Communication/Family and Community Engagement

1. The school and/or district engaged with school stakeholders and

community members (e.g., administrators, faculty, staff, students,
parents/legal guardians of students, local health departments, local
health care providers, and affiliated organizations, such as unions,
alumni, and/or community-based groups) when developing reopening
plans. Plans for reopening should identify the groups of people involved
and engaged throughout the planning process.

The Hilton Central School District engaged the entire school community including
families, staff, and students in our reopening plans. Through the use of
Thoughtexchange discussions, every family and staff members has an opportunity
to discuss their viewpoints and opinions relating to reopening. The District
developed seven reopening teams: District Level Covid-19 Reopening Rapid
Response Team, Physical Space Planning Team, Health and Safety Planning Team,
Students and Schedules PLanning Team, Transportation PLanning Team, Child
Nutrition Team, and Curriculum Planning Team. Each team consisted of multiple
stakeholders including: district and building level administration, district teachers
and staff, parents, community experts in each field, union members, and board of
education members. In all, the subcommittees consisted of approximately 125
people. The District Superintendent and Assistant Superintendent for Instruction
communicated with families and staff on a weekly basis through the use of Zoom
meetings, video messages, letters/ emails, and website posts.

1. The school and/or district developed a communications plan for

students, parents or legal guardians of students, staff, and visitors that
includes applicable instructions, training, signage, and a consistent
means to provide individuals with information. Responsible Parties may
consider developing webpages, text and email groups, and/or social
media groups or posts.

The school district developed handbooks for every school to support students and
families in their understanding of the reopening plans specific to each school. The
administration will make use of District social media and email platforms to
ensure all families and students receive regular, timely updates.

1. The school and/or district will ensure all students are taught or trained
how to follow new COVID-19 protocols safely and correctly, including
but not limited to hand hygiene, proper face covering wearing, social
distancing, and respiratory hygiene.

Video tutorials will be posted on the District and school websites at least two
weeks prior to the first day of school. These will include video explanations of
transportation, food service, physical spaces, classroom areas, hygiene practices,
social distancing, masking, health management, and symptoms procedures. In
 addition, the first two weeks of school students will receive explicit instruction
with respect to handwashing, social distancing, face covering, and mask breaks.

1. The school and/or district will encourage all students, faculty, staff, and
visitors through verbal and written communication (e.g., signage) to
adhere to CDC and DOH guidance regarding the use of PPE, specifically
acceptable face coverings, when a social distance cannot be maintained.

All district facilities, including buses, will have clear signage with directions and
expectations for the use of PPE, specifically acceptable face coverings.

1. The school and/or district will provide communications in the

language(s) spoken at home among families and throughout the school
community. Written plans must be accessible to those with visual
and/or hearing impairments.

The school district will make all communications available for families in their
preferred language and in line with ADA compliance for communications.

Health and Safety

1. Districts/schools must review and consider the number of students and
staff allowed to return in person. These factors should be considered
when determining resumption of in person instruction: 1. Ability to
maintain appropriate social distance 2. PPE and cloth face mask
availability 3. Availability of safe transportation 4. Local hospital
capacity – consult your local department of health.
● (1) Each space in each school building has been measured to determine
capacity with students and staff maintaining appropriate social distance -
See Facilities Assurances
● (2) The district will provide students and staff with appropriate PPE and
face masks
● (3) See Transportation Assurances
● (4) District will continue collaboration with local Department of Health
Officials to be aware of local hospitality capacity
1. Districts/schools must engage with school stakeholders and community
members (e.g., administrators, faculty, staff, students, parents/legal
guardians of students, local health departments, local health care
providers, and affiliated organizations, such as unions, alumni, and/or
community-based groups) when developing health and safety reopening
plans.
● See COVID-19 Rapid Response Committee - approximately 140 members
including administrators, faculty, staff, parents, union representatives,
medical professionals
1. District/school plan must include a communications plan for students,
parents/guardians, staff, and visitors that includes applicable
instructions, training, signage, and a consistent means to provide
individuals with information.
● Parent, staff and student handbooks will be developed with instructions,
training, and signage for health screening, temperature checks, hand and
respiratory hygiene protocols, return to school protocols
2. District/school plan has a written protocol developed in collaboration
with the district or school’s director of school health services to instruct
staff to observe for signs of illness in students and staff and requires
symptomatic persons to be sent to the school nurse or other designated
personnel.
● The district has a written protocol developed in collaboration with the
district's medical director. These protocols are in the Health and Safety
section of each building’s Parent Handbook.
● Staff will be provided with training prior to students (week of September
8), 2020) starting on signs of illness
● Students displaying symptoms during the school day will be sent to the
school nurse for further assessment; students deemed at risk will be
supervised in each building’s isolation room
3. District/school plan has a written protocol for daily temperature
screenings of all students and staff, along with a daily screening
questionnaire for faculty and staff and periodic use of the questionnaire
for students.
● The district has a written protocol for daily temperature screening for all
students and staff. These protocols are in the Health and Safety section
of each building’s Parent Handbook.
○ All staff will self check temperatures upon arrival to their assigned
building. Any staff with a temperature of 100.0°F will be asked to
sit at a designated location for 5-10 minutes and then take their
temperature again. If it is below 100.0°F they can report to their
work location. If the temperature remains at 100.0°F they will be
asked to contact Human Resources. These protocols will be in the
Teacher Handbook.
○ All students will have their temperatures check upon arrival to
school before entering their classrooms. Any student with a
temperature of 100.0°F will be asked to go to the nurse’s for 5-10
minutes and then have their temperature taken again. If it is
below 100.0°F they can report to their classroom. If the
temperature remains at 100.0°F they will be sent to an isolation
room to wait to be picked up by a parent or guardian.
○ Staff will be required to complete a daily health questionnaire
before coming to work. The district will provide a green colored
card and a lanyard to all staff. The card will contain the most up to
date list of symptoms and signs to watch for. Staff will self screen.
Staff will scan their card upon arrival at work after the temperature
screening to attest to having completed the screening. Staff who
arrive without their green card will be required to self screen when
arriving at work. Staff who have a positive screen for a sign or
symptom will be directed to stay home, contact Human Resources
and their healthcare provider.
○ Students or their parents depending on age and ability will be
required to complete a daily health questionnaire before coming to
school. The district will provide a green colored card and a lanyard
to all students. The card will contain the most up to date list of
symptoms and signs to watch for. Parents will screen their children
using the card at home. Students will show their card upon arrival
at school after the temperature screening to attest to having
completed the screening. Students who arrive without their green
card will be sent to the nurses office to be screened before going to
their classroom. Any student that screens positive for any sign or
symptoms will be directed to stay home, contact the attendance
office and their healthcare provider. Students who screen positive
upon arrival at school will be sent to an isolation room until they
are able to be picked up.
4. District/school plan requires that ill students and staff be assessed by
the school nurse (registered professional nurse, RN) or medical director
and that if a school nurse or medical director is not available, ill students
and staff will be sent home for follow up with a healthcare provider.
● Staff will be provided with a list of signs and symptoms for which students
should be sent to the nurse for medical assessment.
● Staff will also be directed to report to the nurse for assessment if they
begin to exhibit any identified signs or symptoms while at work.
1. District/school plan has written protocol requiring students or staff with
a temperature, signs of illness, and/or a positive response to the
questionnaire to be sent directly to a dedicated isolation area where
students are supervised, prior to being picked up or otherwise sent
home.
● Each building has a dedicated isolation area where students and staff with
a temperature, signs or illness and/or a positive response to the
questionnaire will be sent until they are able to be picked up.
● Staff will be assigned to supervise the isolation areas any time students
are in these areas.
● Staff supervising the isolation areas will be provided with appropriate PPE
and training
2. District/school plan has written protocol to address visitors, guests,
contractors, and vendors to the school which includes health screening.
● Visitors, guests, contractors and vendors are required to complete the
same health screening as district staff upon their arrival at any district
building.
● Temperatures will be checked by security staff prior to allowing any
visitors, guest, contractors or vendors into a district building
3. District/school plan has a written protocol to instruct parents/guardians
to observe for signs of illness in their child that require staying home
from school.
● Students will be required to complete a daily health screening at home
prior to coming to school (see Health and Safety Assurance #5)
● The screening protocol includes directions to keep the child home if they
display any signs or symptoms of illness and is also stated in the Parent
Handbook.
4. District/school plan has written protocol and appropriate signage to
instruct staff and students in correct hand and respiratory hygiene.
● Written protocol and instructional videos for hand and respiratory hygiene
will be shared with all students and staff prior to the start of school.
● Appropriate signage will be placed by all handwashing sinks and hand
sanitizer dispensers.
● Signage related to hand and respiratory hygiene will be placed in common
areas, hallways, cafeteria and entrances.
5. District/school plan has written protocol to ensure all persons in school
buildings keep social distance of at least 6 feet whenever possible.
 ● Written protocol for social distancing will be provided to staff and students
prior to the start of school
● Signage will be in place in all school buildings and on buses to support
social distancing
● Classroom furniture will be arranged to support social distancing
6. District/school plan has written protocol detailing how the
district/school will provide accommodations to all students and staff
who are at high risk or live with a person at high risk.
● Written protocol will be provided to students and staff prior to school
starting detailing accommodations to all students and staff who are at
high risk or live with a person at high risk.
● Accommodations for students may include additional PPE or ability to
participate in fully remote learning
● Accommodations for staff may include additional PPE
7. District/school plan has a written protocol requiring all employees, adult
visitors, and students to wear a cloth face covering whenever social
distancing cannot be maintained.
● Written protocol for when and where cloth face coverings are required will
be distributed to students and staff prior to the start of school.
8. District/school has plan for obtaining and maintaining adequate supplies
of cloth face coverings for school staff, students who forget their masks,
and PPE for use by school health professionals.
● The district has ordered an adequate supply of cloth face coverings for
students and staff who forget their masks as well as PPE for school health
professionals.
● Reusable masks will be issued to all staff and students who do not have a
mask.
● Supply levels will be maintained by the Buildings and Grounds
Department with reorders being placed as needed.
● Disposable masks will be available on buses and each district building for
students, staff and visitors who may not have one.
9. District/school plan has written protocol for actions to be taken if there
is a confirmed case of COVID-19 in the school.
● A written protocol has been developed following CDC and local health
department guidance.
● Contact information for building principals and school nurses as been
provided to the local health department.
● School nurses and health aides have completed contact tracer training to
assist local health department officials with contact tracing if there is a
confirmed case of COVID-19 in the school.
10.District/school plan has written protocol that complies with CDC
guidance for the return to school of students and staff following illness
or diagnosis of confirmed case of COVID-19 or following quarantine due
to contact with a confirmed case of COVID-19. Return to school will be
coordinated with the local health department.
 ● The district has a written protocol that has been developed in conjunction
with the district’s Medical Director for a return to school following illness
or diagnosis.
● The district will coordinate with the local health department for any
confirmed cases of COVID-19.
11.District/school plan has written protocol to clean and disinfect schools
following CDC guidance.
● The district has a written protocol to clean and disinfect schools following
CDC guidance.
12.District/school plan has written protocol to conduct required school
safety drills with modifications ensuring social distancing between
persons.
● The district has a written protocol to conduct required school safety drills
with modification ensuring social distancing between persons.
13.District/school has written plan for district/school run before and
aftercare programs.
● The District does not operate any before or aftercare programs.
14.District/school must designate a COVID-19 safety coordinator
(administrator) whose responsibili- ties 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 activi- ties return to normal or “new normal” levels.
● The Director of Compliance and Reporting, Tracie Czebatol is the
designated Covid-19 coordinator

