Secondary 7-12

Grade Seven – Grade Twelve (Secondary Programs)

IN-PERSON INSTRUCTIONAL MODEL

At this time, the Rome City School District is not offering a full in-person model of instruction at this level as we do not have adequate capacity to serve all of our 7-12 students who desire to attend school in-person, while maintaining all required health and safety requirements. Those that are willing to participate in in-person learning experiences will have the opportunity to participate in our hybrid learning experience. Students in grades 7-12 will be able to attend their assigned building (Strough or RFA) on a rotating basis to ensure that all students who want to learn in-person have the availability to do so.

REMOTE INSTRUCTIONAL MODEL (iLearning)

Remote instructional learning experiences will be available to our grade seven (7) through grade twelve (12) students. Parents/Guardians will have the option to choose which instructional model they prefer for their students. For those opting to participate in remote learning experiences, students will attend school five (5) days a week and follow the guidelines of the Rome City School District’s 2020-2021 iLearning Plan. Students will engage in remote learning with a certified teacher and a synchronous schedule with attendance requirements for all students. The anticipated hours of synchronous, remote learning is between four and a half (4.5) and six (6) hours per day. Teachers and staff will be available for additional supports throughout the day to collaborate with parents/guardians on the learning targets for their students. All students will have access to all New York State Learning Standards for grade 7-12 programs and/or the specific course for which they are participating in. We will be requiring all families to complete an Instruction Model Request Form for the 2020-2021 school year. Families will be asked to complete this form prior to Friday, August 14, 2020. The model of instruction that will be implemented for the 2020-2021 school year will be announced on Monday, August 17, 2020.

HYBRID INSTRUCTIONAL MODEL

For the 2020-2021 school year, students in grades 7-12 who desire to have in-person learning experiences will participate in a hybrid model of learning where students attend the school building part-time and learn remotely part-time. Parents/Guardians will have the option to choose which instructional model they prefer for their students. All in-person instruction will occur at Strough Middle School for students in grades 7-8, and at Rome Free Academy for students in grades 9-12. Hybrid instructional schedules will run on a synchronous model and will be aligned to a student’s in-person schedule, to the greatest extent possible. Consistent with our normal operating procedures, transportation for students in grades 7-12 will be available for students opting for hybrid learning experiences. Due to the vast complexities of building a secondary school master schedule, students in grades 7-12 will be ‘cohorted’ to the greatest extent possible, but true ‘cohorting’ is virtually impossible. A sample weekly student schedule is below, however, please note that this is subject to change.

While attending in-person learning experiences, students involved with this model will have to adhere to social distancing requirements in the classroom and at all times while in the school facility. Class sizes will be limited to between eight (8) and ten (10) students due to the small square footages of our secondary school classrooms. While students are at their individual work stations, face coverings will not be required. Face coverings will be required at all other times throughout the day. Each student will be provided with a cloth mask and the district will have a supply of paper (disposable) masks on hand for any student who forgets their mask. Students may also wear their own personal face covering, so long as it does not violate the Rome City School District Code of Conduct related to dress/appearance.

In some instances, students will be required to pass in the hallways between certain classes. Hallway passing times will be reduced to three (3) minutes to minimize contact time of students in the hallway. Transitions will also be staggered so that all students in the facility are not moving at the same time. While transitioning, students will be required to wear face coverings at all times and should remain socially distanced at six (6) feet intervals.

We will be requiring all families to complete an Instruction Model Request Form for the 2020-2021 school year. Families will be asked to complete this form prior to Friday, August 14, 2020. The model of instruction that will be implemented for the 2020-2021 school year will be announced on Monday, August 17, 2020.

All students will have access to all New York State Learning Standards for grade 7-12 programs and/or the specific course for which they are participating in. Specific student schedules for both remote learning and hybrid learning models will be developed and distributed by the middle school and the high school during the month of August. Communications regarding individual student schedules will be handled through each student’s assigned school.

UNITS OF STUDY

Per Commissioner’s regulations Part 100.4 and 100.5, all students shall be provided instruction designed to enable them to achieve the State’s learning standards. These regulations outline specific time (unit of study) requirements for various subject areas. The unit of study definition (180 minutes per week or the equivalent) provides a framework for the instructional entitlement for our students in these grades. The intention is to provide a mandated minimum amount of instruction (contact hours) a school must provide in order to give students the opportunity to master a body of content in a certain subject. Under normal circumstances, in a face-to-face, in-person teaching environment, the State requires that school schedules for students be built in adherence to this time requirement.

As a result of the COVID-19 pandemic, schools must plan for various contingencies that may make it impossible for a specified amount of face-to-face contact between teachers and students. In order for schools to plan for various types of instructional models, including remote and hybrid models, schools should consider the time requirement of 180 minutes of instruction/week as a benchmark for comparison when designing and delivering instruction aligned to the intermediate and commencement level standards. It is important to ensure that all students have equitable access to high quality rigorous instructional opportunities, and experiences, provided by highly qualified, certified teaching professionals, competent in the content or discipline of the course. The key question that districts should consider when developing or adopting new modalities of instruction is the following:

Are the instructional experiences, when considered as a whole, comparable in rigor, scope and magnitude to a traditionally delivered (180 minutes/week) unit of study?

