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Safety Plan

South Colonie has maintained a Safe Schools Plan since 2001, as required under Project SAVE legislation enacted in 2000. The comprehensive plan outlines clear student behavior expectations and consequences for all grade levels.

The plan was developed over a 12-month period by a Safe Schools Committee representing a cross-section of the community, including administrators, teachers, support staff, parents, students, community members, and local law enforcement. It incorporates existing district policies while aligning them with applicable legal precedents and rulings from the New York State Commissioner of Education.

For more information on student behavioral expectations, code of conduct and other policies related to district safety please visit the Policies section of the website.

Chief Emergency Officer 

Christopher Robilotti

RobilottiC@scolonie.org

518-869-3576 X0436

Printed Version of the Plan

Introduction

Emergencies and violent incidents in school districts are critical issues that require comprehensive planning and training. The New York State Safe Schools Against Violence in Education (SAVE) law requires school districts to develop a school safety plan to prevent or minimize the effects of serious violent incidents and natural/manmade disasters and to facilitate the coordination of state, local and county resources in the event of such incidents or emergencies. The district-wide school safety plan is responsive to the needs of all schools within the district and is consistent with the more detailed emergency response plans required at the school building level. Project SAVE is a comprehensive planning effort that addresses prevention, response, and recovery with respect to a variety of emergencies in each school district and its schools.

District Safe Schools Coordinator/Chief Emergency Officer

The South Colonie Central School District has designated Christopher Robilotti, Assistant Superintendent of Human Resources & Safe Schools, as the district's chief emergency officer (CEO). The CEO is responsible for coordinating communication between staff and law enforcement and first responders and for ensuring staff understanding of the district level safety plan. Additionally, the CEO ensures that building level emergency response plans are annually updated.

Section I: General Considerations and Planning Guidelines

  • The South Colonie Central School's District-Wide School Safety Plan was developed pursuant to Commissioner's Regulation 155.17. At the direction of the board of education, the superintendent appoints a district-wide school safety team and charges it with making recommendations regarding the development, maintenance, and implementation of the district-wide school safety plan. The finalization of the plan ultimately rests with the superintendent, with adoption by the Board of Education by September 1 of each school year.

  • The South Colonie Central School District has created a district-wide school safety team and building level emergency response teams for every school building. Both consist of, but are not limited to, representatives of the school board, teachers, staff, administrators, parent organizations, school safety personnel, law enforcement and other first responders.

  • The districtwide school safety plan is directly linked to the individual building-level emergency response plans for each school. The protocols reflected in the district-wide school safety plan guide the development and implementation of each building-level emergency response plan.

    n the event of an emergency or violent incident, the initial response to all emergencies at an individual school will be by that school's building-level emergency response team. Upon the activation of the building-level emergency response team, the superintendent of schools, or his/her designee, will be notified and, where appropriate, local emergency officials will also be notified. Efforts may be supplemented by county and state resources through existing protocols when needed.

  • Pursuant to Commissioner's Regulation 155.17 (e)(3), this plan was originally prepared in 2001, adopted by the school board after at least one public hearing that provides for the participation of school personnel, parents, students and any other interested parties. Full copies of the district-wide school safety plan and any amendments were submitted to the New York State Education Department (NYSED) within 30 days of adoption.

    The commissioner's regulation also requires that this plan shall be reviewed by the districtwide school safety team on an annual basis on or before September 1st of each year, and recommendations for updates provided to the superintendent. Hereinafter, all updates made by the district-wide school safety team shall be presented to the board of education for adoption pursuant to the aforementioned regulations. In most cases, recommendations are specific and included in building-level emergency response plans. A copy of the districtwide school safety plan is available at the South Colonie District Office located at 102 Loralee Drive, Albany, New York and online at the district's website. While linked to the district-wide school safety plan, building-level emergency response plans shall be confidential and shall not be subject to disclosure under Article 6 of the Public Officers Law or any other provision of law, in accordance with New York State Education Law Section 2801-a. Building-level emergency response plans and all updates are given to the New York State Police, Colonie Police and Albany County Sheriff’s Department within 30 days of adoption.

Section II: General Emergency Response Planning

The districtwide school safety plan provides the framework for the building-level emergency response plan. The purpose of a uniform plan is to ensure district-wide continuity for emergency responses. These general emergency responses will provide one consistent response system that will be used by all school employees, students, parents and emergency responders. This is particularly beneficial as students move from elementary to middle school and then to high school, and as fulltime, part-time and substitute employees travel among the schools.