Facilities

Response #1​ – Yes, Hilton Central School District will comply with the requirements of
the 2020 New York State Uniform Fire Prevention and Building Code (BC) and the State
Energy Conservation code for any changes or additions planned. Plans will be submitted
OFP for review prior to the start of work.

Response #2 ​– Yes, 2024 is the next Building Condition Survey scheduled for Hilton
Central School District. 2020 Annual Visual Inspections are complete, with submission
to SED remaining.

Response #3​ – Yes, Lead-In-Water testing of all Hilton School District Buildings in
accordance with NYS DOH regulation 67-04 will be complete by December 31st, 2020
as follows:

Northwood Elementary:​ Sampling completed January 14th, 2020. All corrections,

posting, and notifications are complete.

West Avenue:​ Sampling is scheduled for October 2nd, 2020.

Village Elementary:​ Sampling is scheduled for October 10th, 2020.

Merton Williams Middle School: ​Sampling is scheduled for October 30th, 2020.

Hilton High School: ​Sampling is scheduled for November 20th, 2020.

Response #4​ – Yes, Locations of alcohol-based hand-rub dispensers will be in

accordance with FCNYS2020 Section 5705.5
Respone #5​ – Yes, In the event dividers are required in classrooms, libraries,
cafeterias, auditoriums, gymnasiums, doors, and other areas of congregation, a
detailed plan will be submitted to the OFP for review in advance of installation. At this
time there are no dividers planned for installation.

Response #6​ – Yes, Hilton Central School District will submit plans for any new
construction or temporary quarters to the OFP for full code review in advance of
construction. At this time there are no plans for new construction or temporary
quarters.

Response #7​ – Yes, Hilton Central School District will consult with OFP for a
preliminary evaluation prior to the leasing of new facilities. At this time there are no
plans for leasing of new facilites.
Response #8​ – Yes, Hilton Central School District will adhear to the BCNYS for any
temporary or permanent tents installed at district school buildings. At this time there
are no plans for temporary or permanent tents.

Response #9​ – Yes, Hilton Central School District will meet the minimun standards
established by BCNYS for the number of toilets and sinks in service at school buildings.

Response #10​ – Yes, Hilton Central School District will provide drinking fountians to
meet the minumum standards of one device per one-hundred occupants within each
school building. This will include the use of existing bottle filling station, drinking
fountain, and bubblers.
Response #11​ – Yes, Hilton Central School District currently meets the requirements
for code-required ventilation. In addition, all ventilation equipment filters will be MERV
11 to MERV 13 upon receipt of the summer filter order. Lastly, the hours of operation of
ventilation equipment will be extended to increase the amount of outside air introduced
to school buildings.

Response #12​ – Yes, Projects dedicated to COVID 19 response efforts will be

referenced as such at the time of submission to the OFP.

Response #13​ – Yes, All plastic separators will comply with the 2020 BCNYS section
#2606.

Child Nutrition
NYSED Child Nutrition Plan Answers - Hilton CSD

1. Each school and/or district reopening plan must provide all students
enrolled in the SFA with access to schoolmeals each school day. This
must include students in attendance at school and students learning
remotely.

The district will provide all enrolled students with meal access in person or
learning remotely. The School Food Authority will utilize a combination of socially
distanced dining with cafeteria pick up or classroom delivery. This will depend on
school level and space limitations.
 The district will work to coordinate with families learning remotely to provide
meals to eligible students using available waivers from NYSED/USDA for
flexibility.

Remote meals will be served within a specific timeframe Monday- Friday with
both breakfast and lunch available. Orders will be preordered through a
designated system that will give parents the flexibility to order in advance or to
call into the Food Service Department if there is a lack of technology.

Should we have a situation where as a student does not have transportation, the
district will work with families to address those needs.

1. Each school and/or district reopening plan must address all applicable
health and safety guidelines.

The district cafeteria team will collaborate with the district facilities department
safety and health guidelines.

The district will facilitate social distancing and student movement plans to
collaborate with meal service (signs, floor decals, any other applicable detailed
accessories). The district will also greatly reduce the use of cash transactions
and only offer single transactions. Online payment portal, checks or cash in
envelopes. No change will be given at the POS locations. All additional money
that would require change will be added to the student accounts at the time of
purchase.

Food Service will work with custodial staff to determine best methods for
sanitizing and cleaning all surfaces between feedings.

The district and food service will continue to follow local and state health
guidelines as it pertains to serving food on premise or remote.

1. Each school and/or district reopening plan include measures to protect

students with food allergies if providingmeals in spaces outside the
cafeteria.

YES, the LEA provides the above assurance.

The district cafeteria team will collaborate with the district/building

administration to communicate applicable food allergies from a licensed health
care provider. The district/building will accommodate socially distanced dining
spaces for students with food allergies.

With remote feeding, allergen signs will be promptly displayed at the point of
pickup and will be notated on any documentation when orders are submitted by
the family. With the continued use of POS systems, allergies will populate at the
point of sale on screen.

1. Each school and/or district reopening plan must include protocols and
procedures for how students will performhand hygiene before and after
 eating, how appropriate hand hygiene will be promoted, and how
sharing of foodand beverages will be discouraged.

The district/building administration will work to provide hand sanitizer or hand

washing before meal time. Sanitizing stations will be available before, during,
and after meal times. Signage will be displayed to promote hand hygiene in all
applicable areas, as well as signage discouraging sharing of food and beverages.

1. Each school and/or district reopening plan must include protocols and
procedures that require cleaning and disinfection prior to the next group
of students arriving for meals, if served in the same common area.

The district facilities department, in conjunction with cafeteria staff, will ensure
procedures for cleaning and disinfection prior to the next group of students
accessing common areas for meal service. Food service will work closely with
custodians to determine responsibilities and timing.

1. Each school and/or district reopening plan must ensure compliance with
Child Nutrition Program requirements (ifthe school is its own SFA – for
charter schools that are part of a district’s SFA, the plan must ensure
communication with the district regarding food serve requirements).

The district cafeteria team will develop systems to offer meals in compliance with
Child Nutrition Program requirements. Any available and applicable waivers will
be utilized to deliver resources to students during scheduled school days.

All food will be wrapped or packaged to ensure complete safety for travel within
the schools and for remote learners. All meals will be prepared and served within
the specific guidelines, and notated as such through production records. We will
utilize rosters and remote learning forms to charge properly for meals which fall
within the free, reduced and paid categories.

1. Each school and/or district reopening plan must include protocols that
describe communication with families through multiple means in the
languages spoken by families.

The district cafeteria team will ensure food service communication in languages
spoken by families by utilizing USDA documents with available translations as
well as coordinating with the district resources for English as a Second Language.

Food service will work with the district to determine these families and provide
proper documentation.

1. Each school and/or district reopening plan must require that students
must social distance (six feet separation)while consuming meals in
school unless a physical barrier is provided.
 The district/building administration will provide socially distanced dining areas or
physical barriers while consuming meals. Examples include gyms, stage areas,
classrooms, etc.

These areas will be pre-determined by the physical space committee, district

board, building administrators and the Food Service Director to make sure all
spaces are socially distanced, safe, and logistically acceptable to feed students
within the given lunch timeframes, and fall within guidelines provided by NYSED.

