Elementary Schools

Orientation for Students

In order to support the transition to a return to school in a hybrid model, students will participate in an orientation to our new protocols (e.g., social distancing, mask wearing, handwashing, etc.) as well as a review of familiar protocols that will still be in place on their first in-person day of school.

Orientation for students will include:

• Training in our new safety protocols, resources to support learning from home in the hybrid instructional model, and reconnecting safely with teachers and their peers.
• Formal and personalized social-emotional support from trained mental health professionals to ensure students’ readiness to return and ongoing well-being.
• During the first week of instruction for each student group, Husky/Pride, will be oriented to the protocols in effect for the safe operation of school.  
• Orientations will include procedures that have traditionally been in place such as evacuation and lockdown drills, student behaviors, use of bathrooms, cafeteria usage and use of technology platforms (Seesaw/Google classroom).
• In addition to the traditional protocols, students will receive orientation to changes in these procedures due to the Coronavirus.  These include movement in the hallways and stairwells (one-way designations to the extent practicable), expectations for social distancing and mask wearing, hand washing and sanitizing, exiting at the close of school, and after school extra-curricular activities.
• Kindergarten Orientation will be provided virtually to families.

Orientation Faculty, and Staff to the Protocols for the Safe Reopening of School 

In order to support the transition to a return to school in a hybrid model, faculty and staff will participate in an orientation to our new protocols (e.g., social distancing, mask wearing, handwashing, etc.) as well as a review of familiar protocols that will still be in place on their first in-person day of school. 

Orientation for faculty and staff will include:

• Two days of training focused on the safe reopening of school including protocols for social distancing, wearing face coverings, recognizing symptoms of COVID-19 as well as trauma-informed and trauma-responsive practices led by building psychologists.
• Teachers will be afforded time in classrooms prior to the return of students to ensure that the configurations meet social distancing guidelines and create welcoming learning spaces.
• Additionally, formal social-emotional support will be provided to faculty and staff during preparations for opening and throughout the school year.
• All Faculty and staff will be oriented to these protocols on the Superintendent Conference Days held prior to the opening of school.  

Visiting school buildings is discouraged unless absolutely necessary. In the event of a necessary visit parents/guardians should contact the school in advance. All visitors are required to undergo a COVID-19 screening, including the taking of temperature using a dedicated, secure mobile app designed for this purpose.  Parents/guardians are encouraged to schedule virtual appointments with faculty when necessary. Each school will outline procedures for any necessary visits to buildings and communicate those procedures with parents/guardians.

Mask Wearing

• Students, faculty, and staff will be required to wear face coverings at all times while on school property, in school buildings, and on school buses.Students, faculty, and staff will wear masks, except for designated mask breaks, while eating lunch, and outdoors when directed by a teacher or other district employee. 
• Masks with a vent are not permitted.
• Mask wearing will be strictly enforced for all students, faculty and staff, with the following exceptions: while eating lunch, during designated mask breaks under the supervision of an adult, students or employees unable to wear a mask due to medical necessity (with district authorization), and outdoors when permitted by faculty or staff. 
• In the event a student arrives at school without a mask, one will be provided by the District. 

Lunch

• Students will be permitted to take off their masks while eating but will be required to replace them when their meals are finished. Cafeteria furniture has been arranged to limit the number of students at each table to ensure social distancing while eating. Students will be assigned to a table and cohort with whom they will eat each day they are at school. 

Mask Breaks

• Wearing masks over an extended period of time especially for young students is challenging. We will provide built-in mask breaks. Teachers are given the flexibility to take their class outdoors at any time, or to large instructional spaces where students can be afforded a mask break. Teachers will do periodic check-ins as some students may require more frequent breaks. 
• In the event a student, faculty or staff member is unable to wear a mask due to medical or educational necessity, additional PPE is required. District authorization is required.

Parents are encouraged to drop-off and pick-up students each day to reduce the number of students riding the bus. 

School Bus Safety Protocols

Consistent with state-issued public school transportation and New York State Department of Health guidance, students and adults who ride school buses are required to wear masks. Students are not permitted to sit together, with the exception that siblings from the same household may sit together.  

Students 

• The district will limit students to one per seat which is 50% or less of full bus capacity (approximately 21 students per bus). 

• All students on school buses will be required to wear a face mask at all times (e.g., entering, exiting, and while seated), unless a disability or medical condition prohibits wearing of a face covering.  If a student does not have a mask, one will be provided.  

• Eating and drinking is not allowed on school buses and will be strictly enforced.

Drivers and Monitors: 

• School bus drivers will wear a face mask unless it inhibits their ability to drive .

• Drivers and monitors will be trained regarding the use of PPE, social distancing, and symptoms associated with COVID-19.  

• Drivers and monitors will complete daily COVID-19 symptom screening before beginning bus routes.  

