Embedded Files
Learning Content
Learning Content
Power Concepts
The purpose of new instruction is to offer learning experiences to each student that will most likely support their success in the next level of that class for 2020-2021. Given the fact that teaching and learning remotely is very new to everyone, each teacher will build units of learning around 4-6 "Power Concepts" that will become the focus of learning for the rest of the academic year, wether, or not we return to regular session.
The content will be standards based and prioritized as "Power Concepts" . Material used will be determined by grade level and/or department. Administrators will share regional priority standards and will continually “check-in” with their staff to answer questions and provide guidance. Several resources will be considered including but not limited to:
Next Generation Standards [ELA and Math] - http://www.nysed.gov/next-generation-learning-standards
Science Standards - http://www.nysed.gov/next-generation-learning-standards
Social Studies Standards - http://www.nysed.gov/curriculum-instruction/social-studies
World Languages - http://www.nysed.gov/world-languages
Physical Education - http://www.nysed.gov/curriculum-instruction/physical-education
The Arts - http://www.nysed.gov/curriculum-instruction/arts-standards-implementation-resources
Social & Emotional Benchmarks - http://www.p12.nysed.gov/sss/selbenchmarks.html
Curriculum Plan from the Capital Region BOCES - https://essentialed.capitalregionboces.org/wp-content/uploads/2020/04/Prioritized-Math-Curriculum.pdf
Instruction Considerations and Expectations
New material will be provided in conjunction with and under the direction of the student's teacher. This will be completed uitlizing both synchronous and asynchronous instruction through multiple-modalities and supported platforms. Teachers will employ whole group, small group and 1:1 synchronous and asynchronous communication via video, chat, and telephone.
Communication with students will be consistent. However, staff will be congnizant to not mandate meetings that may overwhelm students or parents. This is especially true for secondary level students where students have multiple teachers.
Using flexible scheduling and mutliple modalities, staff will make themselves available to assist students and families.
Teachers will track student progress and participation. They will contact parents/guardians as necessary. If they experience difficulty, they will work with their building counselor, social worker and principal for additonal assistance.
Administrators will continue to meet with their faculty to gauge progress and offer guidance and assistance.
The administrative executive cabinet will meet throughout the week to update progress and discuss changes based upon Federal, State, Local and Educational decisions
Assessment and Feedback
Assessment and Feedback
As we transition to new learning throughout the district, we are asking staff to also assess work that students submit. We will use a common assessment framework of "Satisfactory" and "Incomplete", with an emphasis on each teacher providing productive feedback to students. At a minimum, staff will offer feedback regarding the students level of engagement and effort with the task, the quality of thinking demonstrated by the work product, and the student's ability to apply the learning in a meaningful way.
This mindset about assessment under these conditions, one that emphasizes feedback, as opposed to the assignment of numeric grades, is not perfect. But as imperfect as it may be, we believe that it is the most fair, equitable and understandable way to assess sutdent work under these very difficult circumstances.
Reporting of Learning
Reporting of Learning
Each building principal has discussed modifications and expectations for reporting learning. No student will be penalized, nor held back for inability to complete their work. For students who experience difficulty, an incomplete grade will be used to signify additional assistance will provided to help the student achieve proficiency.
Elementary Grading
The elementary grade levels (K-5) participate in trimester grading. Therefore, students had just received their second trimester report cards prior to schools closing.
Trimester 3 report cards will be modified to be based on either an "S or I" for each subject area. Emphasis will be placed on the comment section to provide specific information to the parents.
Secondary Grading
Reporting of grades at the secondary level occurs on a quarterly basis.
3rd Quarter Averages
The 3rd Marking Period will retroactively close on Thursday, March 12, 2020. All students will have until May 1, 2020 to submit missing assignments or school work for full credit. Parent Portal will be accessible, and students are encouraged to check for any missing assignments during that time. Teachers will contact students and inform them of the missing assignments as well. If the assignment is not easily replicated through remote learning, teachers will either provide an alternative assignment or exempt the student from the assignment.
4th Quarter Averages
New learning, with graded assignments, begins this week. All classes will have assignments during this time. Those assignments will be graded based on a satisfactory/Incomplete system. All assignments will be posted in Parent Portal. Teachers will provide consistent feedback during this time, especially in regards to moving a grade from Incomplete to Satisfactory.
For 40 week (all year) courses, fourth quarter averages will be calculated on the following basis. A student’s Q1, Q2, Q3 grades will be averaged. That score will be the starting point for the fourth quarter. 4th quarter average can only go up from there. These assignments, based on a satisfactory grade, will add as much as 10 points to a student’s 4th quarter average.
20 week course averages will be calculated by adding Q3 and Q4 then dividing by 2. The Q4 average will start off no lower than the Q3 average. Points can be earned based on the same system mentioned above.
10 week course grades will be either Satisfactory or Incomplete. As long as students complete their assignments during this time to a satisfactory level, they will earn an “S” on their 4th quarter report card.