Transportation
1. Each school and/or district reopening plan must ensure all buses
(conforming and non-conforming to Federal Motor Carrier Safety
Standards, as well as type A, C, or D) which are used every day by
districts and contract carriers will be cleaned/disinfected once a day.
a. Yes, all district vehicles will be cleaned @ 8:45 am between morning and
afternoon runs. Any vehicle that is out all day will be cleaned and
disinfected after they return in the afternoon. We have 3 cleaning teams
with 2 members on each team. One team member will spray all seats and
seat backs as well as all seat belts with COVID approved cleaner. The
second team member will spray and wipe down all high contact areas in
the driver compartment as well as the handrails, entry doors, dash area
and seat back tops and corners. The cleaners will be equipped with a
back pack atomizer sprayer that will be used in the cleaning process. Any
bus that has a suspected or confirmed case of COVID, it will be
immediately taken out of service and cleaned before the bus is returned
to service. This plan will be posted throughout the bus garage, in the
employee route book, in the employee break rooms, and all staff
members will get a copy of this plan.
2. Each school and/or district reopening plan ensures high contact spots
must be wiped down after each a.m. and p.m. run depending upon the
disinfecting/cleaning schedule.
a. Yes, see the above plan for all school buses each day. This plan will be
posted throughout the bus garage, in the employee route book, in the
employee break rooms, and all staff members will get a copy of this plan.
3. Each school and/or district reopening plan must ensure school buses
shall not be equipped with hand sanitizer due to its combustible
composition and potential liability to the carrier or district.
a. Yes, all department staff including mechanics will be notified in our
mandatory safety meeting in August, that there will be no hand sanitizer
on the bus for any reason due to the combustible composition, no
exceptions for any reason. This plan will be posted throughout the bus
garage, in the employee route book, in the employee break rooms, and all
staff members will get a copy of this plan.
4. Each school and/or district reopening plan must ensure that school bus
drivers, monitors, and attendants must not carry personal bottles of
hand sanitizer with them on school buses.
a. Yes, all department staff including mechanics will be notified in our
mandatory safety meeting in August, that there will be no hand sanitizer
on the bus for any reason due to the combustible composition, no
exceptions for any reason. This plan will be posted throughout the bus
garage, in the employee route book, in the employee break rooms, and all
staff members will get a copy of this plan.
5. Each school and/or district reopening plan will require that school bus
drivers, monitors, attendants, and mechanics must wear a face covering
along with optional face shield.
a. Yes, all department staff including mechanics will be notified in our
mandatory safety meeting in August that they must wear a face covering
and if applicable can wear an optional face shield. As long as the use of a
face shield does not impair the employees safe operation of a school bus.
This plan will be posted throughout the bus garage, in the employee route
book, in the employee break rooms, and all staff members will get a copy
of this plan.
6. Each school and/or district reopening plan requires that transportation
staff (driver, monitors, attendants, mechanics, and cleaners) will be
trained and provided periodic refreshers on the proper use of personal
protective equipment and signs of COVID-19.
a. Yes, each employee in the transportation department will have to
complete an online training course from Global Compliance Network in
regards to COVID-19, symptoms, and proper use of protective equipment.
It will be reviewed at out August mandatory refresher, as well as at our
mandatory January refresher along with other State Education
Department mandatory curriculum. Information regarding PPE and signs
of COVID-19 will be posted in employee break rooms, in route books, and
given directly to each employee.
7. Each school and/or district reopening plan requires that transportation
staff (driver, monitors, attendants, mechanics, and cleaners) will be
trained and provided periodic refreshers on the proper use of social
distancing.
a. Yes, each employee in the transportation department will have to
complete an online training course from Global Compliance Network in
regards to COVID-19 and proper use of social distancing. It will be
reviewed at out August mandatory refresher, as well as at our mandatory
January refresher along with other State Education Department
mandatory curriculum. Information regarding social distancing will be
posted in employee break rooms, in route books, and given directly to
each employee.
8. Each school and/or district reopening plan requires that transportation
departments/carriers will need to provide personal protective
 equipment such as masks and gloves for drivers, monitors, and
attendants in buses.
a. Yes, PPE has already been purchased, all staff will have masks and gloves
on a daily basis. All staff will be trained on how to properly wear PPE and
extra gloves and masks will be provided to staff in case of equipment
failure. Initial training will take place at our August mandatory refresher
and there will be follow up training in January at our mandatory State
Education Department training. All procedures will be posted in the
employee break rooms, in the employee handbook, and periodically in our
newsletter reminders.
9. Each school and/or district reopening plan ensures hand sanitizer will
be provided for all transportation staff in locations as dispatch offices,
employee lunch/break rooms, and bus garages.
a. Yes, Hand sanitizer has been purchased in bulk and will be accessible in
employee break room, bathroom, training room, upon entry, upon exit,
and in the operations/dispatch office. This will be reviewed with all staff
at our mandatory training in August.
10.Each school and/or district reopening plan requires that drivers,
monitors, and attendants who have direct physical contact with a child
must wear gloves.
a. Yes, all attendants in the department will be provided gloves on a daily
basis as they have direct contact with students. This procedure will be
reviewed with all drivers and attendants who have physical contact with
children on a daily basis. It will be reviewed in August in our mandatory
training as well as in January at out State Education Department
mandatory training. It will be a part of the drivers route book as well as
posted in employee areas and given to each staff member.
11.Each school and/or district reopening plan requires that school bus
drivers, monitors, attendants, and mechanics shall perform a self-health
assessment for symptoms of COVID 19 before arriving.
a. Yes, all staff will be required to perform a self-health check before
reporting to work each morning and afternoon as they work a split shift.
The self-health assessment will be published and each staff member will
be trained at the August refresher and again in January. Reminders will
be posted in the employee area, upon entrance and exit of the building,
and given to each employee in writing.
12.Each school and/or district reopening plan requires that students must
wear a mask on a school bus if they are physically and mentally able.
a. Yes, all staff will be trained that students must wear a mask at all times
unless they are physically or mentally unable. This will be reviewed with
all transportation staff in August and again in January, it will be posted in
the employee area, in the employee handbook, in the employee route
book, and each employee will be given a written copy.
13.Each school and/or district reopening plan ensures that students who do
not have a mask will not be denied transportation.
 a. Yes, all staff will be trained on this procedure in August and again in
January as well as periodical reminders throughout the school year. They
will be given extra masks to give the students should they arrive at the
bus stop without a mask. This will be reviewed by all department staff,
given to each employee in writing, posted in employee areas and
throughout the transportation department.
14.Each school and/or district reopening plan requires that students who
do not have masks must be provided one by the district.
a. Yes, all buses will be provided extra mask to distribute to students that
show up to the bus without a mask, except for those students who are
unable to wear masks due to medical, physical, or psychological reasons.
This will be reviewed by all department staff in mandatory refreshers in
August and January, given to each employee in writing, posted in
employee areas and throughout the transportation department.
15.Each school and/or district reopening plan ensures that students with a
disability which would prevent them from wearing a mask will not be
forced to do so or denied transportation.
a. Yes, all staff will trained in August and January regarding mask usage and
students with disabilities. Students who are unable to wear masks will be
social distanced on the bus. This will be reviewed by all department staff,
given to each employee in writing, posted in employee areas and
throughout the transportation department.
16.Each school and/or district reopening plan requires students will be
trained and provided periodic reminders on the proper use of personal
protective equipment and the signs and symptoms of COVID-19.
a. Yes, students will be reminded during bus safety drills that are conducted
on buses 3 times a year. We will also schedule monthly reminders
regarding proper use of PPE. This will be reviewed by all department
staff, given to each employee in writing, posted in employee areas and
throughout the transportation department.
17.Each school and/or district reopening plan requires that students will be
trained and provided periodic reminders on the proper use of social
distancing.
a. Yes, students will be reminded during bus safety drills that are conducted
on buses 3 times a year. We will also schedule monthly reminders
regarding proper use of social distancing. This will be reviewed by all
department staff, given to each employee in writing, posted in employee
areas and throughout the transportation department.
18.Each school and/or district reopening plan requires that if the school
district is in session remotely or otherwise, pupil transportation must be
provided to nonpublic, parochial, private, charter schools, or students
whose Individualized Education Program have placed them out of the
district whose schools are meeting in conducting in-person session
education when/if the district is not.
 a. Yes, Hilton will be providing transportation for all above mentioned
programs, Monday through Friday regardless of hybrid schedule currently
servicing the school district. All staff will be made aware of the schedules
as to provide specified transportation.

Social Emotional Well-Being

1. ​Each school and district ensures that district-wide and building-level
comprehensive developmental school counseling program plans, developed
under the direction of certified school counselor(s), are reviewed and updated
to meet current needs.

The H
​ ilton Central School District Comprehensive Counseling Plan​, has been reviewed
and approved by the Hilton Board of Education on July 14th, 2020.

2. ​Each school and/or district establishes an advisory council, shared

decision-making, school climate team, or other collaborative working group
comprised of families, students, members of the board of education, or
school’s board, school building and/or district/charter leaders,
community-based service providers, teachers, certified school counselors, and
other pupil personnel service providers including school social workers and/or
school psychologists, to inform the comprehensive developmental school
counseling program plan.

The school counseling plan was established following the ASCA standards for school
counseling. Input was provided through meetings with school counselors, building
administrators and other district mental health staff. The District Improvement Team,
which is a shared decision-making committee consisting of teachers, administrators,
board of education members, parents, students and community members, serves as
the advisory council for review and revision of the school counseling program plan.

3. ​Each school and/or district reopening plan addresses how the

school/district will provide resources and referrals to address mental health,
behavioral, and emotional support services and programs.

Addressing the social-emotional needs of our students is a step within the HCSD
Strategic Plan 2017-2022. Our goals in this area are to build and sustain an
environment characterized by safety, connection, and equity & to build students’ skills
and competencies to navigate and contribute to their communities. Now, more than
ever, we recognize that the social emotional well-being of our students and staff is
critically important. Our goals remain the same, and the district has made available
resources and referrals to address mental health, behavioral, and emotional needs of
students, faculty, and staff when school reopens for hybrid instruction, building upon
our established Multi Tiered System of Support.

