities may include teacher/student synchronous interactions for a portion of the lesson.

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

Student Expectations

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

• All students are expected to practice appropriate digital etiquette and responsible behavior during assigned Google Meet:
  • Mute yourself on Google Meets as directed by your teacher.
  • Cameras are to be kept on during classroom meets unless directed specifically by your teacher to do otherwise.
• Students are expected to work in an appropriate setting when participating remotely / on-line. Workplaces include a desk, table, kitchen counter, etc… Other locations are not appropriate or acceptable.

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

Daily Schedule

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

Communication Protocol: Intervention

Teachers will follow the same communication protocols that are established in school for addressing areas of academic or behavioral need. This includes a combination of email, phone calls, and academic/behavioral referrals to the administration. All effective strategies should be accessed to maintain effective communication.

Special Services

School districts are required to implement supports, services, and accommodations, as indicated in students’ IEPs or 504 Accommodation Plans, to the best of their ability. NYSED recognizes that there may be limitations to implementing certain services or accommodations through remote instruction and as a result, encourages districts to apply a “lens of reasonableness” to their approach. Please see the “Support for Students with Disabilities During Emergency Closing Virtual Instruction” section below this chart for specific guidelines.

Non-Instructional Services

• Transportation
• Food Service
• Maintenance
• Custodial
• Clerical/Administrative Support

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

Support for Students with Disabilities During Emergency Closing Virtual Instruction

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

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

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

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

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

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

NYSED Plan Requirement

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

Instructional Hours for State Aid and Reporting Requirements

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

For school districts such as HCSD that receive foundation aid, districts can estimate the number of instructional hours the school district intends to claim for State aid proposes for each day spent on remote instruction due to emergency conditions. This provision allows for districts to determine the number of hours per day that the district plans to provide instruction during emergency remote learning.

Annual Hourly Requirements for the purpose of apportionment of State Aid (for districts receiving foundation aid) are noted below:

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

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

How many hours of instruction will the district plan to claim for each day of an emergency closure? A HCSD remote instructional day is the same number of instructional hours as an in-person instructional day:

• Grades K-5; The instructional day shall be 6 hours, 30 minutes.
• Grades 6-12; The instructional day should be 6 hours, 43 minutes.

For example, if the school district has three (3) remote instructional days in a school year, then it will claim an estimated total instructional hours for State Aid purposes due to emergency conditions as follows:

1. Grades K-5: 6 hours, 30 minutes (x) 3 days = 19 hours, 30 minutes
2. Grades 6-12: 6 hours, 43 minutes (x) 3 days = 20 hours, 15 minutes

For a district-wide estimated total of 39 hours, 45 minutes

The Superintendent of Schools and the Herkimer Faculty Association acknowledge that professional responsibilities are required for the school day, instructional day, and for periods outside the school day (after school academic programs). Professionals shall exercise their responsibilities during the school day. The schedule will be as follows:

• Elementary and Jr/Sr High School – The School Day for grades PreK-12 shall begin within the same HFA contractual hours.

It is understood that the school calendar shall include the number of pupil attendance days needed to assure maximum state aid for operating purposes, and if the number of snow days or other authorized school closings should require makeup days to assure maximum state aid, all professionals will be required to work these make up days without additional compensation beyond the annual salary provided by the terms of the HFA agreement.

Reporting

Immediately

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

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

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

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

Annually by June 30th

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

End of the School Year

The school district shall report Emergency Remote Instruction through the State Aid Management System at the end of the school year. After the close of the school year starting with the ending of 2023-2024, the School Superintendent reports remote instructional days under emergency conditions through the State Aid Management System and certifies this at the time NYSED’s Form A is submitted as part of other required certifications. Using the NYSED prescribed form, the School Superintendent certifies to NYSED:

That an emergency condition existed on a previously scheduled session day and that the school district was in session and provided remote instruction on that day,
How many instructional hours were provided on such session day; and
Beginning with the 2023-2024 school year, that remote instruction was provided in accordance with the district’s Emergency Remote Instruction Plan.

Board of Education Approval

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

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