The districtwide school safety team has identified many factors that could cause an emergency in our schools and facilities within the district as well as factors that need to be considered when responding to an emergency. The detailed list of potential internal and external hazards or emergency situations are included in the confidential building-level emergency response plans.

  • Lists of areas on school property that have the potential to create an emergency situation have been identified. This list is not all-inclusive for every emergency. However, these areas have been identified as having the most probable impact on district facilities or district boundaries should they have or create an emergency, such as gas lines, fuel tanks and chemical storage. The detailed list and floor plans are included in the confidential building-level emergency response plans and are updated on an annual basis.

    The districtwide school safety team in conjunction with Colonie Police, New York State Police, Albany County Sheriff’s Department, Colonie Fire Prevention Department, Colonie EMS and town officials from Colonie has identified potential emergency situations off of school property that could have an impact on the district. Factors that were considered include population, presence of hazardous materials, potential for emergency based on geographical potential and/or national trends and proximity to district property, such as airports, bridges, dams, major intersections, primary routes of hazardous cartage locations of hazardous materials. The detailed list is included in the confidential building-level emergency response plans and is updated on an annual basis.

  • Actions

    Included in the building-level emergency response plans (updated 7/1/2025) are actions for handling multi-hazard emergencies that are in compliance with the Incident Command System (ICS).

    These guidelines include but not limited to:

    • Initial actions

    • Command post locations (primary and secondary)

    • Evacuation procedures before, during, and after school, including routes and relocation sites (internal and external)

    • Shelter-in-place procedures

    • Lockdown procedures

    • Secure lockout procedures

    • Hold-in-place procedures

    • Evacuation procedures

    • Emergency school cancellations, closures, early dismissals, and delays, including after-school programs, evening activities, weekends, and CYC Care

    Emergencies

    These include, but are not limited to the following multi-hazard response guidelines:

    • Air Pollution

    • Epidemic

    • Mass Casualty Incident

    • Anthrax or Biological Threat

    • Explosion

    • Medical Emergency

    • Aviation Crash

    • Fire Alarm Activation

    • Natural Gas Leak

    • Building Structural Failure

    • Flood

    • Radiological Incident

    • Bomb Threat

    • Hazardous Materials Incident (On- or Off-Site)

    • School Bus Accident

    • Civil Disturbance

    • Heating System Failure

    • Severe Weather

    • Crimes Against People

    • Hostage Situation

    • Threats of Violence

    • Earthquake

    • Intruder Situation

    • Toxic Exposure

    • System Failure

    • Loss of Building Water

    • Emergency Energy Supply Loss

    • Loss of Buses

    Resources

    The district has identified a variety of resources available for use during an emergency, including: personnel identified through school building teams; the use of the Incident Command System (ICS); a list of volunteer faculty and staff trained in first aid, CPR, and AED use; emergency equipment; a master list of all Transportation Department vehicles; building floor plans and maps noting shut-offs and potential hazards; American Red Cross sheltering agreements; and designated shelter sites with backup locations. The district maintains agreements with all community shelters that may be used. Specific, detailed information is included in the confidential building-level emergency response plans, as advised by the New York State Police.

    Incident Command System (ICS)

    The district has identified school personnel authorized to make decisions during an emergency. Through ICS the procedures to coordinate the use of school district resources and manpower during emergencies are clearly defined. ICS identifies the staff members and their backups assigned to provide assistance during emergencies. Each school has a building-level emergency response team (sister schools and tri-building schools will have one combined team) that works under the Incident Command System. Each team is documented in detail. This document is given only to building-level emergency response team members, the school emergency coordinator, the New York State Police and the Colonie Police Department. The building-level emergency response team details are located in the confidential building-level emergency response plans. Each building-level emergency response team has been given an overview of the ICS, an ICS flow chart, ICS training and specific ICS roles and responsibilities.

    Policies and Procedures for Training

    The district has developed policies and procedures for annual multi-hazard school safety training for staff and students, including the strategies for implementing training related to multi-hazards.

    Procedures have been established to provide this training on an annual basis to include but not limited to: early dismissal home drill, fire drills, evacuation drills, lockdown drills, table top exercises, New York State Police Safe Schools Training and ICS/NIMS training (an internal, confidential Guide for Safety & Emergency Planning has been created and references specific requirements for training and drill frequency). Individual schools use various faculty/staff surveys and forms, in order to obtain feedback on the drill practiced. School administrators then address any concerns or questions noted and share them either in written form or in faculty/staff meetings. On a monthly basis, the district administrators and principals meet to discuss all reports of multi-hazard training, actual and potential hazards and/or violence (implied threats, direct threats and/or actual acts of violence). The discussions are the key to debriefing as a district. Actions and procedures that are carried out successfully are verified and areas in need of improvement are noted as needed. This level of district awareness assists each principal and administrator in responding to future training, actual emergency responses and implied threat, direct threats and/or actual acts of violence.

