- Horry County Schools
- Frequently Asked Questions
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Frequently Asked Questions
HCS has developed a list of the most frequently asked questions regarding the re-opening of schools in the fall. If you have additional questions, please email hcsinfo@horrycountyschools.net. Check back frequently as additional questions and answers will be added.
Download the HCS Parent Guide or get more information on the 2020-21 school year by visiting the new HCS: A Pathway to Back2School website.
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Academics
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K-12 HCS Virtual Program FAQs
View the latest HCS Virtual FAQs
If your student is unable to log in, please email helpdeskhcsvirtual@horrycountyschools.net.
We kindly request that any questions related to your child’s placement or schedule be emailed to one of the following addresses:
- Elementary Students - elemhcsvirtual@horrycountyschools.net
- Middle School Students - middlehcsvirtual@horrycountyschools.net
- High School Students - highhcsvirtual@horrycountyschools.net
- Elementary Students - elemhcsvirtual@horrycountyschools.net
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Distance Learning Model FAQs
When is the first day of school?
The first day of school for students for the 2020-2021 school year is September 8, 2020.
Should students report to school in-person on the first day of school?
The type of instruction on the first day of school will be determined by the SCDHEC Disease Activity Report issued on August 31, 2020. https://www.scdhec.gov/infectious-diseases/viruses/coronavirus-disease-2019-covid-19/sc-cases-county-zip-code-covid-19
- LOW SPREAD - Traditional (Full-time, Face-to-Face, 5 days per week)
- MEDIUM SPREAD - Hybrid (Combination of Face-to-Face and Distance Learning: 2 Days Face-to-Face + 3 Days Distance Learning per week)
- HIGH SPREAD - Full-time Distance Learning (5 Days Distance Learning per week)
If health conditions change, can my children change from the brick-and-mortar model to K-12 HCS Virtual?
In order for HCS to plan effectively for the start of the 2020-2021 school year, families are required to select one of two options for how their children will participate in school the 2020-21 school year. The choice they make now will be a binding choice for the first semester of the 2020-2021 school year, from the first day of school until the last day of the semester. Changes cannot be made.What will be the difference between distance learning that took place in the spring versus distance learning that will take place in the 2020-2021 school year?
- Click here to view the differences between eLearning, Distance Learning, and the Virtual Program.
Will there be any changes to the curriculum for 2020-21?
- All instructional options offered by HCS, will provide new instructional material, interactive teaching, traditional grading, and a daily schedule.
If my child is ill, will he/she have access to remote learning during sick days?
- HCS will make appropriate accommodations for students who may be required to quarantine or self-isolate as a result of COVID-19 by offering at-home instruction. As long as the quarantined students are able to participate in instructions, they will be counted present.
- Will attendance be recorded in the brick-and-mortar school model: hybrid and full-time distance learning?
Yes. Daily communication will occur with all students through assignments turned into teachers, virtual check-ins, virtual office hours, phone calls with students or parents and/in or email messages. Absences will be recorded.
Will students be assigned to another teacher if theirs tests positive or is showing COVID-19 symptoms?
- If a teacher is asked to quarantine, the in-person class may be assigned a substitute teacher until the teacher can return to the classroom.
How will students involved in the Fine Arts, chorus, band, theater, etc. be accommodated with respect to their activities?
- Instruction in the visual and performing arts focuses on core standards of creation, connection, presentation/performance, and response. The health and safety protocols in schools may present challenges for instruction focused on the domain of presentation/performance; however, visual and performing arts teachers have the capacity to shift instructional focus to the other domains in ways that are consistent with health requirements.
- For the safety and well-being of students and teachers, the health and safety guidelines outlined by various state and national arts organizations will be taken into consideration. These guidelines provide specific safety information for a variety of teaching scenarios in band, choir, orchestra, general music, dance, drama, and visual art.
Are all the substitutes trained in virtual learning and distance learning? If not, what steps are we taking to make sure this training occurs prior to September 8th?
- Some of our long-term substitutes have experience in the virtual learning environment; however, for those who do not, HCS will offer training for long-term substitutes.
Will teachers be expected to teach both in person and distance learning classes on the same day? If so, when will this be done? Will teachers be getting a pay increase due to the increased workload and likely increased work times?
- Regular classroom teachers will not be required to teach both in person and distance learning on the same day. However, in order to meet the needs of EL, SpEd and intervention students, there may be teachers (ESOL, SpEd, intervention) who conduct both face-to-face small-group instruction, as well as virtual small group instruction on the same day. In these cases, the number of small groups served would be no different than the number of small groups served during a traditional instructional day.
What are the district's supportive systems for distance learning?
- Teachers will provide instruction and assignments through a district-supported learning management system (i.e., Google Classroom and/or Seesaw) and communicate through digital tools. We will continue to utilize the district-supported digital content.
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Hybrid Instructional Model FAQs
When is the first day of school?
The first day of school for students for the 2020-2021 school year is September 8, 2020.
What option do I have if I do not want my child to attend a brick-and-mortar school this coming school year?
- Parents may choose to enroll their students in the K-12 HCS Virtual Program, a full-time online program for students in grades K-12.
- Students will remain enrolled in their HCS base schools, but they will not attend classes on the school campuses.
- Course offerings may be limited.
- Participation in full-time the K-12 HCS Virtual Program requires a semester commitment. Parents or guardians may request to transfer their students back to the brick-and-mortar schools at the change of the semester. Transfers may be approved as space allows.
- Families are responsible for providing a supportive environment for online learning.
Should students report to school in-person on the first day of school?
The type of instruction on the first day of school will be determined by the SCDHEC Disease Activity Report issued on August 31, 2020. https://www.scdhec.gov/infectious-diseases/viruses/coronavirus-disease-2019-covid-19/sc-cases-county-zip-code-covid-19
- LOW SPREAD - Traditional (Full-time, Face-to-Face, 5 days per week)
- MEDIUM SPREAD - Hybrid (Combination of Face-to-Face and Distance Learning: 2 Days Face-to-Face + 3 Days Distance Learning per week)
- HIGH SPREAD - Full-time Distance Learning (5 Days Distance Learning per week)
When attending the 2 days face to face and three days at home (A/B schedule) will students that are siblings be allowed to be on the same schedule? This will be needed for transportation and for older siblings to babysit younger siblings on the days at home.
Yes, we are working towards grouping all siblings in the same group.
Will students in the same family attend on the same days?
Efforts will be made to schedule students in the same family to attend on the same days in the hybrid model.
Under the Hybrid Instructional Model, how much notice will parents/students receive when switching from high spread/medium spread/low spread model if or when health and safety conditions dictate?
- The SCDHEC Disease Activity Report is released every Monday, which will dictate how we can return to the classroom for the following week.
- HCS will utilize the South Carolina Department of Health and Environmental Control’s (SCDHEC) weekly Disease Activity Guidance Report to determine if schools are operating as normal (traditional face-to-face, five days per week) in a low spread condition, implementing a hybrid model (face-to-face and distancing learning) in a medium spread condition, or implementing a full-time distance learning model in a high spread condition. See the following link for the weekly SCDHEC report by county:https://www.scdhec.gov/infectious-diseases/viruses/coronavirus-disease-2019-covid-19/sc-cases-county-zip-code-covid-19.
- HCS will make a decision to transition from one type of school operation to another based upon the prior week’s SCDHEC Disease Activity Guidance Report. Parents should monitor the HCS website and HCS social media for updates regarding any transition decisions.
Will services be provided for gifted and talented students?
- G/T services will continue.
- G/T screening/identification will continue.
If health conditions change, can my children change from the brick-and-mortar model to K-12 HCS Virtual?
In order for HCS to plan effectively for the start of the 2020-2021 school year, families are required to select one of two options for how their children will participate in school the 2020-21 school year. The choice they make now will be a binding choice for the first semester of the 2020-2021 school year, from the first day of school until the last day of the semester. Changes cannot be made.Will there be any changes to the curriculum for 2020-21?
- All instructional options offered by HCS, will provide new instructional material, interactive teaching, traditional grading, and a daily schedule.
Will students be assigned to another teacher if theirs tests positive or is showing COVID-19 symptoms?
- If a teacher is asked to quarantine, the in-person class may be assigned a substitute teacher until the teacher can return to the classroom.
Under Low Spread conditions, will HCS still practice health and safety guidelines to include social distancing and staff/students wearing masks, etc.?
- Yes in regard to social distancing and other health precautions. Masks may be required if unable to social distance.
