For example, consultants agreed that future research should focus on outcomes for students New Jersey ARP ESSER Funding Information with ESN by measuring the effectiveness of supports across all SWPBIS tiers. For example, Shuster et al. (2017) asked respondents to rate the involvement of students with disabilities in universal screening tools used to identify behavior interventions and supports. Researchers from all six studies explored the availability and accessibility of Tier 1 support for students with ESN. Studies addressing the availability of SWPBIS for students with ESN across tiers focused on whether and how supports at Tiers 1–3 were available and accessible and stakeholder perceptions of such availability.
- The assessment will be conducted in cooperation with law enforcement, school security staff, physical facilities personnel, fire and other emergency service personnel, teachers, staff, students, and other school community members.
- The district’s Incident Command System (ICS) identifies back-ups to relieve team members.
- The Saratoga Springs City School District (SSCSD) developed the following Emergency Remote Instruction Plan to address the instruction of students if extraordinary circumstances prevent students and staff from physically attending school.
- There’s nothing like a common and urgent goal to pull together the most disparate of personalities and agendas with school safety as the catalyst.
- The primary goal of Project SAVE is to stop school violence before it happens.
- Do your school policies and practices in place to promote a sense of connectedness and safety for students?
The new law requires public employers to prepare a plan for the continuation of operations in the event that the Governor declares a public health emergency involving a communicable disease. Labor Law §27-c requires public employers to develop operation plans in the event of certain declared public health emergencies. The plan does not supersede changes to these guidelines, and the district will adhere to state and federal guidance in place at the time of operation. This document is written with the current understanding of the state and federal guidelines for operating schools in a pandemic which are always in flux as the science and knowledge changes. If you need to view the document in a different format, please contact the school district.
A. Notification and Activation of Internal and External Communications
Third, a critical feature of SWPBIS is a focus on providing a school-wide discipline system that includes a continuum of responses to challenging behavior as an alternative to traditional punishment-based and exclusionary consequences. For students with ESN, providing consistency across environments can not only prevent challenging behavior but also help foster successful skill generalization across school contexts (Stokes and Baer 1977). Second, the primary goal of Tier 1 is to create positive, safe, and predictable environments for all students across all school settings. The three-tiered preventive SWPBIS model is designed to ensure that each student receives the level of behavioral support needed to help ensure their success. Although research has demonstrated the effectiveness of a variety of behavioral interventions in inclusive, general education settings (e.g. Lory et al.2020; Walker et al.2018a; Watkins et al.2019), challenging behavior continues to be a commonly cited barrier to inclusive education for students with ESN (McCabe et al.2020; Walker et al.2018b).
New York School Safety Plans
More focused work in this area is needed to provide educators and school leaders with empirically guided practices for more meaningfully including students with ESN within all three tiers of SWPBIS. A primary goal of SWPBIS is to create equitable and inclusive school environments for all students, including those with ESN. Consistent with Ruppar et al.’s (2022) recommendations for teacher education in the area of ESN, preparation programs will need to equip teachers with the knowledge and skills necessary to develop and implement behavioral supports that are inclusive, student centered, dignifying, and evidence-based. This is problematic given that SWPBIS was designed to support all students in all settings (Horner et al.2017), a notion that was confirmed by experts in one of the included studies (Zagona et al.2021). They noted that future research is needed on how to efficiently and effectively adapt tiered supports to meet the needs of students with ESN.
The district recognizes that there will be students for whom remote instruction via digital technology is not appropriate. If an emergency requires the district to move to virtual learning, these schedules will be shared with students and families in accordance with the communication strategies outlined earlier in this plan. To support remote learning, the district will make computer devices available to all students and families who need them. The district will use existing internal and external communications channels to notify staff, students, and families/caregivers about remote learning schedules with as much advance notice as possible. The purpose of the Digital Access Survey is to ensure that, to the extent possible, students can access the Internet and receive remote instruction, even under emergency conditions.