    The district conducts drills and other training exercises to test components of the emergency response plan, including the use of tabletop exercises, in coordination with local and county emergency responders and preparedness officials. The district administrators and building-level emergency response teams participate in tabletop exercises with local responders. The New York State Police have been instrumental in conducting tabletop exercises at the district and school building levels. They have provided valuable debriefing assistance in tabletops involving criminal offences and threats/acts of violence. A debriefing is conducted after each drill and/or exercise to determine if changes to the plan are necessary and to assist in returning to routine school activities. Schools that have multiple floor levels also prepare and practice a non-ambulatory emergency evacuation plan.

     

Section III: Responding to Threats and Acts of Violence

  • Schools will activate their crisis team and follow their crisis intervention plans and multi-hazard response guides. The district-wide school safety team reviews these guides to ensure consistency throughout the district. These procedures apply to threats or acts of violence by students, staff, or visitors and support zero-tolerance policies for school violence. Confidential building-level emergency response plans address the following procedures:

    • Contact the appropriate law enforcement agency, if necessary.

    • Inform the building principal and superintendent.

    • Utilize staff trained in de-escalation or other strategies to diffuse the situation.

    • Inform the building principal of implied or direct threats.

    • Determine the level of threat with the principal and superintendent/designee.

    • Monitor the situation and adjust the district’s response as appropriate, including possible implementation of the emergency response team.

    • Isolate the immediate area and evacuate if appropriate.

    • Initiate a lockdown procedure and contact law enforcement if necessary.

    • Adjust the response level as needed, including early dismissal, sheltering, or evacuation procedures.

    • Communicate with parents/legal guardians and the general public, as needed.

    Note: The South Colonie Code of Conduct also outlines policies and procedures for responding to acts of violence by students, staff, and visitors. It supports school safety and security in accordance with the district’s safe and drug-free schools policy and no-weapons policy.

  • The district-wide school safety plan identifies response protocols and defines roles and responsibilities. The Multi-Hazard Emergency Response Guides provide procedures for responding to incidents such as bomb threats, intruders, hostage situations, and kidnappings, including:

    • Identification of decision-makers

    • Notification of administrators and agencies

      • All district administrators, principals, their secretaries, and building custodians have a confidential emergency reference card

      • The card outlines which agency and administrator(s) to contact for each type of emergency

      • It is updated annually and designed to be kept near phones at work and at home for off-hours emergencies

    • Plans to safeguard students and staff

    • System for student release and reunification

    • Procedures to provide transportation, if necessary

    • Debriefing procedures

    Note: Specific response details are maintained in the confidential building-level emergency response plans, as advised by the Colonie Police, New York State Police, Albany County Sheriff’s Department, and local fire department.

  • The district has established policies and procedures to contact parents, legal guardians or persons in parental relation to the students in the event of a violent incident or an early dismissal. In the South Colonie Central School District, the following communication methods will be taken:

    • For small-scale incidents, the crisis intervention plans and crisis team may be activated. Depending on the incident, school personnel may directly call the parents/legal guardians of all students directly impacted. All other parents/legal guardians will receive an informational notification via the website or Student Information System. Meetings may be scheduled in a timely manner for further discussion if necessary.
    • For any major incident, the crisis intervention plans and crisis team will be activated. The district will be working with the media (TV, radio, newspaper), website, social media and SIS system to relay pertinent school related information (i.e. how and where parents can be reunited with children, etc.). Community meetings and/or press conferences may be scheduled in a timely manner to discuss the particulars of the incidents and the district's response.

Section IV: Communication with Other Agencies

The district-wide school safety plan provides the framework for the building-level emergency response plan with regard to communication with other agencies.

  • The South Colonie Central School District maintains strong ties with the Colonie community. In the event of an emergency at any district facility, staff will dial 911 for immediate assistance. If additional support from local government agencies is required, the superintendent or their designee will serve as the primary contact. Further communication procedures are detailed in the building-level emergency response plans.

    Examples of communication arrangements include:

    • The principal (building-level Incident Commander or backup) or superintendent (district-wide Incident Commander or backup) contacts the county dispatch center for fire, EMS, or police by calling 911.

    • The principal or superintendent contacts the highest-ranking local government official for notification and/or additional assistance.