When will parents know if students will actually be allowed to attend classes inside the school building as the first day of school is September 8?
The type of instruction on the first day of school will be determined by the SCDHEC Disease Activity Report issued on August 31, 2020. https://www.scdhec.gov/infectious-diseases/viruses/coronavirus-disease-2019-covid-19/sc-cases-county-zip-code-covid-19
- LOW SPREAD - Traditional (Full-time, Face-to-Face, 5 days per week)
- MEDIUM SPREAD - Hybrid (Combination of Face-to-Face and Distance Learning: 2 Days Face-to-Face + 3 Days Distance Learning per week)
- HIGH SPREAD - Full-time Distance Learning (5 Days Distance Learning per week)
How will students involved in the Fine Arts, chorus, band, theater, etc. be accommodated with respect to their activities?
- Instruction in the visual and performing arts focuses on core standards of creation, connection, presentation/performance, and response. The health and safety protocols in schools may present challenges for instruction focused on the domain of presentation/performance; however, visual and performing arts teachers have the capacity to shift instructional focus to the other domains in ways that are consistent with health requirements.
- For the safety and well-being of students and teachers, the health and safety guidelines outlined by various state and national arts organizations will be taken into consideration. These guidelines provide specific safety information for a variety of teaching scenarios in band, choir, orchestra, general music, dance, drama, and visual art.
Who will be required to wear masks during the school day? Are masks only required during Medium Spread?
- Schools will require the use of face coverings for all students, staff, contracted vendors, and visitors.
- Schools will require all students wear face coverings unless the circumstances dictate otherwise, i.e., while eating lunch, during physical activities, etc.
- While all students are required to wear face coverings, 504 and IEP teams will determine if modifications and/or reasonable accommodations are needed for individual students with disability-related issues that prevent the student from wearing a face covering in order to allow the student to safely participate in educational activities.
- Students with medical issues that prevent them from wearing a mask should consult with the school nurse.
- CDC does not recommend use of face shields for normal everyday activities or as a substitute for cloth face coverings. If face shields are used without a mask, they should wrap around the sides of the wearer’s face and extend to below the chin. Disposable face shields should only be worn for a single use.
Are all the substitutes trained in virtual learning and distance learning? If not, what steps are we taking to make sure this training occurs prior to September 8th?
- Some of our long-term substitutes have experience in the virtual learning environment; however, for those who do not, HCS will offer training for long-term substitutes.
Will teachers be teaching remotely from home or from their classroom?
- Virtual teachers will work from home and all other (Distance Learning, Hybrid and Traditional) teachers will work inside their classrooms 5-days a week (during low, medium, and high spread).
Will teachers be expected to teach both in person and distance learning classes on the same day? If so, when will this be done? Will teachers be getting a pay increase due to the increased workload and likely increased work times?
- Regular classroom teachers will not be required to teach both in person and distance learning on the same day. However, in order to meet the needs of EL, SpEd and intervention students, there may be teachers (ESOL, SpEd, intervention) who conduct both face-to-face small-group instruction, as well as virtual small group instruction on the same day. In these cases, the number of small groups served would be no different than the number of small groups served during a traditional instructional day.
What are the district's supportive systems for distance learning?
- Teachers will provide instruction and assignments through a district-supported learning management system (i.e., Google Classroom and/or Seesaw) and communicate through digital tools. We will continue to utilize the district-supported digital content.
Will after-school care at the elementary schools be in place on days with hybrid instruction?
Elementary after-school child-care programs may be offered on days that students attend school for face-to-face instruction. The same safety protocols for face-to-face instruction during the instructional day must be followed.
Will professional development be provided for teachers and administrators?
Specialized virtual professional development for teachers and administrators will be provided, but not limited to, the following:
- Distance Learning and Instruction
- Social and Emotional Learning
- Trauma-Informed Practices
- Health and Safety Guidelines
Will services be provided for gifted and talented students?
- G/T services will continue.
- G/T screening/identification will continue.
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eLearning FAQs
When is the first day of school?
The first day of school for students for the 2020-2021 school year is September 8, 2020.
What is eLearning?
- eLearning is the use of technology resources to allow teachers to provide or continue existing instruction during short-term school closures as a result of, for example, inclement weather.
- HCS has been approved to use eLearning days for school make-up days during the upcoming school year.
What will be the difference between distance learning that took place in the spring versus distance learning that will take place in the 2020-2021 school year?
Click here to learn more about the differences between eLearning, Distance Learning, and the Virtual Program.
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ESOL FAQs
Will services be provided for English learners (EL) students?
- Instruction and related services will be provided for all models of instruction.
- Students will be provided with accommodations and modifications as needed.
- Individual learning plans (ILP’s) will continue to be developed and implemented.
Can you explain what the difference will be for those children with IEPs, 504s, EL, or special needs regarding the Full-Time Distance Learning Model and the Hybrid Instructional Model?
Hybrid Model
As student groupings are determined, schools will evaluate the instructional needs of students and group students according to their need for specially designed instruction and applicable related services. For students with disabilities, These groupings may be different from those of students without disabilities. As health and safety conditions allow, certain populations of English Learners and students with disabilities may need additional or reduced face-to-face opportunities which could be determined based upon individual needs or through the IEP team. Opportunities may include, but are not limited to, additional support via synchronous/asynchronous lessons; additional resources for parents; virtual modeling; and family support(s).
Full-Time K-12 HCS Virtual
IEP teams for students with disabilities enrolled in full-time virtual school through HCS Virtual will convene, as needed to determine the special education and related services needed for the student to participate in this model of instruction. Additionally, HCS Virtual teachers will follow the Individualized Learning Plan (ILP) in place for English Learners.
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LEAP Days
What are LEAP days?
- Five LEAP (Learn, Evaluate, Analyze, Prepare) days prior to the first day of school for the 2020-21 school year have been added for K-8 select students: August 20, 21, 24, 25, 26.
- The LEAP days will be used for face-to-face assessment activities and instruction.
- The following criteria will be used to identify students who will be invited to participate:
- Students who experienced low engagement during the spring closure
- Students who have demonstrated learning gaps
- Students in the process of evaluation for EL and/or special education
- Students who are homeless or migrant
- Once students are identified, an invitation for students to participate in LEAP days will be sent to parents.
- Student participation is voluntary and cannot count as an absence on the student’s attendance record.
- Bus transportation and lunch will be provided.
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Attendance FAQs
When is the first day of school?
The first day of school for students for the 2020-2021 school year is September 8, 2020.
Will LEAP assessment be done virtually and is it mandatory for students to attend?
- Five LEAP (Learn, Evaluate, Analyze, Prepare) days prior to the first day of school for the 2020-21 school year have been added for K-8 select students: August 20, 21, 24, 25, 26.
- The LEAP days will be used for face-to-face assessment activities and instruction.
- The following criteria will be used to identify students who will be invited to participate:
- Students who experienced low engagement during the spring closure
- Students who have demonstrated learning gaps
- Students in the process of evaluation for EL and/or special education
- Students who are homeless or migrant
- Once students are identified, an invitation for students to participate in LEAP days will be sent to parents.
- Student participation is voluntary and cannot count as an absence on the student’s attendance record.
If a student has to quarantine for 10-14 days does it count against their absences?
- Each day, teachers will continue to record student attendance no matter what learning model was chosen. A student could be recorded as present if the student is participating in instruction in a classroom, at home, or virtually that day. If not physically at a school building, students who submit assignments or participate in assigned learning experiences by the deadline established by classroom policy should be considered present.
- HCS will make appropriate accommodations for students who may be required to quarantine or self-isolate as a result of COVID-19 by offering at-home instruction. As long as the quarantined students are able to participate in instructions, they will be counted present.
Should students report to school in-person on the first day of school?
The type of instruction on the first day of school will be determined by the SCDHEC Disease Activity Report issued on August 31, 2020. https://www.scdhec.gov/infectious-diseases/viruses/coronavirus-disease-2019-covid-19/sc-cases-county-zip-code-covid-19
- LOW SPREAD - Traditional (Full-time, Face-to-Face, 5 days per week)
- MEDIUM SPREAD - Hybrid (Combination of Face-to-Face and Distance Learning: 2 Days Face-to-Face + 3 Days Distance Learning per week)
- HIGH SPREAD - Full-time Distance Learning (5 Days Distance Learning per week)
If my child is ill, will he/she have access to remote learning during sick days?