Tier 1
One of our priorities for the first few weeks of school is to create connections and a
sense of safety in the face of the challenges and modifications to our learning structure
and environments. To this end, students will engage in community building activities
and skill development with their teachers and peers. The district will continue to
implement the K-12 Counseling Plan. Students will continue to receive instruction in
the School-wide Behavior Expectations and Learner Profile. Additionally, all students
will receive explicit instruction for social-emotional skills K-12 once per week; the
district is investing in a program for K-8 and (12 students.

Tier 2

Small group counseling with HCSD counseling staff at each building will continue.
Schools will follow the same referral process in place at each building. Interventions
such as check-in, check out, structured breaks and behavior plans will continue to be
options for those in need of this level of support.

Tier 3

We recognize that for some students, this closure has caused or exacerbated existing
trauma. We will continue to provide individual counseling for students with this need.
For additional support, we have contracted with Rochester Regional Health to provide
more counseling three days per week.

4. ​Each school and/or district reopening plan addresses professional

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

The district addresses professional development opportunities for faculty and staff on
how to talk with and support students during and after the ongoing COVID-19 public
health emergency, as well as provide support for developing coping and resilience skills
for students, faculty, and staff. This is addressed during the first Superintendent’s Days
prior to students being in session. We will provide an overview of Restorative Practices
Community Building Circles. This is a very powerful strategy for all ages as well as for
staff. It will explicitly support our goal of for a sense of safety, connection and equity,
and will support social emotional skills (explicitly supports social awareness and
relationship skills and implicitly supports self-awareness and self-management skills).

School based mental health staff will provide all staff with resources for self-care and
strategies to handle stress, anxiety, grief and trauma they may have experienced
during the health crisis. Referral information for outside counseling will also be made
available to staff.

Ongoing professional development throughout the year will specifically target effective
classroom practices for social emotional development, equity and diversity.

School Schedules
 1. Each school and/or district reopening plan describes the school schedule
planned for implementation at the beginning of the 2020-21 school year
and to extent practicable any contingent scheduling models it may
consider if the situation warrants.

The Hilton Central School District is committed to providing all students with a
high-quality educational experience. Given the current situation due to COVID-19,
the district has decided that the best way to do this through a hybrid instructional
model, outlined in Option 1. A hybrid model allows the district to provide a
quality education for all students, while at the same time address safety by
lessening the number of people in the district’s buildings. We know that this
model cannot duplicate all the experiences students have received in the past, but
we are committed to working very hard to meet our students’ needs. In order to
address the curriculum students will be engaging in both in-person and remote
learning.

OPTION #1 HYBRID FOR ALL

HYBRID SCHEDULE
An A/B schedule for students

Students will be assigned to either Group A or Group B. These groups identify which
days the student reports to the school building, and which days the student is provided
remote learning.

Students will receive a schedule from their school, and they will follow this schedule
whether they are receiving instruction in-person or remotely.

A Group:​ In school Monday/Thursday; remote learning on Tuesday/Wednesday/Friday

B Group:​ In school Tuesday/Friday, remote learning on Monday/Wednesday/Thursday

Students identified as high-needs students will have an opportunity to receive in-person

instruction four days per week.

HYBRID STRUCTURE
In-Person Days Structure

Students attend the two days according to their assigned group (A Group or B Group).

Remote Days Structure

Students will follow the same schedule they follow when in-person. The remote learning
portion of the hybrid schedule could be done through either synchronous or
asynchronous learning. Individual teachers will determine if students will participate in
via Zoom (synchronous learning) during their regularly scheduled class or participate in
the provided learning activities and assignments via Google Classroom (asynchronous
learning).
Definitions:

Synchronous Learning ​- refers to live, real-time interaction. Students are engaged in

the learning at the same time. Using technology for direct instruction, conferencing, live
chatting, and discussions are a few examples of synchronous learning.

Asynchronous Learning -​ refers to learning without real-time interaction. Students

working on self-guided lessons, streamed videos, virtual labs, posted text (articles,
notes, etc…), and discussions using formats such as blogs are a few examples of
asynchronous learning.

OPTION #2 IN PERSON
The Hilton Central School District is committed to providing all students with a
high-quality educational experience. Our efforts to develop an in-person model,
resulted in challenges that could not be overcome within our current budget, staffing
and facilities such as maintaining social distancing during transportation and in some
locations when at full capacity.

OPTION #3 REMOTE INSTRUCTION

This option will occur in the cases of Intermittent and Long-Term closures.

Elementary

Synchronous learning

● Elementary a minimum of 2 hour a day for CORE instruction: ELA, math,

science, social studies.
● Elementary a minimum of 45 minutes for specials/electives (PC, art, music,
LOTE, Design, etc…)

Asynchronous learning

● Google Classroom, 2 hours per day of CORE learning activities

● Google Classroom: Specials-15 minutes a day

Secondary

Synchronous learning

● A minimum of 1 hour a week per course of instruction for all courses

Additional direct contact with teacher

● A minimum of 1 additional hour a week per class so that students have an

opportunity to ask questions and receive direct guidance

Asynchronous learning

● Google Classroom, 2.5 hours of learning opportunities a week per course

Elementary and secondary

● All students will follow their school schedules

● Attendance on synchronous remote/asynchronous learning students will log into
the class using zoom
● High-needs students will receive priority to receive in-person instruction when
this option becomes available
● CTE (WEMOCO) and New Visions will attend according to the schedule provided
by those programs.

OPTION #4 VOLUNTARY REMOTE

For those who voluntarily decide based on health or personal reasons not to participate
in the hybrid model, they will be provided an alternative remote learning option. Please
note that specific schedules will be dependent on staff who are available to provide
instruction to these students in the remote setting.

For elementary and middle school students the instruction will be focused on the core
academic areas. For high school students, course selections will be limited to the
courses required to meet graduation requirements. We will make every effort to
provide students with additional learning opportunities beyond what was described, if
and when possible.

Attendance and Chronic Absenteeism

1. ​Each school and/or district reopening plan must describe a mechanism to
collect and report daily teacher student engagement or attendance while in a
remote or hybrid schedule.

Students are required to be in attendance on a daily basis, which includes

in-person AND remote learning. While students are engaged in remote learning,
there are a number of options for attendance to be taken. Students might Zoom
into their scheduled class for attendance and/or full period participation or
students might log into Google Classroom to work on and upload the completed
assignment.

Daily attendance will be taken by each teacher for each class at the secondary
level, and every day at the elementary level by the child’s teacher.

Students will follow their schedule both in school and during remote learning.

Technology and Connectivity

1. ​Each school and/or district reopening plan must include information on how
the school/district will have knowledge of the levels of access to devices and
high-speed internet all students and teachers have in their place of residence.

Device Access:

● All students of the Hilton Central School District are provided with a chromebook
to utilize for remote learning.
● All teachers of the Hilton Central School District are provided with a laptop.

Internet Connectivity:

● A survey was conducted to initially identify the households with no internet

access come the start of the school year.
● The district will be providing internet access to the households via Verizon or
Spectrum connection.
● An application for household internet access support will be available for existing
and new families to notify the district of the household need. Economically
disadvantaged households will be provided priority.

2.​ Each school and/or district reopening plan will include information on how
the school or district, to the extent practicable, will address the need to
provide devices and internet access to students and teachers who currently do
not have sufficient access.

● The following statement is included in all the parent/guardian handbooks:

○ If you are a household without internet access, please complete an
application to receive support via this ​link​ or by contacting the main office
of the school your child attends. Households that are economically
disadvantaged will be provided priority.

3. ​Each school and/or district reopening plan must include information on how
the school or district will provide multiple ways for students to participate in
learning and demonstrate mastery of Learning Standards in remote or blended
models, especially if students do not yet have access to devices and/or
high-speed internet.

All students have access to a device, and a plan is in place to provide all students with
access to internet. In addition, the following instructional technology tools and skills will
be taught during the beginning weeks of the school year so that all students and
teachers are comfortable with necessary hardware and software.

● Grades K-4: Instructional technology specialists work with teachers and students
to teach basic skills to students new to Chromebook
● Grades 5-12: Students will be instructed with 4 hours of explicit lessons to
ensure the skills needed for technology used in hybrid and remote learning.
These include maximizing G Suite for students (calendar, tasks, keep, drive org,
email, troubleshooting). Additionally, students will engage in webquests
 independently for the following application useful for hybrid and remote learning:
Kami, Edpuzzle. PearDeck. These will be assigned on remote learning days.

As always, students differentiation will be employed so that students have multiple

ways to demonstrate mastery of the Learning Standards.

Teaching and Learning

1. ​Each school and/or district reopening plan includes a continuity of learning
plan for the 2020-2021 school year. Such plan must prepare for in-person,
remote, and hybrid models of instruction.

Curriculum

● District approved curriculum will be taught….both in person and remotely

● District approved curriculum is located on district’s secured/password platform-
eDoctrina
● Any changes to curriculum must be approved by the Assistant Superintendent
for Instruction

Instruction

In-Person Days

● Work should focus on instruction that cannot (or is difficult) to do remotely

● Students should be given resources that they need to use on the remote days

Remote Days

● Students must Zoom in so that they are counted for attendance

● Teachers may have the remote learning students participate via Zoom
● If students are not participating via Zoom, the work assigned to them must be
comparable with respect to the work being done with the students who are
in-person (amount of time, rigor, etc…)

Students should have all the materials they need to complete the work assigned.