  • The district follows protocols outlined in the Capital Region BOCES Communication Flowchart for coordination with county or town officials, including those responsible for implementing Article 2-B of the Executive Law. Examples of district arrangements during countywide emergencies include:

    • The superintendent (district-wide Incident Commander or backup) will contact the Saratoga County Emergency Management Coordinator and/or the highest-ranking local government official for advice and assistance.

    • The district has identified emergency resources from the following agencies:

      • Colonie Police

      • American Red Cross

      • Albany County Emergency Services Office

      • New York State Police

      • Albany County Sheriff

      • Albany County Mental Health Office

      • Capital Region BOCES Health, Safety, and Risk Management Office

    • If an emergency occurs within the district and could impact the surrounding community, the superintendent or designee will notify the appropriate town officials (e.g., highway department, town administrator, public safety) and contact the Town of Colonie and Village of Colonie as needed.

    • Conversely, if a community emergency could affect district facilities, the superintendent must be notified immediately.

  • If there is an emergency within the district that has the potential to impact bus transportation capabilities either to or from other educational agencies within the district boundaries, the director of transportation in close coordination with the school emergency coordinator will activate a phone tree to inform all necessary parties. The phone tree will be located in the building-level emergency response plan for the transportation department. In the event the phones are not operational, media (radio, television, district website, Parentsquare) may be utilized to convey the pertinent emergency information.

  • Along with the phone tree, the district has access to the following information about each educational agency located in the school district, including information on:

    • School population
    • Number of staff
    • Transportation needs
    • Business and home telephone numbers of key officials of each such educational agency

    The details are considered confidential, due to the school specific information and administrator home phone numbers, and are located in the confidential building-level emergency response plan.

Section V: Prevention and Intervention Strategies

  • The district procedures require the following: visitor sign in and visitor badges (during regular school hours), single point of entry, buzz-in door surveillance systems, fingerprinting of employees, volunteering screening, and employee badges. The district also has school monitors in each building, as well as uniformed School Resource Officers. Uniformed SRO's are routinely present on campus, in school buildings, and at large public events. Video surveillance, random locker searches, security pages and exterior lighting are also used to improve security.

  • To further enhance school security and student, faculty and staff safety, the district has the following policies in place:

    • Child Abuse/Maltreatment and Neglect

    • Code of Conduct

    • Dignity for All Students

    • Drug-Free Workplace

    • Emergency Closings

    • Fingerprinting of Prospective School Employees

    • Fire Drills, Bomb Threats, and Bus Emergency Drills

    • Hazardous Waste and Handling of Toxic Substances by Employees

    • Safety and Security

    • School Bus Safety Program

    • School Safety Plans

    • Threats of Violence in School

    • Anti-Harassment in the School District

    • Uniform Violent and Disruptive Incident System

    • Unlawful Possession of a Weapon on School Grounds

    • Use of Video/Audio Systems in the School District

    • Weapons in School and the Gun-Free Schools Act

    • Supervision of Students

  • The South Colonie Central School District has implemented procedures for the dissemination of materials regarding the early detection of potentially violent behaviors (threat assessment) when deemed appropriate. The district employs school social workers, counselors, psychologists and intervention counselors who are trained in the HPTM Threat Assessment Model to assist the district in identifying, monitoring and tracking early warning signs in students and early intervention/prevention strategies. Designated personnel also play a key role in suicide prevention programs.

  • Additional Safety and Emergency Planning Measures (not all-inclusive; internal, confidential guide references specific training and drill requirements)

    • Collaborative efforts with state and local law enforcement officials

    • Training of hall monitors and other personnel

    • Active shooter training

    • Compliance with DASA regulations

    • Non-violent conflict resolution training programs

    • Extended day school programs

    • Community-wide character education program

  • Strategies for improving communication among students, between students and staff and the reporting of potentially violent incidents. Highlights of the major programs are noted below (not all-inclusive):

    District-Wide Programs:

    • iCARE

    • Student/Parent/Legal Guardian Handbook outlining student expectations

    Colonie Central High School (Grades 9–12):

    • Counseling Center – All students are assigned a school counselor who works with students and parents

    • Pupil Study Team (PST) – Weekly meetings of Principal, Assistant Principal, Psychologist, Intervention Counselor, School Counselors, and School Nurse to discuss referred students; specific interventions developed and staff monitor progress

    • PBIS (Positive Behavioral Interventions & Support)

    • Progressive Discipline Process – Teacher discussions with students, communication with parents/legal guardians, classroom behavior consequences, and administrative follow-up as needed

    • Extracurricular Activities – Opportunities for students to engage in productive, fun activities before and after school