- HCS will make appropriate accommodations for students who may be required to quarantine or self-isolate as a result of COVID-19 by offering at-home instruction. As long as the quarantined students are able to participate in instructions, they will be counted present.
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Grading FAQs
How will students be graded for the 2020-21 school year?
Elementary schools will use the following term weights and minimum number of assignments:
- Practice grades: 50% with a minimum of 5 assignments
- Mid-level grades: 30% with a minimum of 3 assignments
- Summative grades: 20% with a minimum of 2 assignments
Middle and high schools will use the following term weights and minimum number of assignments in each category:
- High grades: 50% with a minimum of 3 assignments
- Mid-level grades; 30% with a minimum of 6 assignments
- Practice grades: 20% with a minimum of 6 assignments
Term weighting for virtual classes will follow the HCS Virtual grading practices. There will be a final exam for all classes receiving high school credit.
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Special Education FAQs
Child Find
How do I schedule a Child Find evaluation for my preschool-aged child (ages 3-5)?
Parents or legal guardians can schedule a Child Find appointment by calling the Horry County Schools’ Preschool Assessment Office at 843-488-6220.My child will soon age out of BabyNet services, how will his transition meeting be scheduled?
Horry County Schools continues to offer timely virtual BabyNet transition meetings to our families. The Horry County Schools’ Preschool Assessment Center staff will continue to work with agencies and families to schedule these meetings at a mutually agreeable date and time. These meetings will continue to be held virtually or telephonically based on the parent’s preferred method of communication.How do I request a Child Find evaluation for my school-age child (6-21)?
Parents or legal guardians can request a Child Find evaluation by calling their child’s school of attendance or, if not enrolled, the school their child is zoned to attend.My child was scheduled for an evaluation in the Spring of 2020. When will the evaluation take place and how will these evaluations be completed?
Horry County Schools is currently scheduling the evaluations that the district was unable to complete in the Spring of 2020. Horry County Schools’ staff will be in contact with parents and school staff to schedule evaluations based upon when the evaluation was requested and/or scheduled. These evaluations and any subsequently scheduled evaluations will be conducted with appropriate social distancing practices and with the use of personal protective equipment. At this time, Horry County Schools will not be able to conduct evaluations in the home.
Individualized Education Plan (IEP) and Section 504 Meetings
How can I participate in IEP or Section 504 meetings?
Horry County Schools will continue to conduct IEP and Section 504 meetings through virtual and/or telephonic means. While we allowed for the delay of required meetings in the spring of 2020 at parent request, our obligation is to conduct these meetings in a timely manner and we trust families will collaborate with schools to conduct these meetings through the methods indicated above.
Individualized Education Plans (IEPs) and Section 504 Plans
When will my child’s IEP or 504 Plan meeting be held and will his/her IEP or 504 Plan be amended?
Special education teachers and providers will contact parents to discuss any need to amend IEPs or Section 504 Plans. These amendments may be developed within virtual/telephonic meetings, or without a meeting, if parents agree. As always, scheduled meetings will be held at a mutually agreed upon date and time.I would like to schedule an IEP or 504 Plan amendment meeting, how do I make that request?
Parents should contact their child’s school to address any IEP or 504 meeting requests.How does the Reopening of Schools Plan address the needs of students with disabilities?
Specially designed instruction and related services will continue to be provided for all models of instruction, as specified in students’ IEPs and in consideration of those models/schedules determined necessary for students without disabilities. These non-traditional models and/or schedules of instruction and the impact on student needs shall be considered and included, as appropriate for each student, when an IEP or Section 504 Plan is initially developed or through the IEP amendment process either with or without a meeting or as specified by the South Carolina Department of Education, Office of Special Education Services.Special education providers will collaborate with general educators to provide access to learning opportunities and provide accommodations/modifications as appropriate based on the student’s unique needs and circumstances. Additionally, special education providers will communicate and collaborate with parents and general education teachers regarding the student’s accommodations and/or modifications and the provision of special education and related services.
Regardless of the student’s participation model, HCS will provide students with disabilities and their parents with support to ensure students’ IEP goals and objectives are targeted for continued growth. These services and adaptations may include, as appropriate:
- Synchronous direct and indirect services to students with disabilities based on the individual student needs;
- Asynchronous activities and direct instruction and/or therapy via virtual/interactive platforms, email, and/or phone call consultations; and/or,
- Push-in and/or pull-out services with attention to social-distancing requirements and use of personal protective equipment as defined by the SC DHEC.
Some specially designed instruction and related services present unique challenges in certain models. Therefore, students receiving these services may need to be considered for additional in-person opportunities when social distancing measures will allow. Additionally, some models may require that students whose IEP services are specified as “group” in an in-person model may need to be provided individually in the distance or virtual models.
How available will special education teachers be to provide students with additional help and support?
Special education teachers in both the brick-and-mortar school model and the K-12 HCS Virtual Program will be available during office hours by appointment to offer help and support to parents and students and will provide specialized instruction and co-teaching instruction per the student’s IEP.
Can you explain what the difference will be for those children with IEPs, 504s, EL, or special needs regarding the Full-Time Distance Learning Model and the Hybrid Instructional Model?
Hybrid Model
As student groupings are determined, schools will evaluate the instructional needs of students with disabilities and group students according to their need for specially designed instruction and applicable related services. These groupings may be different from those of students without disabilities. As health and safety conditions allow, certain populations of students with disabilities may need additional or reduced face-to-face opportunities which could be determined through the IEP team and based on individual needs. Opportunities may include, but are not limited to, additional support via synchronous/asynchronous lessons; additional resources for parents; virtual modeling; and family support(s).
Full-Time K-12 HCS Virtual
IEP teams for students with disabilities enrolled in full-time virtual school through HCS Virtual will convene, as needed to determine the special education and related services needed for the student to participate in this model of instruction.
In the hybrid model, will special education students have more than two days of face-to-face time since they need intense instruction and additional support?
As health and safety conditions allow, certain populations of students with disabilities may need additional face-to-face opportunities in the hybrid model which could be determined through the IEP team and based on individual needs.
If a family elects to enroll a student with a disability in K-12 HCS Virtual, the IEP team will convene, as needed, to determine the student’s individual needs relevant to this instructional model.
Will professional development be provided for teachers and administrators?
Specialized virtual professional development for teachers and administrators will be provided, but not limited to, the following:
- Distance Learning and Instruction
- Social and Emotional Learning
- Trauma-Informed Practices
- Health and Safety Guidelines
Accommodations
How will accommodations be provided to students in the distance learning model and if my child participates in K-12 HCS Virtual?
Accommodations/supports will be provided as they typically are during in-person instruction and as appropriate for the learning environment. IEPs and Section 504 plans will be reviewed and amended, if needed, to address what accommodations/supports are needed for the students to be successful in the learning model. School staff will be provided guidance addressing ways to provide required accommodations/supports to students during the distance learning model or the K-12 HCS Virtual environment.In the hybrid model, will special education students have more than two days face-to-face time since they need intense instruction and additional support?
As health and safety conditions allow, certain populations of students with disabilities may need additional face-to-face opportunities in the hybrid model which could be determined through the IEP team and based on individual needs.
If a family elects to enroll a student with a disability in K-12 HCS Virtual, the IEP team will convene, as needed, to determine the student’s individual needs relevant to this instructional model.
How available will special education teachers be to provide students with additional help and support?
Special education teachers in both the brick-and-mortar school model and the K-12 HCS Virtual Program will be available during office hours by appointment to offer help and support to parents and students and will provide specialized instruction and co-teaching instruction per the student’s IEP.
Related Services
How will Related Services be provided?
Special education teachers and related service providers will be providing instruction in groups and/or one-on-one as appropriate for students’ goals and in consideration of the instructional model utilized. Appropriate personal protective equipment and social distancing will be observed.Are students who receive instruction through K-12 HCS virtual able to receive in-person Related Services?
The impact of the student’s delivery of related services in this model of instruction shall be considered and included, as appropriate for each student, through the Individualized Education Plan (IEP) amendment process either with or without a meeting.
Instruction
In the Flexible Hybrid Model, will students with disabilities be provided the same amount of in-person services as their non-disabled peers?
As student groupings are determined, schools will evaluate the instructional needs of students with disabilities and group students according to their need for specially designed instruction and applicable related services. These groupings may be different from those of students without disabilities.As health and safety conditions allow, certain populations of students with disabilities may need additional or reduced in-person opportunities which could be determined through the IEP team and based on individual needs. Opportunities may include, but are not limited to: additional support via synchronous/asynchronous lessons; additional resources for parents; virtual modeling; and/or family support(s).