Instruction on the remote days may include:

● pre-recorded video of a teacher providing direct instruction (Screencastify

Google Slides EdPuzzles)
● Pear Decks presenting content, tasks and directions
● pdf links of printed (reference materials, content, digital copies of textbooks,
reference materials) to read with a task to completed
● other work such as math or science problem set to be worked on and submitted
for feedback, etc.,
● audio-visual learning supports, and interactive learning activities through online
learning platforms or web sites posted
Assessment
● Tests and Assessments:​ Tests can be given and graded. Additional
assessments will be given. All tests and assessments are housed in the the
District provided Shared Drive.
● Feedback:​ Ongoing feedback will be provided to students. This feedback will be
on student work, formative and summative assessments.
● Deadlines/Due Dates:​ Students will be given deadlines/due dates
● MYP Criterion Scoring:​ Each criterion assessed 2 times a year. Put MYP
criterion scores in Infinite Campus.
● Student work will be graded. Students will be provided with rich feedback, as
well as opportunities to respond to the feedback and resubmit work.
● Secondary Level Teachers will continue to post students grades using Infinite
Campus Gradebook.
● Secondary Students will receive five-week reports via Infinite Campus.
● K-12 students will receive report cards via Infinite Campus.

2. ​Each school and/or district reopening plan includes an educational program

that is aligned to the New York State Learning Standards (or, for charter
schools, the standards set forth in the school’s charter) regardless if
instruction is delivered in-person, remotely or in a hybrid model.

HCSD approved curriculum, aligned to New York State Standards, will continue to be
taught. All Hilton Central School District curriculum is on password protected site of
eDoctrina.

3. ​Each school and/or district reopening plan provides for a program that
includes regular substantive interaction between teachers and students
whether delivered in- person, remotely or through a hybrid model of
instruction.

The Hilton Central School District is committed to providing all students with a
high-quality educational experience. Given the current situation due to COVID-19, the
district has decided that the best way to do this through a hybrid instructional model,
outlined in Option 1. A hybrid model allows the district to provide a quality education
for all students, while at the same time address safety by lessening the number of
people in the district’s buildings. We know that this model cannot duplicate all the
experiences students have received in the past, but we are committed to working very
hard to meet our students’ needs. In order to address the curriculum students will be
engaging in both in-person and remote learning.

OPTION #1 HYBRID FOR ALL

HYBRID SCHEDULE
An A/B schedule for students
Students will be assigned to either Group A or Group B. These groups identify which
days the student reports to the school building, and which days the student is provided
remote learning.

Students will receive a schedule from their school, and they will follow this schedule
whether they are receiving instruction in-person or remotely.

A Group:​ In school Monday/Thursday; remote learning on

Tuesday/Wednesday/Thursday

B Group:​ In school Tuesday/Friday, remote learning on Monday/Wednesday/Thursday

Students identified as high-needs students will have an opportunity to receive in-person

instruction four days per week.

HYBRID STRUCTURE
In-Person Days Structure

Students attend the two days according to their assigned group (A Group or B Group).

Remote Days Structure

Students will follow the same schedule they follow when in-person. The remote learning
portion of the hybrid schedule could be done through either synchronous or
asynchronous learning. Individual teachers will determine if students will participate in
via Zoom (synchronous learning) during their regularly scheduled class or participate in
the provided learning activities and assignments via Google Classroom (asynchronous
learning).

Definitions:

Synchronous Learning ​- refers to live, real-time interaction. Students are engaged in

the learning at the same time. Using technology for direct instruction, conferencing, live
chatting, and discussions are a few examples of synchronous learning.

Asynchronous Learning ​- refers to learning without real-time interaction. Students

working on self-guided lessons, streamed videos, virtual labs, posted text (articles,
notes, etc…), and discussions using formats such as blogs are a few examples of
asynchronous learning.

OPTION #2 IN PERSON
The Hilton Central School District is committed to providing all students with a
high-quality educational experience. Our efforts to develop an in-person model,
resulted in challenges that could not be overcome within our current budget, staffing
and facilities such as maintaining social distancing during transportation and in some
locations when at full capacity.

OPTION #3 REMOTE INSTRUCTION

This option will occur in the cases of Intermittent and Long-Term closures

Elementary

Synchronous learning

● Elementary a minimum of 2 hour a day for CORE instruction: ELA, math, science,
social studies.
● Elementary a minimum of 45 minutes for specials/electives (PC, art, music,
LOTE, Design, etc…)

Asynchronous learning

● Google Classroom, 2 hours per day of CORE learning activities

● Google Classroom: Specials -15 minutes a day

Secondary

Synchronous learning

● A minimum of 1 hour a week per course of instruction for all courses

Additional direct contact with teacher

● A minimum of 1 additional hour a week per class so that students have an

opportunity to ask questions and receive direct guidance

Asynchronous learning

● Google Classroom, 2.5 hours of learning opportunities a week per course

Elementary and secondary

● All students will follow their school schedules

● Attendance on synchronous remote/asynchronous learning students will log into
the class using zoom
● High-needs students will receive priority to receive in-person instruction when
this option becomes available
● CTE (WEMOCO) and New Visions will attend according to the schedule provided
by those programs.

OPTION #4 VOLUNTARY REMOTE

For those who voluntarily decide based on health or personal reasons not to participate
in the hybrid model, they will be provided an alternative remote learning option. Please
note that specific schedules will be dependent on staff who are available to provide
instruction to these students in the remote setting.

For elementary and middle school students the instruction will be focused on the core
academic areas. For high school students, course selections will be limited to the
courses required to meet graduation requirements. We will make every effort to
provide students with additional learning opportunities beyond what was described, if
and when possible.

4. ​Equity must be at the heart of all school instructional decisions. All

instruction should be developed so that whether delivered in-person,
remotely, or through a hybrid model due to a local or state school closure,
there are/clear/opportunities for instruction that/are/accessible to all
students. Such opportunities must be/aligned with State standards (or, for
charter schools, the standards set forth in the school’s charter) and include
routine scheduled times for students to/interact and seek feedback and
support/from their teachers.

All above models provide for substantive instruction in order to meet the NYS Learning
Standards. Ongoing professional development and collaborative conversations are
embedded into the teacher work day so that students participating in hybrid and/.or
remote will have equitable access to the curriculum as well as opportunities to
demonstrate learning.

5. ​Schools must create a clear communication plan for how students and their
families/caregivers can contact the school and teachers with questions about
their instruction and/or technology. This information needs to be accessible to
all, available in multiple languages based on district or charter school need,
widely disseminated, and include clear and multiple ways for students and
families to contact schools and teachers (e.g., email, online platform, and/or
by phone).

Parent Handbook:

PARENT/GUARDIAN REOPENING HANDBOOK

2020-2021
HYBRID SCHEDULE
The Hilton Central School District is committed to providing all students with a
high-quality educational experience. Given the current situation due to COVID-19, the
district has decided that the best way to do this through a hybrid instructional model. A
hybrid model allows the district to provide a quality education for all students, while at
the same time address safety by lessening the number of people in the district’s
buildings. We know that this model cannot duplicate all the experiences students have
received in the past, but we are committed to working very hard to meet our students’
needs. In order address the curriculum students will be engaging in both in-person and
remote learning.

An A/B schedule for students

Students will be assigned to either Group A or Group B. These groups identify which
days the student reports to the school building, and which days the student is provided
remote learning.

Students will receive a schedule from their school, and they will follow this schedule
whether they are receiving instruction in-person or remotely.
A Group:​ In school Monday/Thursday; remote learning on
Tuesday/Wednesday/Thursday

B Group: ​In school Tuesday/Friday, remote learning on Monday/Wednesday/Thursday

Students identified as high-needs students will have an opportunity to receive in-person

instruction four days per week.

HYBRID STRUCTURE
In-Person Days Structure

Students attend the two days according to their assigned group (A Group or B Group).

Remote Days Structure

Students will follow the same schedule they follow when in-person. The remote learning
portion of the hybrid schedule could be done through either synchronous or
asynchronous learning. Individual teachers will determine if students will participate in
via Zoom (synchronous learning) during their regularly scheduled class or participate in
the provided learning activities and assignments via Google Classroom (asynchronous
learning).

Definitions:

Synchronous Learning ​- refers to live, real-time interaction. Students are engaged in

the learning at the same time. Using technology for direct instruction, conferencing, live
chatting, and discussions are a few examples of synchronous learning.

Asynchronous Learning -​ refers to learning without real-time interaction. Students

working on self-guided lessons, streamed videos, virtual labs, posted text (articles,
notes, etc…), and discussions using formats such as blogs are a few examples of
asynchronous learning.

TECHNOLOGY FOR HYBRID STRUCTURE

Device Access

All students are provided a HCSD Chromebook for individual use.

Internet Connectivity

A survey was conducted to understand the status of household internet connection for
the start of the school year. Based on the results, the district will work to support
households without internet via a Verizon or Spectrum connection.
If you are a household without internet access, please complete an application to
receive support via this ​link​ or by contacting the main office of the school your child
attends. Households that are economically disadvantaged will be provided priority.

TroubLe Shooting tips and Request assistance for tech issues

The following webpage on the district website provides information to learn about your
child’s district provided Chromebook, initial troubleshooting tips and contact information
if additional technical support is needed. Further, the site has the status of the internet
for Chromebook usage posted at all times. Please refer to this site in the event your
Chromebook cannot access the internet.

https://www.hilton.k12.ny.us/district.cfm?subpage=4419

Platforms

The following technology platforms will be used:

Google Classroom:​ All teachers will provide students with a Google Classroom that
will organize their assignments, materials and resources.

Videos and tip sheets will be available for parents/guardians on the HCSD website at
the start of school.

Zoom:

Students will be required to use Zoom for some classes, in accordance with their daily
schedule and teacher directions.