    • Key Club – Promotes pride and service to school and community

    • iCARE

    Middle Schools (Grades 5–8):

    • Middle School Rights and Expectations – Provided in written form in the Student Agenda

    • iCARE

    • Words of Wisdom – Daily morning announcements featuring inspirational passages to reinforce rights and expectations

    • Counseling Center – All students assigned a school counselor to discuss study skills, goal setting, academic strategies, social development, and related topics

    • Child Study Team – Weekly meetings of Principal, Assistant Principal, Psychologist, Intervention Counselor, School Counselors, and School Nurse to discuss referred students and develop interventions

    • Extracurricular Activities – Opportunities for students to engage in productive, fun activities before and after school

    • Student Agenda – “What is Character” section to help students learn responsible decision-making and proactive problem-solving

    • Progressive Discipline Process – Teacher discussions, parent communication, classroom consequences, and administrative follow-up

    Elementary Schools PK-4

    • Character Counts Moment; each day a student reads a message improving behavior positve ideas
    • Character Counts Assemblies
    • Comprehensive approach to work toward an atmosphere of tolerance school-wide
    • Conflict Resolution

  • The district's human resources department has developed a description of duties, hiring and screening process. As required by the SAVE legislation, all employees are fingerprinted and have a criminal background check via the NYS Education Department. Monitors are encouraged to take TCIS de-escalation certification training.

Section VI: Recovery

  • The district realizes that some emergencies may require external support for an individual school since it may require additional expertise or personnel requirements. If/when a school building emergency response team is faced with threats of violence or actual violent incidents, members of the district-wide school safety team will assist as follows:

    • a. Acting as a sounding board for the building principal/supervisor of implied or direct threats and/or violent acts. b. Assisting in determining the level of threat and appropriate responses.
    • c. Sending a district-wide school safety team member to support the building-level emergency response team.
    • d. Monitoring the situation and adjusting the District's response as appropriate.
    • e. Assisting with parent/legal guardian, faculty/staff, and media communication.
    • f. Assisting with coordinating building and grounds security.
    • g. Assisting with offering a "backup" team (another school team and/or an outside group) if the affected team needs assistance.
    • h. At monthly administrator's meetings, all implied or direct threats and/or violent acts are shared and discussed. A consensus is reached on how to best handle each incident in a manner that meets district and building approval.

    All administrators have this ongoing resource available.

  • The district realizes that some emergencies may require external support for an individual school since it may require additional expertise or personnel requirements. If/when a building-level emergency response team is faced with threats of violence or actual violent incidents, the district-wide school safety team will assist as follows:

    • a. Sending a district-wide school safety team member(s) to each affected school building as a liaison between the school building and the district office.
    • b. Activating the district-wide crisis team. The team consists of the school psychologists, social workers, school counselors, Director of Communications, Directors of Student Support Services, and the Assistant Superintendent for Human Resource and Safe Schools. The team has local connections to the Albany County Department of Health and area school districts for support.
    • c. Continued feedback from those directly impacted is sought. Building and district support is offered during the incident with projected plans to assist if needed during heightened stressful times such as a re-occurrence of a similar event and anniversaries of the original incident.
    • d. Assisting with parent/legal guardian, student, and faculty/staff debriefing and/or post-incident crisis intervention.
    • e. Assisting the schools with the creation of written statements being distributed to faculty/staff, parents/legal guardians; press releases and media requests through the district's public information officer and communications office. The district has a large resource of letters, press releases and media procedures that take the burden off the individual school building team.

Section VII: Pandemic Emergency Response

  • Schools will activate a plan for operations in the event of a declared public health emergency involving a communicable disease. The plan includes:

    • Identification of essential positions

    • Facilitation of remote work for non-essential positions

    • Provision of personal protective equipment (PPE)

    • Protocols for supporting contact tracing

    This plan was developed specifically for the South Colonie Central School District and applies to declared public health emergencies in the State of New York. It is designed to ensure the safety of employees, contractors, students, and the community while maintaining continuity of district operations.

    Guiding Principles:

    • Protect the health and safety of all students, faculty, staff, and community members

    • Maximize access to public education through in-person or remote learning

    • Sustain student-centered activities to the greatest extent possible

    • Contribute to controlling the spread of communicable disease in the region

  • The Superintendent of Schools of the South Colonie Central School District, their designee, or their successor holds the authority to execute and direct the implementation of this plan. Implementation, monitoring of operations, and adjustments to plan implementation may be supported by additional personnel, at the discretion of the Superintendent of Schools. The Superintendent of Schools of the South Colonie Central School District, their designee, or their successor will maintain awareness of information, direction, and guidance from public health officials and the Governor’s office, directing the implementation of changes as necessary. Notifications of updates to this plan will be made available through the communication methods below. Upon resolution of the public health emergency, the Superintendent of Schools of the South Colonie Central School District, their designee, or their successor will direct the resumption of normal operations or operations with modifications as necessary.