Many special education students require parent support to complete school work. There is a concern that grading will penalize special education students who will struggle with distance learning instruction and on asynchronous days. Will teachers adjust student workload, output, and grading expectations taking these support needs into account?
IEP/504 teams should consider all appropriate accommodations/supports that a child requires to access instruction and to receive meaningful benefit from their services.How will Additional Educational Assistance services (AEA) services be implemented in both distance learning and in-person classes?
In-person: Paraprofessionals providing AEA services will continue to fulfill their normal role: creating materials, working with students in large and small groups under the direction of the teacher.
Distance Learning: Paraprofessionals will support students in virtual classrooms and in breakout rooms; create materials; prompt students when needed during lessons; develop virtual activities under the guidance of the teacher.
Will special education teachers and related service providers be instructing my child in a small group or will it be individualized?
In all instructional models, special education teachers and related service providers will be providing instruction in groups and one-on-one as appropriate for students’ goals and scheduling.How will special education students who are accessing alternate curriculum standards be instructed during the K-12 HCS Virtual and in the Flexible Hybrid Model?
In-person:
Instruction provided to students who are accessing an alternate curriculum will be delivered through typical in-person methods and scheduling. As in-person instruction is allowed, classrooms for students who are accessing alternate curriculum will be expected to follow the same social distancing expectations defined for all other students. Staff will set the expectation, model, and instruct on the importance of social distancing and wearing face coverings. When circumstances require all students to wear face coverings, 504 and IEP teams will determine if modifications and/or reasonable accommodations are needed for individual students with disability-related issues that prevent the student from wearing a face covering in order to allow the student to safely participate in educational activities.
Distance Learning and K-12 HCS Virtual:
Instruction provided to students who are accessing an alternate curriculum through distance learning or through K-12 HCS virtually will occur synchronously (live). Direct instruction may be supplemented with activities which can be completed by the student in addition to the synchronous instruction. Some students accessing an alternate curriculum will need the support of a parent/caregiver to participate in distance or virtual instructional activities. The schedule for classes will parallel the schedule for all other students as much as is appropriate for the student.
Can I access behavior support for my child at home during distance learning or the K-12 HCS Virtual option?
HCS Office of Special Education staff are available to provide behavioral intervention support, as needed, in both the distance and K-12 HCS Virtual learning environments. This includes: assistance to teachers on incorporating behavioral best practices in a distance and virtual learning environment; consultation and collaboration with parents/guardians, as needed, on behavioral strategies to support distance or virtual learning in the home environment; and, the provision of district training and resources for supporting the learning environment incorporating behavioral best practices. Staff will not provide in-person face-to-face behavioral support services in either of these learning models.For students with an IEP, are there any services that will not be available in the distance learning or K-12 HCS Virtual learning environment?
Some supports and services provided to students with disabilities in an in-person environment were designed to provide access to the learning environment within the physical school setting. Not all of these same supports and services are appropriate in the distance or virtual learning environment. Special education case managers and related services providers are expected to collaborate with parents regarding appropriate supports and services that will be provided in all learning environments.
Health and Safety
What health and safety measures are being put in place for children with physical disabilities who require high levels of support for activities of daily living, such as toileting, feeding, and use of a wheelchair?
Horry County Schools’ special education providers consistently receive training and follow all universal precautions with regard to bloodborne pathogens and exposure to bodily fluids. These staff will also participate in training relevant to additional precautionary measures to be taken in light of COVID-19. Special education providers’ interactions with students with disabilities will adhere to all recommended guidance set forth by the Centers for Disease Control and the Department of Health and Environmental Control. Special education providers working in settings requiring close contact with students in which social distancing may not be maintained will be provided with the necessary additional personal protective equipment.In circumstances when face coverings are required for all students, if a student with a disability removes or refuses to wear a mask, will this be treated as a discipline issue? How will this be enforced for different ages and student abilities?
Staff will set the expectation, model, and instruct on the importance of this measure and will positively reinforce the use of face masks. We understand that there may be some challenges due to the various developmental levels of students. Similar to other school expectations, the level of compliance with this requirement will consider factors such as the student’s understanding of this requirement and the student’s developmental levels. IEP and 504 teams will determine if modifications and/or reasonable accommodations are needed for individual students with disability-related issues that prevent the student from wearing a face covering in order to allow the student to safely participate in educational activities.
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Athletics
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Athletics FAQ's
If a student decides to participate in K-12 HCS Virtual School full-time, will the student be allowed to participate in athletics?
Yes. According to the SCHSL, students may participate in their school’s athletic program, provided they are actively enrolled in the school and meet the SCHSL requirements for eligibility. Students should contact their school’s athletic director if they have additional questions.
What will school athletics look like for the 2020-21 school year?
HCS middle and high school athletic programs are governed by the South Carolina High School League (SCHSL). Health and safety guidelines for athletics are provided by the South Carolina High School League (SCHSL). The return of team sports comes with specific guidelines to be followed. This information has carefully been compiled and surmised by a task force of representatives from the League staff, SC Superintendents, member school athletics directors and coaches, and the SCHSL Sports Medicine Advisory Committee (SMAC). Additionally, the information has been reviewed and vetted by the SC Department of Education’s AccelerateED Task Force, DHEC, and discussed with a representative from the SC Governor’s office.
Athletic Updates
Fall athletic team training and conditioning will resume on Wednesday, August 5. HCS will follow all SCHSL, SC DHEC, and CDC guidelines for social distancing. Student-athletes will be divided into “pods” of no more than 15 athletes and one coach per session. Athletes will be required to bring their own water bottles, remain 6 feet apart from other participants, and wear a face covering when not actively involved in the session. All equipment utilized will be cleaned after each participant’s use.
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COVID-19 in Schools (SCDHEC)
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COVID-19 FAQs (SCDHEC)
At Home
When should sick children stay home from school?
If your child feels too sick to go to school or childcare, please keep him or her home. The DHEC School and Childcare Exclusion List has been updated this year to include COVID-19. Students or staff must stay home from school when they have new or worsening cough, shortness of breath or difficulty breathing, or new loss of taste or smell, with or without fever, or if they test positive for COVID-19 even if they do not have symptoms. Children with a positive COVID-19 test or monitoring symptoms at home should stay home until they have had no fever for 24 hours without use of fever-reducing medication AND have had improvement of symptoms AND at least 10 days have passed since symptoms first appeared. If the child tested positive but never developed symptoms, they must stay home until 10 days have passed since they were tested. Siblings, household members and close contacts should also stay home for the recommended length of quarantine; see the question and answer below on the length of quarantine.
There have been reports that nausea, vomiting, and diarrhea are not considered symptoms. Is this true?
These can be symptoms of COVID-19 but are not always present in people positive for COVID-19 and may not be related to COVID-19 if present.
Cleaning & Disinfection
Does playground equipment need to be cleaned while in use (i.e. every time a different child uses a slide, swing, etc.)?
Current studies indicate that the risk of catching COVID through touching objects is low. While increased cleaning measures are not harmful, normal and standard cleaning processes will suffice.
Other than standard disinfection practices, are there other recommendations regarding shared musical instruments?Consider suspending musical practices and performances that involve singing or playing wind instruments. If such events are held, musicians should be spaced as far apart as feasible, ideally farther than 6 feet apart. Students also should not share mouth pieces and instruments should be cleaned and disinfected between uses if shared among students.
Are there special considerations or recommendations regarding the use and disinfection of restrooms which are in or attached to the classrooms? Does the teacher need to clean it every time it is used? Does the student need to wear a mask while in the restroom?
Staff should assure the bathrooms are cleaned and disinfected routinely using disinfectants that are EPA-approved against SARS-CoV-2 virus, while paying special attention to high touch areas. Masks should be worn in the bathroom, including single use restrooms.
If the students share books, how do the books need to be decontaminated?
Current studies indicate that the risk of catching COVID through touching objects is low. While increased cleaning measures are not harmful, normal and standard cleaning processes will suffice.
Last spring it was suggested to let learning packets that were returned sit for 72 hours. Is it OK for teachers to touch student work in class or collect and grade the work, or should they let it sit for an extended period of time? Do teachers need to wear gloves to touch students’ work?
The level of risk of potential exposure to the virus by touching objects is low, per current evidence, so there is not currently a recommendation to let items sit for an extended period of time. Teachers, along with all staff and students, need to maintain good hand hygiene practices and avoid touching their faces.