• Masks and gloves will be provided to drivers and monitors; monitors will wear masks at all times, and gloves will be worn when direct contact with students.  

Health and Safety: 

• Bus windows will be open for ventilation when possible. 

• High contact areas will be disinfected between morning and afternoon bus runs.  

• School buses will be cleaned and disinfected daily. 

Lunch

• Food service will be available for students on days they are learning in school and available when students are learning from home.
• Food menus will be limited to start the year and may be expanded later.
• Cafeteria furniture has been arranged to limit the number of students at each table to ensure social distancing while eating. Students will be assigned to a table and cohort with whom they will eat each day they are at school. Masks will not be required while students are eating.  
• Students will be reminded of the importance of hand washing before/after eating & hand sanitizer stations will be available in the cafeterias.
• Custodial staff will follow protocols to clean and disinfect cafeteria furniture between lunch periods.
• Food service workers will receive training in safe food handling and preparation to avoid spread of COVID-19.

Food Assistance

If you are currently eligible but have not yet applied, please complete the request form.  If your circumstances have changed and you are in need of Food Assistance please contact your principal. All inquiries are confidential.

Recess

• Students will receive a recess block each day they have on-site learning.
• Recess will occur outdoors, weather permitting.
• In the event of inclement weather, students will be brought inside for recess utilizing classroom space and large group instruction spaces, and will wear masks and be socially distanced.
• Students and staff will follow proper safety protocols including social distancing and wearing masks. Mask breaks will be permitted.
• Physical education teachers will create a menu of activities for students to choose from during recess.
• Students will be reminded of the importance of hand washing, and hand sanitizer stations will be available upon return from recess.

• Every elementary student will be assigned a district-provided iPad (K-2) or a Chromebook (3-5).  Devices will be distributed to students on the first day of in-person instruction.
• HCSD has implemented a 1:1 initiative for all students so that every student will be assigned a district-provided iPad (K-2) or a Chromebook (3-5).  Devices will be distributed to students on the first day of in-person instruction.  The device and the charger should remain at home when students are at home for remote learning and brought to school when students are required to report.  Students should keep their chargers at home at all times.  Families in need of internet can be provided a district Internet Hotspot.
• Students will be expected to use their own district-provided devices when at school.  During the 2020-2021 school year, students will not be allowed to share devices.  Lab computers will not be available.
• Software has been researched and purchased for teaching and learning to accommodate any of the learning models.  For K-5 students, teachers will use SeeSaw and Google Classroom and interact with students through Google Meet and Zoom.

Technology Support:

• HCSD Technology Help Desk - The Help desk is available to all teachers, staff, students and parents.  Technicians are assigned to each school to assist with any issues related to remote learning including, but not limited to password resets, software trouble, and hardware issues.

• If your family does not have internet access, the district will provide a mobile hotspot to deliver internet access. If you require support please complete this form. If you have questions contact Brian Seligman (914-638- 3389) or (seligmanb@harrisoncsd.org).

New York State Department of Health and New York State Education Department guidance requires school districts to develop return to learning models that accommodate the safe return of students and staff to in-person learning to the greatest extent possible.  The three return to learning models include (a) 100% in-person instruction for students and staff if/when it is determined that all students and staff can safely attend in-person instruction in school; (b) hybrid instruction, which includes a combination of in-person learning in school and learning from home to meet recommended social distancing of students and staff; and (c) 100% learning from home, which is required if schools are closed based on directives from the Department of Health, the New York State Education Department, or as a result of an executive order from the Governor. While all return to learning models are outlined, the current guidance from the New York State Health Department (NYSDOH) and New York State Education Department State (NYSED) requiring social distancing calls for hybrid instruction (a combination of in-person learning and learning from home).

Prioritizing the social-emotional needs of students is a critical component to student learning. HCSD has a robust Social-Emotional-Learning Curricula K-12. In addition, District psychologists have received substantive clinical training in trauma-informed and trauma-sensitive teaching practices in addition to ongoing training in cognitive-behavioral (CBT) and dialectical behavior therapies (DBT) to help students develop skills in emotional regulation, mindfulness, and distress tolerance among other wellness skills. A district-wide behavioral specialist supports a comprehensive approach to addressing the social-emotional-behavioral needs of students and families.  LMK physical education teachers and psychologists collaborate to provide universal access to DBT skills, and there is aTherapeutic Learning Center at HHS.

District staff is trained in how to talk with and support students during the ongoing COVID-19 public health emergency, and are skilled in developing coping and resilience skills for students, faculty, and staff. This summer, psychologists and teacher leaders facilitated Professional Development courses in managing  trauma-sensitive classrooms for our K-5 and 6-12 faculties. LMK and HHS have fully functioning DBT teams and work bi-weekly with a consulting psychologist.