  • Upon the determination of implementing this plan, all employees and contractors of the South Colonie Central School District may be notified by phone, email, or any other means determined to be necessary, with details provided as possible and necessary, with additional information and updates provided on a regular basis. Parents, students, and other community members will be notified of pertinent operational changes by regular communication channels.

  • When normal operations are disrupted, the South Colonie Central School District is committed to ensuring that essential functions continue under all circumstances. Essential functions are those that enable the district to:

    • Maintain the safety of employees, contractors, and the community

    • Provide vital services

    • Deliver services required by law

    • Sustain quality operations

    • Uphold the core values of the South Colonie Central School District

  • When mitigating the risk of disease spread, the District will implement the following practices as needed:

    • Remote work protocols

    • Equipping staff and students for remote learning

    • Staggered shifts

    • Personal protective equipment (PPE)

    • Health and safety protocols

    • Infection control strategies

    • Return-to-work protocols

    • Accommodations for vulnerable populations

    • Contact tracing

    • Testing

    • Cleaning and disinfecting

    • Health, hand, and respiratory hygiene

Section VIII: Emergency Remote Instruction Plan

  • The South Colonie Central School District (SCCSD) has policies and procedures to ensure that students have access to computing devices or other means to participate in synchronous instruction during emergencies.

    To inform the Emergency Remote Instruction Plan (ERIP), SCCSD collects and analyzes data from the Student Digital Resources report to understand students’ access to devices (e.g., laptops, Chromebooks, cell phones) and the Internet. This data is gathered annually through a survey sent to all households via Aspen, the district’s Student Information System (SIS).

    • The purpose of the survey is to ensure that, to the extent possible, students can access the Internet and receive remote instruction if necessary.

    • Survey responses are recorded per student, and families may update their access information at any time by contacting their child’s school.

    • The ERIP aligns with the data provided by families through this survey.

    As part of the ERIP, the district has developed a comprehensive communication plan to ensure families, students, and staff receive timely information if a school or schools must close. Key components of the plan include:

    • Family Outreach and Education: Providing guidance to help families understand remote learning and support their children during the closure.

    • Timely Notifications: Using existing internal and external communication channels to inform staff, students, and families about remote learning schedules as early as possible. This includes information on the distribution of devices, such as Chromebooks and mobile hotspots, to students and families in need.

    • Multiple Contact Options: Ensuring students and families can reach schools and teachers through various channels, including email, the district website, and ParentSquare.

    • Multilingual and Supplemental Communication: ParentSquare messages automatically translate into the parent’s or student’s preferred language. Additional notifications may be sent via mail, phone, or text messaging as needed.

  • To support students receiving remote instruction during emergency conditions, the district ensures access to internet connectivity and appropriate learning resources:

    • Device Availability: The district provides computer devices to all students and families in need. Current supplies allow every student in Grades K–12 to have their own device.

    • Monitoring Internet Access: Teachers, counselors, and administrators will continually assess students’ internet accessibility through surveys and ongoing communication.

    • WiFi Access: Students without home internet will be provided with a WiFi hotspot.

    • Alternative Instruction Methods: For students for whom digital learning is not appropriate or possible, the district will assess needs and provide alternatives such as phone-based instruction, tutoring, or delivery/pick-up of hard-copy learning materials.

    • Emergent Support: Students requiring additional support may receive some level of in-person instruction at a district school or community location, in consultation with local health officials and emergency personnel.

    • Support Review Process: The district will use the Multi-Tiered System of Support (MTSS) and Child Study Team (CST) processes to determine and provide appropriate accommodations for students who cannot access or fully participate in digital remote learning.

  • South Colonie ensures that faculty and staff have the necessary tools—computing devices and Internet access—to deliver high-quality remote instruction from home. Key provisions include:

    • Instructional Devices for Staff:

      • All instructional staff in Grades 5–12 have been assigned laptops.

      • All instructional staff in Grades K–4 have access to Chromebooks on a 1:1 basis.

      • Non-instructional certified staff also have access to Chromebooks or laptops.

    • Internet Access:

      • WiFi hotspots will be provided to staff as needed.

      • The Technology Department is available remotely to troubleshoot hardware issues via a Help Desk system.

    • Instructional Platforms:

      • Google Classroom is the primary platform for delivering instructional content.