Close Contacts
Is testing recommended for close contacts?
Yes, testing is recommended for close contacts, but no sooner than seven (7) days after first contact with the person when they were contagious with COVID-19.
If a close contact to a case tests negative for COVID during their quarantine, does their quarantine end, thus allowing them to return to school?
No. A close contact to a case must complete their quarantine period regardless of test results. Those who test positive would now need to complete isolation criteria based on the current guidelines.
If a teacher has intermittent close contact with a student positive for COVID-19 throughout the day, would we consider him/her a close contact if the close contacts add up to fifteen minutes or more?
“Close contact” is determined through the case investigation process and is dependent upon each situation. In general, if a teacher is spending periods of time in close contact with a student greater than 15 minutes throughout the day, the teacher would be considered a close contact, regardless of whether the teacher and student were wearing masks.
If the school can assure for 6 feet of social distancing in a classroom, do the students still need to wear a mask in the classroom to be avoid being considered a close contact?
Close contacts will be defined as anyone who is within 6 feet of a positive for greater than 15 minutes case during the infectious period regardless of mask use. Please refer to the SC Department of Education masking guidelines for further information.
If children are sitting at tables with at least 6 feet of distance between them, no barriers and not wearing masks, would they be considered close contacts if there was a positive case at the table?
If social distancing of 6 ft or more is assured, this would not be considered close contact.
What is the isolation guidance for someone who is symptomatic and waiting for test results?
A symptomatic individual who is awaiting test results should remain in isolation until the test results are known.
What is the guidance for a student living in a house with someone who has been on isolation? Are household members advised to quarantine?
Students who live in a house with someone positive for COVID-19 and are able to isolate from the individual will need to quarantine for 14 days since last exposure. If they are unable to isolate from the individual in the household, the student will need to quarantine for the entire isolation period of the family member plus an additional 14 days to assure they do not develop symptoms. See the CDC Quarantine calendar for a visual representation.
Can close contacts be “cohorted” in the same classroom instead of excluding them?
This is not recommended at this time.
Would students be considered a close contact to a case if they are seated in their classroom 3 feet apart, not wearing masks, but do have plexiglass shields surrounding their desk and workspace?
Three-sided Plexiglass shields, if appropriately sized and utilized so that they extend well above each child’s head and have sides that extend well beyond the sides of the child’s head, likely
would decrease the risk of virus spread, though this has not been studied. In a scenario such as described above at a distance of at least three feet, when utilized in combination with mask wearing, the students would probably not be considered close contacts. However, the Plexiglas shields do not serve as a substitute to mask-wearing.
Social Distancing
If a chorus class can maintain excesses (greater than 6 feet) of social distancing while singing, but not wearing a mask, would that eliminate the considerations of close contacts in the class?
Chorus classes are of concern as singing might increase the distance respiratory droplets travel. It is highly recommended that chorus students spread at least 6 feet apart AND wear a mask. It is preferable to hold practice outdoors when possible.
Is it OK for students to throw a football, kick a soccer ball, etc. in PE class if they maintain at least a 6-foot distance?
Yes. Students can participate in physical activities if they are maintaining a 6-foot distance and wearing a mask is recommended when social distancing cannot be assured. PE activities that allow for adequate social distancing should be prioritized.
There have been varying reports regarding young children stating that only 3 or 4 ft of distance is needed. Is this true for younger children?
No. Per CDC recommendations social distancing must be maintained at 6 feet.
Case Investigations
What will the case investigation process look like?
When notified of a positive case, DHEC case investigators and epidemiology staff will interview the case (or if a child, then their parent/guardian) to determine the infectious period, potential close contacts, and to reiterate education about isolation. If there is an association with the school, DHEC will reach out to the school to confirm close contacts and determine the appropriate course of action. Both the case and close contacts will be contacted routinely via phone by the DHEC contact monitoring team to assure there are not continued questions or concerns.
If a student or faculty are tested, how long will it take to receive results?
It depends upon which testing site the person attends. Testing sites are sponsored by a variety of partners and the time it takes to get results depends upon the laboratory used to process the samples and report the results. People should receive their results directly from the medical partner conducting the testing.
What is the difference between quarantine and isolation?
Isolation and quarantine are measures taken to physically separate people to reduce the risk of spreading the virus. Isolation separates those believed to be contagious with COVID-19. Quarantine separates those at risk of becoming contagious because they are believed to have been exposed. More information is available on DHEC’s COVID-19 Frequently Asked Questions webpage.
If a teacher tests positive for COVID-19 but is asymptomatic, can he/she still work?
No, they cannot work. They should isolate as instructed.
If a teacher/staff is a close contact to a case but is asymptomatic, can he/she continue to work?
Teachers and school staff are considered critical infrastructure employees so they may continue to work if it is necessary to maintain school operations and staff limitations exist. The individual should assure for vigilant social distancing, monitor for symptoms and isolate if they develop symptoms. In addition, the individual should quarantine when not in the school setting. DHEC’s interim school guidance provides more information on continuing to work while in quarantine.
(According to the SCDHEC’s Interim COVID-19 Guidance for Schools, school staff could be considered critical infrastructure workers and may be permitted to work if they follow recommended precautions. However, in an abundance of caution, HCS staff who have been in close contact with someone who has tested positive for COVID-19 or is presenting symptoms of COVID-19 should plan to quarantine at home and not return to work until completing his/her quarantine period.) (Updated Aug. 19, 2020)
How will the schools be notified if there is a positive case in the school?
Notification may happen in a couple of different ways. The student’s parent/guardian or the staff member may notify the school before DHEC is aware of the case. If this occurs, the school will need to report the case to the regional DHEC epidemiology office during normal business hours. If DHEC is aware of the case prior to the school, a DHEC epidemiologist will call the principal of the school or his/her designee. Maintaining two-way communication between the school and the epidemiology staff will be vital to the case investigation process. The school should maintain the case’s confidentiality.
What is the expectation of the school nurse during a case investigation? Will the school be responsible for contact tracing?
The school nurse must report any known positive test results that have not already been discussed with DHEC to DHEC’s regional epidemiology office. During the case investigation, the nurse, principal or teacher may be asked to help assess and confirm close contacts. Once
close contacts are confirmed DHEC staff will work with the principal and nurse to determine appropriate next steps and potentially send out letters to parents from the school. The school nurse will not be responsible for doing a case investigation or ongoing contact tracing but will inform the process.
Will DHEC send letters to the parents or will the schools? Is there a template letter that can be used?
There is a template letter that can be customized and sent to the parents of contacts in the schools. These letters can be sent by the schools after coordination and communication with DHEC is confirmed.
Who is responsible for sending notification letters to parents, the schools or DHEC?
Schools are responsible for the notification process.
Is it advisable for the districts to have a central point of communication (i.e. a website) for communicating with parents?
This would need to be approved through the school district and SC Department of Education. DHEC is currently developing its own communication plan regarding school COVID-19 data.
Exclusion
What document has the correct exclusion criteria?
Please assure that you are using the exclusion criteria and guidance documents dated August 2020.
If an individual has symptoms but their physician will not perform the test, do we exclude them without a positive test?
The individual can return if their physician thinks there is another likely diagnosis (i.e. test positive for strep), or if they receive a negative test result, or if they complete the isolation period. Individuals interested in free, community testing can visit the DHEC testing page or mobile testing webpage. These sites are updated daily.
Can school nurses conduct testing?
This is not available at this time but is being discussed and problem solved.
There is concern regarding the likelihood that flu symptoms may mimic COVID-19 symptoms and this could complicate the school nurse triage process. Are there any recommendations regarding triaging a sick child with no fever?
School nurses should defer to the school exclusion list when making decisions about allowing school attendance.
What is the guidance for students suspected of having COVID-19 but refuse testing? Do we send the child home?
Yes, the child should be isolated until it has been at least 10 days since their symptoms began, they have been free of their fever for 24 hours without the aid of fever reducing medication, and other symptoms are improved.
If an employee has been in a group setting and is now showing COVID-19 symptoms and has test results pending, how do you handle others in the group? Are others OK to continue working?
If the others in the group are asymptomatic, they can continue working with heightened awareness and monitoring for symptoms.
If a teacher lives in a house with a family member who is positive for COVID-19, do they have to quarantine?
No, teachers are considered critical infrastructure workers and therefore would not have to quarantine as long as they are asymptomatic, maintain proper social distancing, wear masks, and are monitored closely for symptoms. DHEC’s interim school guidance provides more information on continuing to work while in quarantine.