Infinite Campus:

The following information is available through Infinite Campus:

● Student attendance
● Grades at the secondary level (grades 7-12)
● Five-week reports at the secondary level (grades 7-12)
● K-12 report cards via Campus Backpack

Learn more about how to set up, access and receive assistance about Parent Portal
https://www.hilton.k12.ny.us/parents.cfm?subpage=1616

CURRICULUM, INSTRUCTION AND ASSESSMENT

HCSD approved curriculum, aligned to New York State Standards, will continue to be
taught.

Students will receive in person and remote learning opportunities for each day school is
in session.

Student work will be graded.

Assessments and exams will be administered and graded throughout the 2020-21
school year.

Formative and summative assessment will continue to be part of the instructional cycle
used in both in-person and remote learning environments.

Students will receive feedback on assignments and assessments, and are expected to
act upon that feedback and resubmit when applicable.

Students are expected to adhere to all due dates.

Pre-assessments will be administered during designated timeframes in order to

determine gaps and current levels of performance. Teachers will use this information to
adjust and plan for students’ learning needs.

Attendance and Accountability

Students are required to be in attendance on a daily basis, which includes in-person

AND remote learning.

Daily attendance will be taken by each teacher for each class at the secondary level,
and every day at the elementary level by the child’s teacher.

Students will follow their schedule both in school and during remote learning.

Remote learning is an extension of the classroom and students will be held to the same
behavioral expectations. They are required to follow the Code of Conduct for in person
and remote learning. For example, inappropriate language during a Zoom lesson is a
violation of the Student Code of Conduct as it is within the physical classroom.

INITIAL INSTRUCTIONAL PRIORITIES

Health and Safety

Students will be explicitly taught hand hygiene, proper face covering, social distancing
and respiratory hygiene and follow the routines set forth by staff.

Instructional Technology tools and skills

Grades K-4:​ Instructional technology specialists work with teachers and students to
teach basic skills to students new to Chromebook

Grades 5-12:​ Students will be instructed with 4 hours of explicit lessons to ensure the
skills needed for technology used in hybrid and remote learning. These include
maximizing G Suite for students (calendar, tasks, keep, drive org, email,
troubleshooting). Additionally, students will engage in webquests independently for the
following application useful for hybrid and remote learning: Kami, Edpuzzle. PearDeck.
These will be assigned on remote learning days.
SEL and Safe Environment

Students will engage in community building activities and skill development with their
teachers and peers

COMMUNICATION WITH SCHOOL

Parents/guardians are asked to reach out via email or phone to:

● their child’s teacher(s) with instructional questions

● the school’s Health Office for attendance and health questions
● the district’s Transportation department for busing questions
● the school’s Main Office for other inquiries

https://www.hilton.k12.ny.us/staff_directory.cfm

SPECIAL EDUCATION
Provision of Services

The District will comply with all requirements for addressing the needs of students with
disabilities. Regardless of whether the District utilizes in-person, remote, or a hybrid
model of providing instruction to all students, it will continue to provide a free
appropriate public education to all qualified students with disabilities. The provision of
programs and services for each student will continue to be identified through
collaboration with the Committee on Special Education (CSE) or Committee on
Preschool Special Education (CPSE) and the student’s parents. Some students are
placed by the District’s CSE or CPSE in out-of-District programs. Determining how to
provide programs and services for such students who are placed out-of-District will be
made in collaboration with the District’s CSE/CPSE, the student’s parents, and the
program in which the student is placed.

As a part of the District’s re-opening framework, all school-age students will be

provided instruction through a 2 day in-person hybrid model, with the option to elect a
fully remote model. To the greatest extent possible, each student with a disability
(SWD) will be provided the special education and related services identified in the
student’s individualized education program (IEP). This includes the provision of
programs and services within the general education setting when students are in
attendance at school. SWDs in special classes and those with IEP based programs and
related or supplementary support services requiring in-person instruction on a more
frequent basis will be prioritized to attend school for up to 4 days per week, given the
requirements for equity, capacity, social distancing, and PPE. The special education
program and services will be provided in the least restrictive environment as identified
by students’ IEPs. Specialized PPE will be provided for students and staff when social
distancing cannot be maintained or when traditional PPE prevents service provision.
Telepractice will be used to deliver programs and services when students are accessing
instruction remotely. An individual determination will be made regarding the delivery
of special education programs and services for students who access their programs and
services remotely. The District will continue to assess guidance from the Office of
Special Education (OSE) to assist with this process.

Teachers and service providers will continue to collect data both in-person and remotely
and use it to monitor each student’s progress toward meeting annual goals. Once
school reopens, the CSE/CPSE will make an individualized determination as to whether
compensatory services are needed under applicable standards and requirements. All
compensatory services determinations will be made by the CSE/CPSE either by
amendment with parent agreement or by CSE meeting.

If a SWD is absent for an extended period of time (i.e. greater than 10 days) because
of a COVID-19 infection or other temporary medical reason, then the CSE/CPSE will
determine whether the child is available for instruction and could benefit from
homebound services such as online or virtual instruction, instructional telephone calls,
and other curriculum-based instructional activities, to the extent available.

Evaluations

The CSE/CPSE will continue to engage in Child Find and inform parents regarding the
identification, evaluation (in person or through telepractice) and educational placement
of their child. Prior to referring a student to the CSE/CPSE, the District will take into
consideration all factors that may have influenced the student’s progress during school
closures due to COVID-19. Parents may continue to refer students to the CSE/CPSE in
accordance with the special education regulations. Initial CSE and CPSE evaluations
and reevaluations will continue to be conducted, either remotely or in-person, in
accordance with the required regulatory timelines. The District will continue to follow
previous OSE guidance for conducting evaluations and reevaluations during the
COVID-19 pandemic to meet special education timelines. As appropriate, and as
determined on an individual student basis, evaluations may be conducted remotely
using technology and/or by employing a review of records.

The CSE/CPSE will continue to meet to review a student’s evaluations, to conduct

annual reviews, and/or to convene at parent or District request and, as appropriate,
revise the student’s IEP. Parents and the District may agree to conduct CSE/CPSE
meetings using alternative means, such as by video conference and/or
teleconference.The District will provide to parents the procedural safeguards and prior
written notice as required by the regulations.

Communication

The Committee on Preschool Special Education (CPSE)/ Committee on Special

Education (CSE) held annual review meetings and an IEP was developed for all SWDs
for the 2020-2021 school year. If based upon current circumstances, revisions to a
student’s IEP need to be made to continue to meet the student’s needs, such changes
will be made by the CPSE/CSE at a meeting or through a written agreement with the
parent to amend the IEP without a meeting.

Each student has been assigned a special education teacher/case manager, who will
communicate with parents via email and/ or telephone, the schedule of program and
related service delivery for each student whether it be via an in-person, hybrid or
remote model. Through this communication the district will ensure that parents have
an understanding of the school’s efforts to provide services consistent with the IEP.

The district will continue to provide information to parents regarding progress

monitoring with the format and frequency that is described on the student’s IEP.
Parents will continue to receive procedural safeguards; prior written notice in a
reasonable timeframe before a change in the identification, evaluation or educational
placement of the student; and CPSE/ CSE meeting notice. These notices will be
provided in the parents preferred language and may be sent via email if the parent
elects to receive CPSE/ CSE documents electronically.

Testing Accommodations and Program Modifications

The district will review hybrid and remote instructional practices to plan for the
provision of necessary accommodations and modifications for students with disabilities
to progress in the general education curriculum. SWDs will have access to the
accommodations and modifications included in their IEP, as well as supplementary aids
and services to meet their unique instructional and social emotional needs. Access will
be coordinated by each student’s special education teacher/ case manager and included
in conversation during the IEP Notification process.

Assistive Technology

The general reopening framework includes issuance of a technology device to all

enrolled students on a 1:1 basis. The district is aware of the SWDs requiring assistive
technology that is used to increase, maintain, or improve their functional capabilities.
Assistive technology consultation services are available to directly assist special
education service providers and students in the selection, acquisition or use of an
assistive technology device. Through the general reopening framework, parents and
families will be provided with contact information for their child’s special education case
manager and staff within the Office of Learning Through Technology to respond to
questions and concerns regarding assistive technology devices and/or service for their
child(ren).

BILINGUAL AND WORLD LANGUAGES

● ELL identification process will be completed for any new students within 30 days
○ All new residents to the district complete an online registration process
through Infinite Campus. As a part of the registration process all parents
complete the New York State Education Department’s Home Language
Questionnaire (HLQ), which is available in multiple languages. The district
 registrar reviews each HLQ when registrations are processed. If a
language other than English is indicated on the HLQ the registrar will
contact an ESOL teacher to complete an individual interview with the
student. This can be done in person abiding by social distancing
requirements or remotely. If indicated by the individual interview the
ESOL teacher will administer the NYSITELL screening to the potential ELL
to determine their level of proficiency.
● Instructional Units of Study will be based upon the most recently measured
English Language Proficiency
○ For the majority of students this level will be based on the NYSESLAT
administered in the spring of 2019. Students that earned a score of 65 or
higher on the January 2020 English Regents Exam and scored at the
Commanding level on the 2019 NYSESLAT will be considered
Commanding.
● Communication with ELL families will continue to be provided in their preferred
language.

SOCIAL EMOTIONAL LEARNING AND MENTAL HEALTH

Addressing the social-emotional needs of our students is a step within the HCSD
Strategic Plan 2017-2022. Our goals in this area are to build and sustain an
environment characterized by safety, connection, and equity & to build students’ skills
and competencies to navigate and contribute to their communities. Now, more than
ever, we recognize that the social emotional well-being of our students and staff is
critically important. Our goals remain the same, and the district has made available
resources and referrals to address mental health, behavioral, and emotional needs of
students, faculty, and staff when school reopens for hybrid instruction, building upon
our established Multi Tiered System of Support.