      • Google Meet is available for synchronous instruction with students, parents/guardians, and colleagues. Students access live lessons via links in Google Classroom.

    • Alternative Learning Options:

      • Students unable to participate in remote instruction digitally will be provided with hard-copy learning materials.

    Expectation:

    • Staff will dedicate the majority of instructional time to synchronous learning, with asynchronous instruction used as a supplementary resource to reinforce learning.

  • The South Colonie Emergency Remote Instruction Plan ensures that all students continue to receive instruction aligned with New York State Learning Standards, even if remote digital learning is not possible. Instruction focuses on core subject areas, while elective courses continue in a remote format.

    • Prioritization for In-Person Learning:

      • Certain student groups may be prioritized for in-person instruction based on the nature of the emergency, including:

        • Students with disabilities

        • English language learners (ENL)

        • Students with technology or connectivity limitations

    • Content Adjustments:

      • Grade-level or course content may be modified as needed.

      • Literacy and math are prioritized to ensure instruction covers:

        • Key learning standards

        • Core understandings

        • Skills necessary for future success

    • Virtual Learning Schedules:

      • Schedules have been developed by grade level and will be shared with students and families via ParentSquare in the event of a shift to virtual learning.

      • Students engage in synchronous learning through live instruction, question-and-answer sessions, and group activities.

      • Asynchronous learning supplements synchronous instruction, including self-guided projects, readings, and age-appropriate assignments.

    • Elementary (Grades K–6) Guidelines:

      • Full-day teaching schedule following existing class schedules

      • Blend of synchronous and asynchronous learning experiences

      • Special area classes provide a mix of synchronous and asynchronous instruction

    • Secondary (Grades 7–12) Guidelines:

      • Full teaching schedule following a nine-period daily schedule

    • Support for English Language Learners (ENL):

      • ENL teachers provide both stand-alone and integrated instruction across grade levels

      • Co-plan with grade-level teachers to scaffold materials based on English proficiency

      • Adaptive technology tools support accessibility, including:

        • Read/Write extensions

        • Speech-to-text

        • Subtitled recordings and audio versions of text

        • Visual supports

      • Each ENL teacher maintains a Google Classroom for posting assignments and messages, with translation features available as needed

  • Based on the learning model we have developed, students with disabilities and/or Individualized Education Plans (IEPs) will continue to receive support services in accordance with their individualized education plans should remote learning become necessary. The expectations of services for students with disabilities are as follows:

    • All service providers (e.g., teachers, paraprofessionals, and related service providers) will sign on to the remote learning platform to support students as needed. This includes large classroom settings, as well as breakout rooms or one-on-one virtual meetings when appropriate.

    • South Colonie Central School District’s Department of Student Support Services (SSS) will follow existing engagement and communication protocols with parents regarding the provision of special education services for their child(ren).

    • To address the unique needs of students with disabilities, staff will continue working with families to collaboratively identify the services that can be provided for each student.

    • South Colonie will provide training, resources, and tools to support IEP teams in determining needed services.

    • General education teachers, special education teachers, and related service providers will collaborate with families to discuss students’ individual needs, access to the curriculum, and progress toward IEP goals, as needed.

    • General education and/or special education teachers will meet with students virtually using online platforms through synchronous (Google Meet) and asynchronous (Google Classroom) methods.

    • Paraprofessionals will provide remote instructional assistance, maintain open communication with teachers, administrators, students, and families on assigned days, and provide consistent support via email when needed.

    • All remote special education programs will continue to follow age and size requirements outlined by the New York State Education Department (NYSED).

    • The district will continue to identify, locate, and evaluate students suspected of having a disability and in need of special education services in accordance with state guidelines.

    • The district will complete initial and re-evaluation assessments in accordance with public health guidelines to ensure mandated timelines are met.

    • IEP meetings will be held using Google Meet or by telephone, with mandated timelines met and required participants in attendance.

    • SSS staff will maintain ongoing contact with parents via email, telephone, and mail to monitor special education services and progress toward students’ IEP goals.

    • SSS staff will provide weekly check-ins to families and students, individualize access to online learning tools, and individualize materials to meet student needs.

    • Related services (speech, occupational therapy, physical therapy, and counseling) will be conducted remotely using Google Meet, with individual assessments to determine appropriateness for virtual instruction and a signed HIPAA waiver when required.

    • Documentation of IEP-mandated services will be maintained weekly by each service provider through service and/or tracking logs. Student progress will be reported on report cards, and parents will receive quarterly progress reports from teachers and related service providers.

