Remote Instruction Model

Remote Instruction Plan

In the event that students are not permitted to be in their school building, a Remote Instruction Model is implemented. Remote Instruction during this school year follows a typical school day schedule that resembles students being physically present in their school building.

Our Remote Instruction Model includes:

live teacher-directed instruction throughout the typical school day,
required attendance, and
a regular grading system.

Students who receive specialized instruction services and/or supports through special education, ENL, AIS/RtI continue to receive such services at the same frequency and duration as they would in an onsite model. These services are delivered via Zoom video conferencing by the appropriate teacher.

The Remote Model ensures that we complete our curriculum and are able to transition between a Remote Model and an onsite/Hybrid Model as the situation requires.

Elementary Remote Instruction
Sample Schedule

Classroom teachers provide a schedule that resembles a typical onsite school day for remote instruction.

The instructional day includes:

whole group instruction for each subject area taught during the school day (conducted via Zoom video conferencing),
small group instruction scheduled by the teacher (conducted via Zoom video conferencing), and
asynchronous (independent) work.

Students meet with their special area teacher (Art, Music, PE, Computer, Library) as scheduled. The special area teacher conducts a whole group mini-lesson (via Zoom video conferencing) and then students are asked to either complete independent work or attend small group instruction.

Secondary School
Remote Instruction Schedule

At the secondary school, teachers conduct class instruction via Zoom video conferencing. During a short-term building closure (less than five school days) students follow their regular bell schedule. If it is necessary for the Secondary School to close for more than five days students and teachers follow a modified 1-9 period bell schedule (see adjacent chart).

During a fully remote lesson, the teacher begins each class period with whole class instruction and may utilize a mix of small group instruction and independent work to provide students with differentiated forms of instruction.

For example a class period may include:

20 minute periods for whole class instruction,
10 minutes for small group instruction and/or independent work.

During extended closures (more than 5 days) teachers and students may utilize office hours to ask questions and/or conference. Each day during an extended closure includes a testing block by subject for teachers to administer exams to multiple sections at the same time. Students will be informed by their teacher if they are utilizing the testing period that day.

Policies and Procedures

Attendance

Student attendance is required and recorded using the eSchool student management system. Parents should continue to report student absences to the school. Attendance (defined as being on the Zoom session with video on) is mandatory. The District's current attendance policy remains in full force.

Academic Integrity

The Board of Education’s Academic Integrity Policy remains in full force.

Students and parents are asked to review the policy and sign the Academic Integrity Pledge.

Grading

The District's typical grading structures remain in effect.

Elementary: Teachers provide feedback on student work. In the event of a long term building closure report cards may be adjusted to reflect remote instruction and will be noted as appropriate.
Secondary: Traditional grades are issued and recorded on student report cards. Grades are based on student achievement, active participation, and attendance. Report Cards and Progress reports continue to be issued as indicated on the school calendar.

Curriculum Implications

Whether instruction is provided remotely or in-person, three guiding principles inform our approach to curriculum and instruction: clarity, consistency, and communication. Each of these “Three Cs” are deemed critical to preserving the strength of our instructional program and ensuring collaboration among all stakeholders.

To fulfill these principles:

Teachers align instruction to the NYS learning standards.
Teachers administer pre-assessments to determine specific areas for reteaching or filling learning gaps.
Teachers prepare for potentially wider-than-normal skill gaps, and they address individual needs as they arise.
Teachers provide feedback, especially to younger students, with the awareness that school personnel are assisting parents—students’ “first teachers” — as they support their children at home.
The District communicates clear distance-learning assessment guidelines and expectations for students and parents to ensure as accurate an assessment as possible.

In any model, teachers and administrators continue to be available to answer questions related to a child's performance, curriculum or instruction via e-mail or phone call.

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