Miscellaneous
What is the data threshold for closing a school or classroom?
There is no defined standard or threshold for closing schools or classrooms. Many factors would need to be considered, including for example, not just the number of cases but also the distribution of cases within a school and their timing. Your regional DHEC epidemiology team will work closely with your lead nurse and principal to navigate the situation. DHEC does not make closure decisions but answers questions to assist school leadership in making the best decisions for the students and teachers.
Is there a problem if the schools set a threshold for closures?Any decision to set a standard threshold would be a district decision, not a DHEC decision.
Is there a recommended number of “hygiene breaks” (ie time to wash hands) for children?
It is recommended that children (and adults) wash their hands routinely and thoroughly throughout the day particularly before eating, after using the restroom and after hands are soiled or dirtied. There is no specific recommendation on the frequency or intervals of hand washing.
At what temperature reading do we send a student home?
If a student or staff member has a temperature of 100.4°F and above, they should be sent home, regardless of whether or not they have any other symptoms. Children or staff with temperatures between 100.1°F and 100.3°F should be excluded under the influenza-like illness (ILI) criteria if they also have cough and/or sore throat with no other known cause. Refer to the School Exclusion List for more information.
Does DHEC recommend routine temperature screenings in the schools?
While this practice is not harmful, it is not a specific recommendation. However, it is recommended that ongoing education and messaging to parents which stress the need for at home monitoring of symptoms to occur. See CDC recommendations on symptom screening.
Do DHEC recommend taking students’ temperatures prior to them getting on the bus? Should a student with a known temperature be allowed on the bus?
Temperature screening is not recommended prior to boarding the bus. However, if temperature screening is conducted, children with known, confirmed fevers (100.4°F or greater) should not be allowed on the bus.
There have been reports that nausea, vomiting, and diarrhea are not considered symptoms. Is this true?
These can be symptoms of COVID-19 but are not always present in individuals positive for COVID-19 and may not be related to COVID-19 if present.
What PPE is recommended for the school nurse when attending to children in her office, or in the isolation room?
See the PPE recommendations on the DHEC website.
Can face shields be used in lieu of masks?
Face shields are NOT a substitute for masks as they have not been proven to provide equivalent protection as compared to masks. Per the SC Department of Education’s Face Covering Guidelines, cloth face coverings should be used on the school premises:
Clear face coverings are not face shields. While the CDC does NOT recommend use of face shields for normal everyday activities or as a substitute for cloth face coverings because of a lack of evidence of their effectiveness for source control, there are several scenarios in which their use is permitted:
- Face shields may be used to supplement cloth face coverings in those who desire further protection.
- If clear face coverings are not able to be obtained, face shields may be used in place of cloth face coverings in the examples above.
- If a teacher is maintaining greater than six feet of distance between themselves and anyone else while in a fixed location (e.g., their desk or the front of the room), a face
shield alone may be used, but the teacher should have a cloth face covering within arm’s reach to be able to put on quickly if necessary.
Are there any recommendations for teachers regarding how to best console a crying child and maintain safe practices?
In these situations, it is best if both the teacher and child are wearing both mask and eye protection and attempt to limit the duration of the close contact. The definition of close contact considers both distance and duration, so it is important to limit the duration of direct and unprotected exposure.
Are teachers considered critical infrastructure workers?
Yes, teachers and staff are considered critical infrastructure workers.
*This is consistent with guidance available as of August 14, 2020, and may be updated as new information on this novel virus and evolving situation become available. Read more on the South Carolina Department of Education site here.
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ESOL
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ESOL FAQs
Will services be provided for English learners (EL) students?
- Instruction and related services will be provided for all models of instruction.
- Students will be provided with accommodations and modifications as needed.
- Individual learning plans (ILP’s) will continue to be developed and implemented.
Can you explain what the difference will be for those children with IEPs, 504s, EL, or special needs regarding the Full-Time Distance Learning Model and the Hybrid Instructional Model?
Hybrid Model
As student groupings are determined, schools will evaluate the instructional needs of students and group students according to their need for specially designed instruction and applicable related services. For students with disabilities, These groupings may be different from those of students without disabilities. As health and safety conditions allow, certain populations of English Learners and students with disabilities may need additional or reduced face-to-face opportunities which could be determined based upon individual needs or through the IEP team. Opportunities may include, but are not limited to, additional support via synchronous/asynchronous lessons; additional resources for parents; virtual modeling; and family support(s).
Full-Time K-12 HCS Virtual
IEP teams for students with disabilities enrolled in full-time virtual school through HCS Virtual will convene, as needed to determine the special education and related services needed for the student to participate in this model of instruction. Additionally, HCS Virtual teachers will follow the Individualized Learning Plan (ILP) in place for English Learners.
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Family Resources
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Family Resources FAQs
What are the plans for addressing and providing support for students’ social and emotional needs?
- Meeting the social-emotional and mental health needs of students, families, and staff upon the return to school will be critical to re-engaging students, supporting adults, building relationships, and creating a foundation for academic learning.
- Training will be provided for school crisis response teams and staff.
- Early reconnections with staff, students, and families will be paramount in responding to questions about our return to school and informally assessing social-emotional and mental health needs.
- All CD -12 students will be provided with daily social-emotional learning opportunities.
Click here to learn more about Family Resources.
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Nutrition Services
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Nutrition Services FAQs
Bottled Water
Will water fountains be available for use?
Water fountain use will be suspended. Students are encouraged to bring bottled water from home.
Wouldn’t it be more cost effective to replace water fountains with a hands-free water bottle refill station instead of cups/lids?
The Facilities Department is researching the possibility of purchasing hands-free water bottle refill stations for selected areas within schools.
Meal Delivery
What are the meal service options?
Breakfast and lunch will be available for all instructional options.
Will school meals be available for students who choose the K-12 HCS Virtual option?
Yes
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Safety
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Safety FAQs
Bookbags
Is my child allowed to use his backpack?
Yes. HCS recommends that students do not bring a book bag, backpacks, handbags, lunch boxes, or other containers to school with them unless it is absolutely necessary. HCS recommends a clear bookbag be used if it is necessary.
Are clear bookbags required for all students?
No. It is strongly recommended that students use clear bookbags.
Building Access and Visitors
May I eat lunch with my child on the day she is at school?
No. Visitation is limited to pre-arranged visits only, excluding emergencies.
Pick-up Procedures
If a parent/guardian is called to pick up a child suspected of having COVID-19, how long will they have to pick up the child from school?
Parents will be given a reasonable amount of time to pick up their symptomatic student from school. A reasonable amount of time is determined by the parent’s location once they are contacted. It is possible that a person listed as an emergency contact may be called.
School Security Procedures
Will schools still maintain their safety procedures and will student searches be required?
Yes. HCS will continue to use School Resource Officers and School Safety Officers in all school buildings. HCS will limit access beyond the front reception area to visitors and parents. Student searches will continue. Students are recommended to limit the number of bags they bring into the buildings to assist with health precautions and limit the physical touching of bags and to also expedite the search process. Clear bookbags are also recommended. School safety drills will also continue and additional social distance guidelines will be followed.
Signage
Will there be signage in the schools reminding students and staff to stay 6 feet apart?
Yes.
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SCDHEC and School Schedule Decisions FAQs
How will HCS make their decision on whether students can return to their classroom?
HCS will base its decision upon the county’s disease spread which is determined by the South Carolina Department of Health and Environmental Control’s Disease Activity Guidance Reports. The ultimate goal is to transition smoothly back to full-time face-to-face instruction as soon as health and safety conditions allow. The SCDHEC report is issued every Monday, which will dictate if students can return to the classroom the following week.
Who is doing the contact tracing?
SCDHEC guidelines regarding contact tracing will be followed. Close contact is defined as anyone within 6 feet of space face-to-face for longer than 15 minutes. SCDHEC will use close contact criteria to determine who needs to be notified. HCS will follow SCDHEC guidelines, HIPAA protocols, and privacy laws in keeping students and staff safe. Tammy Trulove, Director of Health Services, and her staff will work collaboratively with SCDHEC to conduct contact tracing.
Who will do the screening for 14 days after exposure?
Once a student has been quarantined for 14 days and exhibits no symptoms, he/she may return to school. Parents must complete the pre-screening before a student is allowed to return to school. The Office of Health Services will also monitor students who have been exposed and are quarantined.