    • All accommodations and modifications will be implemented remotely by classroom teachers and paraprofessionals, as appropriate, with access to accessibility tools to support student needs.

  • For school districts that receive foundation aid, the estimated number of instructional hours the school district intends to claim for State aid purposes for each day spent in remote instruction due to emergency conditions pursuant to section 175.5 of this Chapter.

    The South Colonie Central School District’s Emergency Remote Instruction Plan, as referenced above, is built around a full day schedule of instruction for both the primary and secondary levels.

Section IX: Workplace Violence Prevention Program

The safety and security of the South Colonie Central School District (CSD) employees, students, and visitors is very important. Threats, threatening behavior, acts of violence, or any related conduct that disrupts the work of an individual, or the district’s ability to execute its mission, will not be tolerated.

For the purpose of this policy, “workplace” means any location, either permanent or temporary, where an employee or contractor appointed by the district performs any work-related duty. This includes, but is not limited to, the buildings and surrounding perimeters including the parking lots, athletic fields, alternate work locations, and travel to and from work assignments.

For the purpose of this policy, “workplace violence” is defined as any physical assault or act of aggressive behavior occurring where a district employee performs any work-related duty in the course of his or her employment including but not limited to an attempt or threat, whether verbal or physical, to inflict physical injury upon an employee: any intentional display of force which would give an employee reason to fear or expect bodily harm: intentional and wrongful physical contact with a person without his or her consent that entails some injury: or stalking an employee with the intent of causing fear of material harm to the physical safety and health of such employee when such stalking has arisen through and in the course of employment.

Any acts of violence against our employees while any work-related duty is performed will be thoroughly investigated and appropriate action will be taken, including involving law enforcement authorities when warranted. All employees are responsible for helping to create an environment of mutual respect for each other as well as students and visitors, following all policies, procedures, and practices, and for assisting in maintaining a safe and secure work environment.

This policy is designed to meet the requirements of New York State Labor Law Art. 2 27-b. The process involved in complying with this law includes workplace evaluation that is designed to identify the risks of workplace violence to which our employees could be exposed.

  • The best prevention strategy is to maintain an environment that minimizes negative feelings—such as isolation, resentment, and hostility—among employees. Although no workplace can be perceived as perfect by every employee, there are several steps the district can take to help create a professional, healthy, and caring work environment. These include, but are not necessarily limited to:

    • Promoting sincere, open, and timely communication among administrators, employees, and union representatives

    • Offering opportunities for professional development

    • Fostering a family-friendly work environment

    • Maintaining clear mechanisms for complaints and concerns, allowing them to be expressed in a nonjudgmental forum with timely feedback to the initiator

    • Promoting “quality of life” issues, including facilities and overall job satisfaction

    • Maintaining impartial and consistent discipline for employees who exhibit improper conduct or poor performance

  • Prohibited conduct includes, but is not limited to, the following:

    • Physically injuring another person

    • Engaging in behavior that creates a reasonable fear of injury to another person

    • Engaging in behavior that subjects another individual to extreme emotional distress

    • Possessing, brandishing, or using a weapon that is not required by the individual’s position while in the workplace or while engaged in school business

    • Intentionally damaging property

    • Threatening to injure an individual or to damage property

    • Committing injurious acts motivated by, or related to, domestic violence or sexual harassment

    • Retaliating against any employee who, in good faith, reports a violation of this policy

  • The district is committed to preventing workplace violence incidents. Any person who makes threats, exhibits threatening behavior, or engages in violent acts in the workplace may be removed from the district’s premises pending the outcome of an investigation. Complaints involving workplace violence will not be ignored and will be given the attention they deserve.

    The district’s Workplace Violence Prevention Committee, along with the designated workplace violence contact person, will work to prevent workplace violence in the following ways:

    • Enforcing workplace rules

    • Encouraging the reporting of all types of workplace violence

    • Reviewing workplace violence incident reports at least annually to identify trends in reported incidents and to assess the effectiveness of mitigating actions taken

    • Reviewing disciplinary and workers’ compensation records at least annually to identify patterns, injuries in specific areas of the workplace, or incidents involving specific operations or individuals

    • Reviewing, at least annually, relevant policies, practices, and procedures that may impact the risk of workplace violence

    • Reviewing, at least annually, the physical environment in which employees work to assess whether workplace violence risks can be mitigated through engineering controls

    • Reviewing, at least annually, risk and mitigation efforts to determine whether current methods are effective

    • Providing training to increase employee awareness of the signs and effects of workplace violence

    • Documenting incidents that meet the New York State Department of Labor’s definition of workplace violence using a Workplace Violence Incident Report