Tier 1

One of our priorities for the first few weeks of school is to create connections and a
sense of safety in the face of the challenges and modifications to our learning structure
and environments. To this end, students will engage in community building activities
and skill development with their teachers and peers. The district will continue to
implement the K-12 Counseling Plan. Students will continue to receive instruction in
the School-wide Behavior Expectations and Learner Profile. Additionally, all students
will receive explicit instruction for social-emotional skills K-12 once per week; the
district is investing in a program for K-8 and (12 students.

Tier 2

Small group counseling with HCSD counseling staff at each building will continue.
Schools will follow the same referral process in place at each building. Interventions
such as check-in, check out, structured breaks and behavior plans will continue to be
options for those in need of this level of support.

Tier 3

We recognize that for some students, this closure has caused or exacerbated existing
trauma. We will continue to provide individual counseling for students with this need.
For additional support, we have contracted with Rochester Regional Health to provide
more counseling three days per week.

HEALTH AND SAFETY

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

The following protocols and procedures will be in place in all district schools for the
2020-21 school year.

Health Checks

The district has developed resources to educate parents/guardians and staff members
regarding the careful observation of symptoms of COVID-19 and health screening
measures that must be conducted each morning before coming to school. The resources
include the requirement for any student or staff member with a fever of 100°F or
greater and/or symptoms of possible COVID-19 virus infection to not come to school.

The Hilton Central School District will implement practices to conduct mandated health
screening. Daily health screening will consist of a home health questionnaire and a
temperature screening at school. Students or their parents/guardians, depending on
age and ability, will be required to complete a daily health questionnaire before coming
to school. The district will provide a green colored card and a lanyard to all students.
The card will contain the most up to date list of symptoms and signs to watch for.
Using the green card all students must be screened at home. Students will show their
card upon arrival at school to attest to having completed the daily health questionnaire
and not having had positive signs or symptoms of COVID-19. Students who arrive
without their green card will be sent to the nurses office to be screened before going to
their classroom. Any student that screens positive for any sign or symptoms before
arriving at school should stay home, contact the school attendance office and their
healthcare provider. Students who screen positive upon arrival at school will be sent to
an isolation room until they are able to be picked up.

All students will have their temperature checked upon arrival to school. Students will
be directed to one of multiple points of entry to be screened. Signage will direct
students to maintain appropriate social distance during the temperature screening. Any
student with a temperature of 100.0°F or above will be asked to go to the nurse’s office
for 5-10 minutes to be given a chance to cool down and then have their temperature
taken again. If it is below 100.0°F they can report to their classroom. If the
temperature remains at 100.0°F or above they will be sent to an isolation room to wait
to be picked up. Only temperatures taken by the school nurse or health aide in the
school health office will be recorded in a student’s school medical record.

Social Distancing, Face Coverings & PPE

The district has developed a plan with policies and procedures for maintaining social
distancing of all students, faculty, and staff when on school facilities, grounds and
transportation. Signage in various locations will indicate practices like one way
hallways, 6 foot markers where students may have to wait in line and maximum
capacity of spaces or rooms.

Students will be expected to wear face coverings indoors and outdoors, including on the
school bus. Students will be allowed to remove face coverings during meals and for
short breaks so long as they maintain appropriate social distance. Students who are
unable to medically tolerate a face covering will not be required to wear one.

If your child is unable to wear a face covering for medical reasons, please send
documentation of this from your healthcare provider to your school nurse. The nurse
will communicate this information with necessary staff.

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

Face coverings will be provided to students if needed, at no cost. Acceptable face

coverings for COVID-19 include, but are not limited to, cloth-based coverings and
surgical masks that cover both the mouth and nose.

Guidance/education on the following topics we will available on the District Website:

● The proper way to wear face coverings

● Washing hands before putting on and after removing their face covering
● Proper way to discard disposable face coverings

Health Hygiene

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

● Stay home if they feel sick.

 ● Cover their nose and mouth with an acceptable face covering when unable to
maintain social distance from others or in accordance with any stricter policy
implemented by the school.
● Properly store and, when necessary, discard PPE.
● Adhere to social distancing instructions.
● Report symptoms of, or exposure to, COVID-19.
● Follow hand hygiene, and cleaning and disinfection guidelines.
● Follow respiratory hygiene and cough etiquette.

Hand Hygiene

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

● Wash hands routinely with soap (any kind) and water for at least 20 seconds.
● Dry hands completely after washing. Use paper towels to dry hands if available
instead of a hand dryer if they are available.
● If soap and water are not available, use an alcohol-based hand sanitizer that is
at least 60% alcohol. Hand sanitizer should be rubbed on the hands until it is
completely absorbed. DO NOT dry hands if sanitizer is used.

Hand washing should occur:

● Before entering the bus.

● Before and after eating (e.g. snacks and lunch).
● After going to the restroom.
● After using a tissue.
● Before and after putting on or taking off face masks.
● After coming in from the outdoors.
● Anytime hands are visibly soiled.
● Upon arrival at home.

Respiratory Hygiene

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

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

● Cover a cough or sneeze using a tissue. If a tissue is used, it should be thrown

away immediately.
● If you don’t have a tissue when sneezing or coughing, sneeze into your elbow.
● Wash your hands after sneezing or coughing.
● Face coverings are protective. Wearing a face covering will keep the respiratory
droplets and aerosols from being widely dispersed into the air.

Management of ill persons, contact tracing and monitoring

The district requires students, faculty, or staff members who develop COVID-19
symptoms during the school day to report to the nurse’s office. If there are several
students waiting to see the school nurse, students must wait at least 6 feet apart. The
district has designated areas to separate individuals with symptoms of COVID- 19 from
others until they can go home or to a healthcare facility, depending on severity of
illness. One area will be used to treat injuries, provide medications or nursing
treatments, and the other area will be used for assessing and caring for ill students and
staff. Both areas will be supervised by an adult and have access to hygiene supplies.

If Students Ill with Symptoms of COVID-19 at School

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

Return to School after Illness

In order for a student to return to school they must be fully recovered and meet all the
following protocol:

● Medical practitioner note clearing the student to return to school.

● It has been at least 10 days since symptoms began.
● It has been at least three days since the student has had a fever without taking
fever reducing medication (Tylenol, acetaminophen, ibuprofen, Motrin, aspirin,
ext.).
● It has been at least three days since symptoms have improved (shortness of
breath, cough, ext.).

If the student is diagnosed with a medical condition other than COVID-19 the following
conditions must be met in order to return to school:

● Medical practitioner note clearing the student to return to school along with the
diagnosis clearing them of COVID-19.
● Fever free and feeling well for at least 24 hours without taking fever reducing
medication (Tylenol, acetaminophen, ibuprofen, Motrin, aspirin, ext.)

Your medical practitioner will decide whether a COVID-19 test is warranted or not after
assessing your child.

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

Contact Tracing

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

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

Districts may assist with contact tracing by:

● 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

Any decisions about who should be excluded from school due to potential exposure will
be made with guidance from local health officials. The district will follow all federal and
state confidentiality regulations in disclosing any health related information.

**All health and safety procedures and protocols are subject to change to be in
accordance with the latest government guidance and regulations.**

6. ​Districts that contract with eligible agencies, including CBOs, to provide

Prekindergarten programs must attest that they have measures in place to
ensure eligible agencies with whom they contract will follow health and safety
guidelines outlined in NYSED guidance and required by the New York State
Department of Health. The district must also ensure their eligible agencies
have a Continuity of Learning plan that addresses in-person, remote, and
hybrid models of instruction.

The CBO UPK partners, TLC Adventures in Childcare and Parma Kids, have submitted a
Continuity of Learning Plan.

SPECIAL EDUCATION
1. ​Each school and/or district reopening plan, whether services are provided
in-person, remote, and/or through a hybrid model, addresses the provision of
free appropriate public education (FAPE) consistent with the need to protect
the health and safety of students with disabilities and those providing special
education and services.

YES, the LEA provides the above assurance.

The District will comply with all requirements for addressing the needs of students with
disabilities. Regardless of whether the District utilizes in-person, remote, or a hybrid
model of providing instruction to all students, it will continue to provide a free
appropriate public education (FAPE) to all qualified students with disabilities. A FAPE
will be provided in a manner consistent with protecting the health and safety of
students with disabilities and District staff members and others who provide special
education and related services to such students. The provision of a FAPE for each
student will be identified through collaboration with the Committee on Special Education
(CSE) or Committee on Preschool Special Education (CPSE) and the student’s parents.
Some students are placed by the District’s CSE or CPSE in out-of-District programs.
Determining how to provide a FAPE for such students who are placed out-of-District will
be made in collaboration with the District’s CSE/CPSE, the student’s parents, and the
program in which the student is placed.

As a part of the District’s re-opening framework, all students will be provided

instruction through a 2 day in-person hybrid model, with the option to elect a fully
remote model. (See general reopening framework.) To the greatest extent possible,
each student with a disability (SWD) will be provided the special education and related
services identified in the student’s individualized education program (IEP). This
includes the provision of programs and services within the general education setting
when students are in attendance at school. SWDs in special classes and those with IEP
based programs and related or supplementary support services requiring in-person
instruction on a more frequent basis will be prioritized to attend school for up to 4 days
per week, given the requirements for equity, capacity, social distancing, and PPE. The
special education program and services will be provided in the least restrictive
environment (LRE) as identified by students’ IEPs. The LRE determination will be made
by the CSE/CPSE in coordination with parents. Specialized PPE will be provided for
students and staff when social distancing cannot be maintained or when traditional PPE
prevents service provision. Telepractice will be used to deliver programs and services
when students are accessing instruction remotely. An individual determination will be
made regarding the delivery of special education programs and services for students
who access their programs and services remotely. The District will continue to assess
guidance from the Office of Special Education (OSE) to assist with this process.