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Special Education Services
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Special Education FAQs
Child Find
How do I schedule a Child Find evaluation for my preschool-aged child (ages 3-5)?
Parents or legal guardians can schedule a Child Find appointment by calling the Horry County Schools’ Preschool Assessment Office at 843-488-6220.My child will soon age out of BabyNet services, how will his transition meeting be scheduled?
Horry County Schools continues to offer timely virtual BabyNet transition meetings to our families. The Horry County Schools’ Preschool Assessment Center staff will continue to work with agencies and families to schedule these meetings at a mutually agreeable date and time. These meetings will continue to be held virtually or telephonically based on the parent’s preferred method of communication.How do I request a Child Find evaluation for my school-age child (6-21)?
Parents or legal guardians can request a Child Find evaluation by calling their child’s school of attendance or, if not enrolled, the school their child is zoned to attend.My child was scheduled for an evaluation in the Spring of 2020. When will the evaluation take place and how will these evaluations be completed?
Horry County Schools is currently scheduling the evaluations that the district was unable to complete in the Spring of 2020. Horry County Schools’ staff will be in contact with parents and school staff to schedule evaluations based upon when the evaluation was requested and/or scheduled. These evaluations and any subsequently scheduled evaluations will be conducted with appropriate social distancing practices and with the use of personal protective equipment. At this time, Horry County Schools will not be able to conduct evaluations in the home.
Individualized Education Plan (IEP) and Section 504 Meetings
How can I participate in IEP or Section 504 meetings?
Horry County Schools will continue to conduct IEP and Section 504 meetings through virtual and/or telephonic means. While we allowed for the delay of required meetings in the spring of 2020 at parent request, our obligation is to conduct these meetings in a timely manner and we trust families will collaborate with schools to conduct these meetings through the methods indicated above.
Individualized Education Plans (IEPs) and Section 504 Plans
When will my child’s IEP or 504 Plan meeting be held and will his/her IEP or 504 Plan be amended?
Special education teachers and providers will contact parents to discuss any need to amend IEPs or Section 504 Plans. These amendments may be developed within virtual/telephonic meetings, or without a meeting, if parents agree. As always, scheduled meetings will be held at a mutually agreed upon date and time.I would like to schedule an IEP or 504 Plan amendment meeting, how do I make that request?
Parents should contact their child’s school to address any IEP or 504 meeting requests.How does the Reopening of Schools Plan address the needs of students with disabilities?
Specially designed instruction and related services will continue to be provided for all models of instruction, as specified in students’ IEPs and in consideration of those models/schedules determined necessary for students without disabilities. These non-traditional models and/or schedules of instruction and the impact on student needs shall be considered and included, as appropriate for each student, when an IEP or Section 504 Plan is initially developed or through the IEP amendment process either with or without a meeting or as specified by the South Carolina Department of Education, Office of Special Education Services.Special education providers will collaborate with general educators to provide access to learning opportunities and provide accommodations/modifications as appropriate based on the student’s unique needs and circumstances. Additionally, special education providers will communicate and collaborate with parents and general education teachers regarding the student’s accommodations and/or modifications and the provision of special education and related services.
Regardless of the student’s participation model, HCS will provide students with disabilities and their parents with support to ensure students’ IEP goals and objectives are targeted for continued growth. These services and adaptations may include, as appropriate:
- Synchronous direct and indirect services to students with disabilities based on the individual student needs;
- Asynchronous activities and direct instruction and/or therapy via virtual/interactive platforms, email, and/or phone call consultations; and/or,
- Push-in and/or pull-out services with attention to social-distancing requirements and use of personal protective equipment as defined by the SC DHEC.
Some specially designed instruction and related services present unique challenges in certain models. Therefore, students receiving these services may need to be considered for additional in-person opportunities when social distancing measures will allow. Additionally, some models may require that students whose IEP services are specified as “group” in an in-person model may need to be provided individually in the distance or virtual models.
How available will special education teachers be to provide students with additional help and support?
Special education teachers in both the brick-and-mortar school model and the K-12 HCS Virtual Program will be available during office hours by appointment to offer help and support to parents and students and will provide specialized instruction and co-teaching instruction per the student’s IEP.
Can you explain what the difference will be for those children with IEPs, 504s, EL, or special needs regarding the Full-Time Distance Learning Model and the Hybrid Instructional Model?
Hybrid Model
As student groupings are determined, schools will evaluate the instructional needs of students with disabilities and group students according to their need for specially designed instruction and applicable related services. These groupings may be different from those of students without disabilities. As health and safety conditions allow, certain populations of students with disabilities may need additional or reduced face-to-face opportunities which could be determined through the IEP team and based on individual needs. Opportunities may include, but are not limited to, additional support via synchronous/asynchronous lessons; additional resources for parents; virtual modeling; and family support(s).
Full-Time K-12 HCS Virtual
IEP teams for students with disabilities enrolled in full-time virtual school through HCS Virtual will convene, as needed to determine the special education and related services needed for the student to participate in this model of instruction.
In the hybrid model, will special education students have more than two days of face-to-face time since they need intense instruction and additional support?
As health and safety conditions allow, certain populations of students with disabilities may need additional face-to-face opportunities in the hybrid model which could be determined through the IEP team and based on individual needs.
If a family elects to enroll a student with a disability in K-12 HCS Virtual, the IEP team will convene, as needed, to determine the student’s individual needs relevant to this instructional model.
Will professional development be provided for teachers and administrators?
Specialized virtual professional development for teachers and administrators will be provided, but not limited to, the following:
- Distance Learning and Instruction
- Social and Emotional Learning
- Trauma-Informed Practices
- Health and Safety Guidelines
Accommodations
How will accommodations be provided to students in the distance learning model and if my child participates in K-12 HCS Virtual?
Accommodations/supports will be provided as they typically are during in-person instruction and as appropriate for the learning environment. IEPs and Section 504 plans will be reviewed and amended, if needed, to address what accommodations/supports are needed for the students to be successful in the learning model. School staff will be provided guidance addressing ways to provide required accommodations/supports to students during the distance learning model or the K-12 HCS Virtual environment.In the hybrid model, will special education students have more than two days face-to-face time since they need intense instruction and additional support?
As health and safety conditions allow, certain populations of students with disabilities may need additional face-to-face opportunities in the hybrid model which could be determined through the IEP team and based on individual needs.
If a family elects to enroll a student with a disability in K-12 HCS Virtual, the IEP team will convene, as needed, to determine the student’s individual needs relevant to this instructional model.
How available will special education teachers be to provide students with additional help and support?
Special education teachers in both the brick-and-mortar school model and the K-12 HCS Virtual Program will be available during office hours by appointment to offer help and support to parents and students and will provide specialized instruction and co-teaching instruction per the student’s IEP.
Related Services
How will Related Services be provided?
Special education teachers and related service providers will be providing instruction in groups and/or one-on-one as appropriate for students’ goals and in consideration of the instructional model utilized. Appropriate personal protective equipment and social distancing will be observed.Are students who receive instruction through K-12 HCS virtual able to receive in-person Related Services?
The impact of the student’s delivery of related services in this model of instruction shall be considered and included, as appropriate for each student, through the Individualized Education Plan (IEP) amendment process either with or without a meeting.
Instruction
In the Flexible Hybrid Model, will students with disabilities be provided the same amount of in-person services as their non-disabled peers?
As student groupings are determined, schools will evaluate the instructional needs of students with disabilities and group students according to their need for specially designed instruction and applicable related services. These groupings may be different from those of students without disabilities.As health and safety conditions allow, certain populations of students with disabilities may need additional or reduced in-person opportunities which could be determined through the IEP team and based on individual needs. Opportunities may include, but are not limited to: additional support via synchronous/asynchronous lessons; additional resources for parents; virtual modeling; and/or family support(s).
Many special education students require parent support to complete school work. There is a concern that grading will penalize special education students who will struggle with distance learning instruction and on asynchronous days. Will teachers adjust student workload, output, and grading expectations taking these support needs into account?
IEP/504 teams should consider all appropriate accommodations/supports that a child requires to access instruction and to receive meaningful benefit from their services.How will Additional Educational Assistance services (AEA) services be implemented in both distance learning and in-person classes?
In-person: Paraprofessionals providing AEA services will continue to fulfill their normal role: creating materials, working with students in large and small groups under the direction of the teacher.
Distance Learning: Paraprofessionals will support students in virtual classrooms and in breakout rooms; create materials; prompt students when needed during lessons; develop virtual activities under the guidance of the teacher.