HCSD will provide students with all necessary mental health, behavioral, and emotional support as they return to school. These supports include:

• HCSD K-12 psychologists have received substantive clinical training in trauma-informed and trauma-sensitive teaching practices in addition to ongoing training in cognitive-behavioral (CBT) and dialectical behavior therapies (DBT) to help students develop skills in emotional regulation, mindfulness, and distress tolerance among other wellness skills. This past summer, psychologists and teacher leaders facilitated Professional Development in trauma-sensitive classrooms for our K-5 and 6-12 faculties. LMK and HHS have in place fully functioning DBT teams and work bi-weekly with a consulting psychologist. 

• During the 2020-21 school year, the LMK psychologists will partner with LMK physical education teachers to provide skills training in mindfulness, emotional regulation, distress tolerance, and interpersonal effectiveness.  

• Psychologists are available  at each HCSD school to support students' emotional well being.  The District added psychological support in the 2020-21 budget to meet growing needs at Parsons Elementary School, Louis M. Klein Middle School, and Harrison High School.

• A district-wide behavioral specialist supports a comprehensive approach to addressing the social-emotional-behavioral needs of students and families. 

• The district is proactive in supporting wellness and providing social-emotional-learning and emotionally safe and sensitive classrooms for all students. 

• The clinical team provides additional support to students who struggle in this domain. They know who is most at risk, are trained to recognize signs of emotional distress and struggle, are aware of students who struggle and are well prepared to support.

• There is in place a systematic, coordinated, and coherent referral process from teachers to counselors to psychologists, under the supervision of the building administration. The system ensures that, when necessary, students receive increasing levels of support (from teacher consultation to direct counseling services) in the social-emotional-behavioral realm. Parents are an integral part of this process supported by systems that provide training and ongoing communication. 

• Parent support includes coordinated outreach by school psychologists and school counselors, in consultation with classroom teachers and school administrators, to determine student need. Staff is trained in how to talk with and support students during and after the ongoing COVID-19 public health emergency, as well as information on developing coping and resilience skills for students, faculty, and staff.

The provision of a free and appropriate public education will continue to be provided for all special education students in accordance with their IEPs via all three instructional models (100% in person; 100% remote; hybrid model). Initial and re-evaluation testing will continue and will be administered in-person, via Google Meet/Zoom or a combination thereof. Committee on Special Education (CSE) meetings will continue via Google Meet or Zoom at this time. Part 200 Special Education Regulations and guidance documents from the NY State Education Department regarding the education of students with disabilities will be implemented and followed. Additional PPE will be provided to teachers and support staff who work with students who are unable to wear face masks or socially distance due to their disability. As per NYSED guidance, HCSD has considered our highest-needs students and will implement special education programs as described below:

Special Education Students in grades K-5: 

• Students in special class programs (12:1:2 and 8:1:2 classes at Parsons, HAS, and Purchase) will attend school in-person daily.
• Students in general education classes: integrated co-teaching, Resource Room, Consultant Teacher Services or Related Services will attend school according to the student’s  Husky or Pride schedule. Those students with IEPs requiring direct services will receive live/synchronous instruction from their special educator on the days that they are learning from home via Google Meet/Zoom.

Related Services:

• Related Services for special education students (speech, counseling, etc.)  will be provided through a combination of in-person and remote instruction (Google Meet/Zoom) based on the student’s special education program. A rotating schedule will be developed to ensure that students are receiving both in-person and remote related services.

All English Language Learners will receive the services to which they are entitled under the provisions of the Commissioner's Regulations Part 154-2. These services are based on the level of language proficiency of the students and they are as follows:

Students in grades K-5:

• Entering and Emerging Proficiencies: 6 hours per week through integrated and standalone service delivery models. Students will attend school in person (as feasible) four days per week and will receive synchronous and asynchronous instruction online on Mondays.
• Transitioning and Expanding Proficiencies: 3 hours per week through integrated and standalone service delivery models. Students will follow their group schedule for on-site and home learning.

Students and their families will have access to mental health resources provided by our school psychologists supported by our in class approach to social and emotional learning. Our Response to Intervention model, supports students who show signs of social-emotional-struggle. Concerns are brought to building Response to Intervention team.  The multidisciplinary team includes the building psychologist, will design targeted goals and increasingly levels of  interventions to support students.These supports include psychological consultation services, behavioral therapist support services, social skills training or psychological counseling. Parent support and parent training will be provided as appropriate and connections with community resources for families will be shared and developed. All of our psychologists are trained in trauma-informed and sensitive practices and will provide support to both students and teachers as needed.

To the greatest extent possible, HCSD will permit extracurricular activities (i.e., clubs) to occur on school grounds outside of the school day, with proper safety protocols in effect (e.g., social distancing, use of face coverings, hand washing, etc.).  Clubs may also meet virtually on days when students are not in attendance, as practicable. In the event that the district must implement full virtual learning from home model, then extracurricular clubs will be maintained virtually to the extent possible to support the social and emotional well-being of students through these enriching activities.