Teachers and service providers will continue to collect data both in-person and remotely
and use it to monitor each student’s progress toward meeting annual goals. Once
school reopens, the CSE/CPSE will make an individualized determination as to whether
compensatory services are needed under applicable standards and requirements. All
compensatory services determinations will be made by the CSE/CPSE either by
amendment with parent agreement or by CSE meeting.

If a SWD is absent for an extended period of time (i.e. greater than 10 days) because
of a COVID-19 infection or other temporary medical reason, then the CSE/CPSE will
determine whether the child is available for instruction and could benefit from
homebound services such as online or virtual instruction, instructional telephone calls,
and other curriculum-based instructional activities, to the extent available. In so doing,
school personnel will follow appropriate health guidelines to assess and address the risk
of transmission of COVID-19 in the provision of such services.
The CSE/CPSE will continue to engage in Child Find and inform parents regarding the
identification, evaluation (in person or through telepractice) and educational placement
of their child. Prior to referring a student to the CSE/CPSE, the District will take into
consideration all factors that may have influenced the student’s progress during school
closures due to COVID-19. Parents may continue to refer students to the CSE/CPSE in
accordance with the special education regulations.

Initial CSE and CPSE evaluations and reevaluations will continue to be conducted, either
remotely or in-person, in accordance with the required regulatory timelines. The District
will continue to follow previous OSE guidance for conducting evaluations and
reevaluations during the COVID-19 pandemic to meet special education timelines. As
appropriate, and as determined on an individual student basis, evaluations may be
conducted remotely using technology and/or by employing a review of records.

The CSE/CPSE will continue to meet to review a student’s evaluations, to conduct

annual reviews, and/or to convene at parent or District request and, as appropriate,
revise the student’s IEP. Parents and the District may agree to conduct CSE/CPSE
meetings using alternative means, such as by video conference and/or teleconference.

The District will provide to parents the procedural safeguards and prior written notice as
required by the regulations.

2. ​Each school and/or district reopening plan addresses how it will document
the programs and services offered and provided to students with disabilities
as well as communications with parents.

YES, the LEA provides the above assurance.

The Committee on Preschool Special Education (CPSE)/ Committee on Special

Education (CSE) held annual review meetings and an IEP was developed for all SWDs
for the 2020-2021 school year. If based upon current circumstances, revisions to a
student’s IEP need to be made to continue to meet the student’s needs, such changes
will be made by the CPSE/CSE at a meeting or through a written agreement with the
parent to amend the IEP without a meeting. Information regarding the district’s
framework of instruction will be made available through a parent/ guardian handbook.
Each student has been assigned a case manager, who will communicate with parents
via email and/ or telephone, the schedule of program and related service delivery for
each student whether it be via an in-person, hybrid or remote model. Through this
communication the district will ensure that parents have an understanding of the
school’s efforts to provide services consistent with the IEP.

3. ​Each school and/or district reopening plan addresses meaningful parent

engagement in the parent’s preferred language or mode of communication
regarding the provision of services to his/her child to meet the requirements
of the IDEA.

YES, the LEA provides the above assurance.

The district will work collaboratively and creatively to ensure that parents have an
understanding of the school’s efforts to provide services consistent with the
recommendations on their child’s IEP. This will include the provision of a parent/
guardian handbook explaining the district’s framework of instruction, as well as email
and/ or telephone communication by an assigned case manager, regarding the schedule
of program and related service delivery this fall. The district will continue to provide
information to parents regarding progress monitoring with the format and frequency
that is described on the student’s IEP. The district will continue to provide parents with
procedural safeguards; prior written notice in a reasonable timeframe before a change
in the identification, evaluation or educational placement of the student; and CPSE/ CSE
meeting notice. These notices will be provided in the parents preferred language and
may be sent via email if the parent elected to receive CPSE/ CSE documents
electronically.

4. ​Each school and/or district reopening plan addresses collaboration between

the committees on preschool special education (CPSE) and committees on
special education (CSE) and program providers representing the variety of
settings where students are served to ensure there is an understanding of the
provision of services consistent with the recommendations on/individualized
education programs/(IEPs), plans for monitoring and communicating student
progress, and commitment to sharing resources.

YES, the LEA provides the above assurance.

The diverse educational needs of SWDs are reflected through the continuum of services
that are provided in a variety of settings. District representatives from the Office of
Learning Support Services, will communicate frequently with representatives from all
applicable school settings to facilitate the collective review of effective service delivery
and student progress monitoring. For those students who are receiving special
education programs and services in a Board of Cooperative Educational Services
(BOCES) program, independent or religious school, approved school-age program
serving students with disabilities, or for approved preschool special education providers
contracted by the county, the district will conduct outreach efforts to remain informed
regarding the planned activities for the nature and delivery of instruction and related
services and to identify shared resources, materials, and technology that may be
available to students, as appropriate.

For those special education programs and services delivered via a contract with the
district or county, the provision of instruction and related services will continue to be
documented by the student’s contracting school district program, BOCES program,
nonpublic school with an approved special education program, Special Act school
district, State-operated school, State-supported school, preschool special class or
preschool special class in an integrated setting program, preschool special education
itinerant service provider, or related service provider, as applicable, so that these
activities may be communicated for developing students’ IEPs. This documentation will
be in consideration by the CSE/CPSE when making individualized determinations as to
whether changes to the IEP recommendation or compensatory services are needed,
under applicable standards and requirements. Successful and continued partnerships
between program providers and the district will reflect coordinated efforts necessary to
best respond to student needs.

5. ​Each school and/or district reopening plan must ensure access to the
necessary accommodations, modifications, supplementary aids and services,
and technology (including assistive technology) to meet the unique disability
related needs of students.

YES, the LEA provides the above assurance.

The district will review hybrid and remote instructional practices to plan for the
provision of necessary accommodations and modifications for students with disabilities
to progress in the general education curriculum. SWDs will have access to the
accommodations and modifications included in their IEP, as well as supplementary aids
and services to meet their unique instructional and social emotional needs. Access will
be coordinated by each student’s special education case manager and included in
conversation during the IEP Notification process.

The general reopening framework includes issuance of a technology device to all

enrolled students on a 1:1 basis. The district is aware of the SWDs requiring assistive
technology that is used to increase, maintain, or improve their functional capabilities.
Consideration through the general reopening framework will be given to all students to
ensure students have access to their working technology and any accompanying
programs through the Office of Learning Through Technology. Assistive technology
consultation services are available to directly assist special education service providers
and students in the selection, acquisition or use of an assistive technology device.
Through the general reopening framework, parents and families will be provided with
contact information for their child’s special education case manager and staff within the
Office of Learning Through Technology to respond to questions and concerns regarding
assistive technology devices and/or service for their child(ren).

BILINGUAL EDUCATION AND WORLD LANGUAGE

1. ​Each qualifying school and/or district reopening plan which reopens using
in-person or hybrid instruction must complete the ELL identification process
within 30 school days of the start of the school year for all students who
enrolled during COVID-19 school closures in 2019-20, as well as all students
who enroll during summer of 2020 and during the first 20 school days of the
2020-21 school year. After this 20 day flexibility period, identification of ELLs
must resume for all students within required 10 school days of initial
enrollment as required by Commissioner’s Regulations Part 154. YES, the LEA
provides the above assurance.

All new residents to the district complete an online registration process through Infinite
Campus. As a part of the registration process all parents complete the New York State
Education Department’s Home Language Questionnaire (HLQ), which is available in
multiple languages. The district registrar reviews each HLQ when registrations are
processed. If a language other than English is indicated on the HLQ the registrar will
contact an ESOL teacher to complete an individual interview with the student. This can
be done in person abiding by social distancing requirements or remotely. If indicated
by the individual interview the ESOL teacher will administer the NYSITELL screening to
the potential ELL to determine their level of proficiency.

2. ​Each school and/or district reopening plan must provide required

instructional Units of Study (or, for charter schools, the applicable program
outlined in the school’s charter) to all ELLs based on their most recently
measured English language proficiency level during in-person or hybrid
instruction.

For the majority of students this level will be based on the NYSESLAT administered in
the spring of 2019. Students that earned a score of 65 or higher on the January 2020
English Regents Exam and scored at the Commanding level on the 2019 NYSESLAT will
be considered Commanding.

3. ​Each school and/or district reopening plan must ensure the maintenance of
regular communication with parents/guardians of ELLs to ensure that they are
engaged in their children’s education during the reopening process, and
provide all communications for parents/guardians of ELLs in their preferred
language and mode of communication.

● Communication with ELL families will continue to be provided in their preferred

language.

TEACHER AND PRINCIPAL EVALUATION SYSTEM

1. Each school and/or district reopening plan must ensure that all teachers
and principals are evaluated pursuant to the LEA’s currently approved
APPR plan, including any variance application approved by the
Department.

The Hilton Central School District’s NYSED 3012-d APPR plan will be followed.

CERTIFICATION, INCIDENTAL TEACHING AND SUBSTITUTE

TEACHING
Hilton Central School District’s Reopening Plan ensures all grade levels and subjects will
be taught by teachers who hold valid and appropriate NYS teaching certifications for
their teaching assignments. The plan will only assign incidental teaching assignments,
as defined by the NYSED regulations, when a certified teacher or qualified teacher is not
available.