Instructional Models, Strategies and Tools

In-Person Learning (Grades K-6)

Staff and students will attend school in the physical building for a full day on each scheduled school day and instruction will be delivered in traditionally scheduled courses/subject areas with established precautions for maintaining health and safety. Using this model, students will be actively involved in the school learning environment. In addition, the continuity of learning for this model of instruction, for the most part, will maintain integrity from years past.

All plans for in-person learning have been fully-informed by the health and safety guidelines released by the CDC, DOH, and NYSED.  While we intend to begin the school year with in-person learning models as described below, we recognize flexibility in determining the scope of in-person instruction will be needed as the conditions in the region or state change. 

All plans for in-person learning and class sizes will be based on several critical health and safety guidelines and other considerations.  They include:

1. All students’ desks/seats will be positioned no less than six feet apart in all directions. 

2. All employees and students will be required to wear a face-covering (that covers the nose and mouth) at all times, unless medically unable to or if a teacher is able to safely provide supervised “mask breaks” when he or she can ensure that students are seated, distanced, and not moving within a classroom.  Students will be permitted to remove masks while eating or drinking during regularly scheduled lunches or snack breaks.

3. Accommodating a six-foot radius around students will necessitate that desks are positioned facing the same direction. Some classroom equipment, furniture, or materials may be removed or will be reconfigured to available space. 

4. Some class sections will need to be split to meet social distancing requirements. Additional rooms or common-area spaces that may be identified and used as instructional space.  In such instances, an instructional partner (teacher or teaching assistant will be assigned to the classroom teacher to support learning and provide additional supervision.

5. Student transitions from one class to another will be minimized whenever possible. To the extent possible, students will remain in small cohorts if/when leaving the classroom, such as for recess or any necessary transition, so as to reduce their exposure to additional people.

6. The District will adhere to a 12-foot distance between students when engaging in physical activity. Health guidelines require there is 12-foot social distancing for physical education as well as chorus and band instruction.  Whenever possible students will utilize outdoor space for physical education.  

7. All instruction will continue to be aligned to the New York State Learning Standards.

8. There will be no assemblies, field trips and other large-group activities.

9. Special-area subjects, which are required by the NYSED (e.g., art, music, physical education) may be pushed into the classroom.

Hybrid Model (Grades 7-12)

In the hybrid model, students in all grades (7-12) are divided into two groups by grade: Group A and Group B. To the greatest extent possible, students from the same household will be scheduled within the same group. Within each school community, the groups will alternate between learning in person in their school buildings and learning online from home (or an alternate location in the community if available). Under this model, we will reduce the number of students in each building by approximately half at any one time, which will in turn reduce the risk of virus exposure and spread. Social distancing measures will be in place and masks are to be worn when physically present in the school building. Using this model, students will be actively involved in the school learning environment in a smaller group setting.

When planning for a hybrid learning model, there are a variety of formats that can be utilized.

Guilderland will follow an A/B cohort model that isolates two distinct cohorts of students who attend school in-person on alternating days. The continuity of learning for this model of instruction will require some modification and prioritization curricular timeline and identification of essential learnings standards. Additionally, digital resources for students to access the various curricular content areas would be made available to our students to utilize as part of the instructional program.

Students in Grade 7

• Students will follow an alternate day (A/B) model with students attending Farnsworth Middle School every other day for live in-person instruction while the other half receives remote instruction.

• Students will follow all guidelines described above for in-person learning when physically in attendance at FMS

• Attendance will be taken during both on-site and virtual learning days.

• Student work will be graded and are expected to be present for all classes delivered remotely or in-person

• School day will still follow a 9-period day. 

• PE, Choir and Band will comply with e 12-foot distancing guidelines.

• Students will be assigned to a classroom every period. 

Students in Grade 8-12

• Students will follow an alternate day (A/B) model with students attending Guilderland School every other day for live in-person instruction while the other half receives remote instruction.

• Student groups will be determined by the first letter of the student's last names.  Students with a last name beginning with letters A and K will form Group A.  Students with last names beginning with the letters L-Z will form Group B.  While students from Group A are in-person for instruction, students will be at home learning remotely.  

• During remote learning days, students will be required to participate in all learning activities and scheduled classes and will be required to complete assignments. Student expectations will be determined by the teacher within parameters established by the district.

• Attendance will be taken at both in-person and remote learning days

Teaching under a hybrid model is going to require both planning and flexibility by all parties-  teachers, parents, and students. For teachers this will likely be a very challenging instructional model. They will have to plan for students whom they may not see face-to-face and students who will be physically in class. The best way to think of it is like they are teaching in a blended classroom. Teachers will need to plan lessons so that those students at home can move forward with the rest of the class without being physically in the class. Even if the students connect via Google Meets, it is not the same as being there. Frankly an active class via technology is often difficult to follow, the sound quality of discussions may be poor, and students will not be able to see all that is going on in the room. Still it does provide some degree of community and allows the student to still feel, at least partially, a part of the class.

Remote Learning Option

If parents and families choose full-time remote learning, students will not attend school in the physical building. Instruction will be conducted digitally through online methods. The structure of the classes, expectations for students and teachers,and protocols for taking attendance, delivering lessons and instructional materials, assessing student work, and grading/providing feedback will be explained. The continuity of learning for this model of instruction will require a modified curricular timeline and identification of essential learning standards. Additionally, digital resources for students to access the various curricular content areas will be available to our students to utilize as part of the instructional program.

Remote learning at all levels will likely be a blend of live/synchronous learning facilitated by the classroom teacher with offline activities, projects, readings, and assignments to be completed by the students while at home. In some instances, a teacher may deliver instruction by live streaming a lesson or they may opt to provide a pre-recorded lesson or a screencast to deliver content.  The primary difference from the spring will be that students at home will be expected to follow the full curriculum as students in school will follow.  This means more science and social studies at the elementary level.  Art, PE and music will be required as well. 

Students’ perception of teacher presence has an effect on their engagement; students are more engaged when their teachers are a frequent and positive presence in the class.

• Regular planned teacher communications with the class and families via regular announcements or weekly check-ins

• Instructional content (e.g., video, audio, interactive lessons) visibly created by the teacher

• Regular instructor participation in class discussion (e.g., Classroom discussions or synchronous sessions)

• Regular opportunities for students to receive personal instructor feedback on assignments

Students engage more in classes when they have an opportunity to interact with their peers and feel they are part of a community of learners.

• Opportunities for students to interact academically with classmates through regular class discussion or group assignments

• Opportunities for students to interact socially with classmates (e.g., group video conference sessions, course Q&A forum)

Students understand and engage with class material in a variety of ways. Overall student success in a class is maximized when there are frequent, varied learning activities.

• Opportunities for students to receive class information through a variety of different sources, including indirect sources (e.g., scholarly resources and field observation)

• Variety of activity and assignment formats, providing students with multiple means of demonstrating learning

• Opportunities for students to apply content knowledge and skills to authentic, real-world tasks in assignments

Students have successful, meaningful experiences when they understand how the components of a class course/unit connect together, when they have guidance on how to study, and when they are encouraged to take ownership of their learning.

• Teacher explanations provided about the overall design or organization of the class content

• Context or rationale provided to explain the purpose and relevance of major tasks and assignments

• Guidance or resources provided for ancillary skills necessary to complete assignments (e.g., library research, technology tools)

• Opportunities for students to take ownership of their learning process (e.g., choosing topics of interest for assignments)

• Opportunities for students to reflect on their learning process (e.g., goals, study strategies, progress)

• Opportunities for students to provide feedback on the class content/units