Regents and Final Exams
With the exception of AP exams, no Regents or final exams will be given.
Advanced Placement Exams
The goals for AP and college articulated courses are different. AP exams will be administered, and teachers need to make their best effort to adequately prepare our students for those exams by prioritizing new and review content.
The College Board has developed free online Advanced Placement (AP) review courses to compliment remote work provided by teachers. The College Board is developing secure 45-minute free response exams for each course that students will be able to take online. This website has more information on AP courses: https://apstudents.collegeboard.org/coronavirus-updates.
Technology
Technology
Teachers are encouraged to use a variety of content to deliver new instructional material. Consistency and uniformity are seriously considered for the ease of implementation in the homes of our families.
When new technology and software is introduced, professional development includes face-to-face, video and step-by-step written directions that can be found on the Technology Integration, Instructional Coaches and Student support Web pages. Links can be found below in the Professional development section.
Technical Support
In order to successfully support students, families and faculty, several opportunities have been created to receive technology help. The high school, middle school have two computer aide assigned to the building. Elementary schools are assigned a computer aide per building. All computer aides are available via email. The Communication Director ensure that our website is updated with the numerous changes occurring. The Director of Technology and Network Administrator support the technicians and administrators. The department has offered assistance seven days a week, at times beyond the scheduled hours.
Technology Accessibility
The district recognizes that students and families may experience limited access to devices, internet as well as broken equipment. To rectify these occurrences the following practices have been put in place:
If a student is in need of a device, communication from teacher, counselor and building administrators will begin the process for a device to be picked up at the High School or delivered.
Information is provided to families as needed regarding Spectrum, and Verizon Internet service providers.
If equipment requires maintenance the technology department in conjunction with the building administrators will provide an opportunity to switch out hardware safely.
Professional Learning and support for staff and families
Professional Learning and support for staff and families
We recongize that shifting to remote teaching and learning under these circumstances is not ideal and presents unique challenges for both teachers and families. To help alleviate technology as a barrier to learning, the District continues to provide support in many formats, to teachers, students, and families.
Synchronous and Asynchronous Support for Staff
Our District Instructional Coaches and Technology Integrator continually update their websites with resources to support distance learning and push resources out via email to staff. Their websites can be found using the following links:
Technology Integration website
Instructional Coaches website
In addition to the resources found on the district website, we have planned and supported professional learning opportunties for staff, both live, through Google Meets, and self-paced using our Frontline platform. Similar to learning for students, professional learning opportunties for staff include whole group (grade levels/departments), small group, and 1:1 support.
We also work closely with BOCES and lean on their instructional support team, to provide further assitance to staff and connect colleagues regionally. This support includes their E1B Online Toolkit website as well as WNYRIC Regional Offerings.
The New York State Education Department has provided an EdTech resource on their website to support continued student engagement in learning.
Synchronous and Asynchronous Support for Families
While many of the resources and platforms are familiar to students, we acknowledge that the tranisiton from school to home may be a bit bumpy. The district has provided a Student Tech Support website with FAQs and video tutorials to support distance learning at home. Staff members have also reached out and provided Google Meets sessions with families to walk through various platforms and answer questions live, as needed.
Meeting tHE nEEDS OF sTUDENTS
Meeting tHE nEEDS OF sTUDENTS
The leadership teams of each of our six schools meet each day to discuss each element of our continuity planning. Central to each daily meeting is conversation about the constantly changing circumstances of our children and their families. This positions our building and district teams to act swiftly in support of families in need of academic and/or social/emotional services.
ELLs
Our ENL teachers have established lines of communcation with their students and families, making them aware of the supports that are available to them. ENL services are being provided to students in collaboration with the general education teacher, based on student need.
Reading/Math Interventionist
During the time that student learning continues at home, students recieving AIS services prior to March 16th will continue to work remotely with their math and/or reading teacher.
AIS teachers will reach out to students/families to establish communication
Academic intervention support for reading and/or math will be provided. Resources may vary, however, when possible resources familiar to the student will be utilized for continuity of learning
AIS teachers will be responsive to the needs of students, families, and their colleagues.
CSE, CPSE, and 504 Meetings
These meetings are being held via Google Meets.
Self-Contained, Resource Room, Integrated Co-Teaching, Consultant Teacher & Related Services
Each teacher and related service provider contacted parents to schedule services- If parent declined service the teacher/related service provider documented that parent declined and let parent know that they can request that the service be provided at any time if they change their mind
OT, PT, Music Therapy, Speech and Vision Therapy are provided via teletherapy. The teletherapy consent form were shared with families
Resource room, co-teaching, and consultant teaching are being provided to students in collaboration with the general education teacher, based on student need.
Accommodations are provided to the extent possible
Teachers document work provided, date/time length of direct contact w/student
Related Services
OT is provided via teletherapy
PT is provided via teletherapy
Music Therapy via teletherapy
Vision is provided via teletherapy
Speech is provided via teletherapy
Progress Monitoring
Goals are being monitored to the extent possible
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