Will special education teachers and related service providers be instructing my child in a small group or will it be individualized?
In all instructional models, special education teachers and related service providers will be providing instruction in groups and one-on-one as appropriate for students’ goals and scheduling.How will special education students who are accessing alternate curriculum standards be instructed during the K-12 HCS Virtual and in the Flexible Hybrid Model?
In-person:
Instruction provided to students who are accessing an alternate curriculum will be delivered through typical in-person methods and scheduling. As in-person instruction is allowed, classrooms for students who are accessing alternate curriculum will be expected to follow the same social distancing expectations defined for all other students. Staff will set the expectation, model, and instruct on the importance of social distancing and wearing face coverings. When circumstances require all students to wear face coverings, 504 and IEP teams will determine if modifications and/or reasonable accommodations are needed for individual students with disability-related issues that prevent the student from wearing a face covering in order to allow the student to safely participate in educational activities.
Distance Learning and K-12 HCS Virtual:
Instruction provided to students who are accessing an alternate curriculum through distance learning or through K-12 HCS virtually will occur synchronously (live). Direct instruction may be supplemented with activities which can be completed by the student in addition to the synchronous instruction. Some students accessing an alternate curriculum will need the support of a parent/caregiver to participate in distance or virtual instructional activities. The schedule for classes will parallel the schedule for all other students as much as is appropriate for the student.
Can I access behavior support for my child at home during distance learning or the K-12 HCS Virtual option?
HCS Office of Special Education staff are available to provide behavioral intervention support, as needed, in both the distance and K-12 HCS Virtual learning environments. This includes: assistance to teachers on incorporating behavioral best practices in a distance and virtual learning environment; consultation and collaboration with parents/guardians, as needed, on behavioral strategies to support distance or virtual learning in the home environment; and, the provision of district training and resources for supporting the learning environment incorporating behavioral best practices. Staff will not provide in-person face-to-face behavioral support services in either of these learning models.For students with an IEP, are there any services that will not be available in the distance learning or K-12 HCS Virtual learning environment?
Some supports and services provided to students with disabilities in an in-person environment were designed to provide access to the learning environment within the physical school setting. Not all of these same supports and services are appropriate in the distance or virtual learning environment. Special education case managers and related services providers are expected to collaborate with parents regarding appropriate supports and services that will be provided in all learning environments.
Health and Safety
What health and safety measures are being put in place for children with physical disabilities who require high levels of support for activities of daily living, such as toileting, feeding, and use of a wheelchair?
Horry County Schools’ special education providers consistently receive training and follow all universal precautions with regard to bloodborne pathogens and exposure to bodily fluids. These staff will also participate in training relevant to additional precautionary measures to be taken in light of COVID-19. Special education providers’ interactions with students with disabilities will adhere to all recommended guidance set forth by the Centers for Disease Control and the Department of Health and Environmental Control. Special education providers working in settings requiring close contact with students in which social distancing may not be maintained will be provided with the necessary additional personal protective equipment.In circumstances when face coverings are required for all students, if a student with a disability removes or refuses to wear a mask, will this be treated as a discipline issue? How will this be enforced for different ages and student abilities?
Staff will set the expectation, model, and instruct on the importance of this measure and will positively reinforce the use of face masks. We understand that there may be some challenges due to the various developmental levels of students. Similar to other school expectations, the level of compliance with this requirement will consider factors such as the student’s understanding of this requirement and the student’s developmental levels. IEP and 504 teams will determine if modifications and/or reasonable accommodations are needed for individual students with disability-related issues that prevent the student from wearing a face covering in order to allow the student to safely participate in educational activities.
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Technology - Student Devices
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Technology - Student Devices FAQs
If we don’t have internet access at home, what should we do?
All HCS students will each have access to a personalized learning device for the 2020-21 school year. Elementary students will have access to iPads, middle school students will have access to Chromebooks, and high school students will have access to laptops.
Lack of internet access at home limits students’ ability to access digital resources and participate in online learning. HCS will continue to work with local internet providers to assist our school families. The state has also announced that they are working to provide a portable wireless hub to help address the lack of internet accessibility in some student’s homes. Also, during the 2020-21 school year, internet access will be available in the parking lots of any HCS school building. Parking for internet access is allowed in these areas between 7:00 a.m. and 7:00 p.m., Monday through Friday.
Will the district be making any special considerations for students without internet access?
All HCS students will each have access to a personalized learning device for the 2020-21 school year. Elementary students will have access to iPads, middle school students will have access to Chromebooks, and high school students will have access to laptops.
Lack of internet access at home limits students’ ability to access digital resources and participate in online learning. HCS will continue to work with local internet providers to assist our school families. The state has also announced that they are working to provide a portable wireless hub to help address the lack of internet accessibility in some student’s homes. Also, during the 2020-21 school year, internet access will be available in the parking lots of any HCS school building. Parking for internet access is allowed in these areas between 7:00 a.m. and 7:00 p.m., Monday through Friday.
Will there be technology office hours after 5 p.m. so working parents can call with technology questions?
If HCS is operating on a hybrid or totally virtual instructional model, the technology help desk will operate on the following schedule: 8:30 AM - 4:00 PM and 5:00 PM - 7:30 PM. If HCS is operating on a face-to-face instructional model, the technology help desk will operate on its normal schedule: 8:00 AM - 4:30 PM.
Will a digital device be provided to my child?
All HCS students will each have access to a personalized learning device for the 2020-21 school year. Elementary students will have access to iPads, middle school students will have access to Chromebooks, and high school students will have access to laptops.
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Transportation
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Transportation FAQs
Bus Capacities
What are the bus capacities and regulations for the new 2020-21 school year?
Ensure sufficient social distancing with at least 6 feet between students and transportation staff at all times in school on school transportation vehicles.
- Students and drivers will be expected to wear face coverings.
- The number of students on the bus will be a maximum of 67% of standard capacity.
- Windows and roof vents will be opened to maximize ventilation.
- Three students on a seat should not occur.
- Students shall be loaded from back to front when possible.
- Students shall be unloaded from front to back.
- Household members will, if possible, be paired together on the seat.
- Each bus shall have a seating chart for tracking and to support contact tracing, if necessary.
When attending the 2 days face to face and three days at home (A/B schedule) will students that are siblings be allowed to be on the same schedule?
This will be needed for transportation and for older siblings to babysit younger siblings on the days at home. Yes, we are working towards grouping all siblings in the same group.
Face Coverings
Will students and bus drivers be required to wear a face mask/face-covering?
Yes.
Seating
How many students can be on a school bus?
The number of students on the bus will be a maximum of 67% of standard capacity. Three students on a seat should not occur.
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Employees
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Employees FAQs
The District is providing PPE and scrubs to teachers assigned to moderate/severe special education classes. Shouldn’t the District also provide any PPE and scrubs to the school nurses?
HCS will provide any PPE necessary for the moderate/severe special education teachers and assistants. HCS will also provide PPE and scrubs to the school nurses. Only employees who come into contact with bodily fluids and/or medical professionals assigned to buildings should wear scrubs. However, any employee may wear scrubs as long as the clothing complies with the District’s dress code
In regard to middle and high school students and bag searches – teachers will be in the classrooms for students upon arrival, hallway for duty, cafeteria, and outside monitoring the drop off and parking lot – how will we have enough teachers left to handle bag searches?
Administrators will assign staff members based on the availability of staff that may include support staff, guidance counselors, administrators, and teachers who have first block planning to assist with the searches.
Wouldn’t it be more cost effective to replace water fountains with a hands-free water bottle refill station instead of cups/lids?
The Facilities Department is researching the possibility of purchasing hands-free water bottle refill stations for selected areas within schools.
Who will man the health room if no substitute nurse is available?
When a nurse is absent and no substitute nurse is available, front office staff or athletic trainers may be called upon to assist in the health room. District office staff and float nurses will also be available to assist.
What does the principal do when he/she can’t add students to a classroom because substitute teachers are not available?
Principals have experience with shortages of substitute teachers. All available personnel will be utilized as needed in covering classes. Most principals create a rotational model of who covers classes so that all teachers share the responsibility.
Is it possible a K-8 HCS Virtual program could become permanent like the high school program?
Yes. The district’s goal is to build a strong full-time virtual school program for grades K-12 that is sustainable beyond the pandemic should there be enough demand
Can teachers and staff wear a CDC approved face mask of their own choosing?
Yes.