Instructional experiences are not defined solely as a student’s time spent in front of a teacher or in front of a screen, but time engaged in standards-based learning under the guidance and direction of a teacher. These experiences might include, but are not limited to:

• completing online modules or tasks; viewing instructional videos;

• responding to posts or instructor questions;

• engaging with other class participants in an online or phone discussion;

• conducting research;

• doing projects;

• or meeting with an instructor face to face, via an online platform or by phone.

Schools must ensure that the learning is supported, and students have access to assistance from a qualified teacher when they need it. The definition of a “unit of study” has been revised in Commissioner’s Regulations to further clarify what may be considered in the design of such units of study.

Unit of study means at least 180 minutes of instruction per week throughout the school year, or the equivalent. Equivalent shall mean at least 180 minutes of instructional time for instruction delivered in a traditional face to face model or through alternative instructional experiences, including but not limited to through digital technology or blended learning, that represents standards-based learning under the guidance and direction of an appropriately certified teacher. Instructional experiences shall include, but not be limited to: meaningful and frequent interaction with an appropriately certified teacher; academic and other supports designed to meet the needs of the individual student and instructional content that reflects consistent academic expectations as in-person instruction. Any alternative instructional experience must include meaningful feedback on student assignments and methods of tracking student engagement.

SCIENCE LABORATORIES

Per Commissioner’s Regulations, courses that culminate in a Regents examination in science must include 1,200 minutes of laboratory experiences. Due to the possibility of a hybrid or fully remote model of instruction as a result of COVID-19, the 1,200-minute lab requirement can be met through hands-on laboratory experiences, virtual laboratory experiences, or a combination of virtual and hands-on laboratory experiences coupled with satisfactory lab reports for the 2020-2021 school year. This laboratory requirement is in addition to the course requirement and entitles a student to admission to a culminating Regents Exam. The school district is responsible for:

• aligning laboratory experiences specific to each science course;

• determining the mode or modes of instruction; and

• identifying a viable vetted list of acceptable virtual labs or a combination of virtual and hands-on labs that a student would need to complete for each science course that culminates in a Regents examination.

Schools must determine a method for students to record laboratory experiences and satisfactory lab reports. In a virtual environment, emphasis should be placed on the quality of the experience and the satisfactory completion of each laboratory experience rather than the time spent in completing such laboratory experience. Any student who has completed all laboratory experiences in accordance with teacher expectations shall be deemed to have met the 1,200-minute requirement.

The Rome City School District will provide detailed laboratory expectations to all students participating in science courses that require laboratory participation as part of the return to school process. Our science department is committed to developing learning opportunities and laboratory requirements that ensure student knowledge acquisition of the associated standards, as well as, promote student growth and success. These expectations will be communicated through individual teachers as part of their course syllabus.

ART

Art instruction will be available to all students, regardless of which instructional model they select. In-person art experiences for students in grades 7-12 will occur in our art classrooms at Rome Free Academy. All supplies/materials for art courses will be provided by the school, with the possible exception of the need for a smock. As with general classroom supplies, the sharing of art supplies between students will be prohibited. Student schedules for both remote learning and hybrid learning models will be developed and distributed by the middle school and the high school during the month of August. Communications regarding individual student schedules will be handled through each student’s assigned school.

MUSIC

General music instruction will be available to all students, regardless of which instructional model they select. In-person general music experiences will occur in a general music classroom at Rome Free Academy. All supplies/materials for music courses will be provided by the school. As with general classroom supplies, the sharing of music materials between students will be prohibited. Student schedules for both remote learning and hybrid learning models will be developed and distributed by the middle school and the high school during the month of August. Communications regarding individual student schedules will be handled through each student’s assigned school.

Instrumental and vocal music opportunities for secondary students in grades seven (7) through twelve (12) will be available, however, on a modified and limited basis. Lessons for voice, woodwind, and brass instruments must occur in groups of two (2) or three (3) to ensure social distancing of twelve (12) feet. Percussion and string instrument lessons can occur in groups of three (3) to five (5) students to ensure social distancing of six (6) feet. Students participating in percussion and/or string instrument lessons must also wear a face covering while at their lesson. We are continuing to work on the development of a plan that would allow for the rehearsing of student ensembles. However, space capacity is a significant barrier to music ensembles as social distancing of twelve (12) feet is required for these activities. More information about music ensembles will be available as we get into the school year and can evaluate the situation related to COVID-19. Instrumental and vocal music opportunities are available to all students, regardless of chosen instructional model.

PHYSICAL EDUCATION

Participating in Physical Education (PE) is important for our students’ health and wellbeing. Not only do PE activities benefit students’ physical health, but research indicates regular physical activity improves students’ mental health as well as contributes to academic success. Understanding that remote learning may limit face-to-face class time with a certified PE instructor, our staff is prepared, to the best of their ability, a menu of learning activities for students to engage in independently. The Society of Health and Physical Educators (SHAPE) has released a website outlining school re-entry considerations (https://www.shapeamerica.org/Reentry) for returning to school in the 2020-2021 school year. The website provides a number of excellent resources including, but not limited to: equipment and safety; personal hygiene; recess; classroom-based activity; social emotional learning; trauma-sensitive learning environments; and student assessments. They also give suggestions for instructional strategies for in-person, remote and hybrid models.

In the Rome City School District, PE courses will continue, to the greatest extent possible throughout the school year. As weather permits, PE courses will occur outdoors. All PE instruction will be provided by an appropriately certified PE teacher. While participating in physical activities outdoors, students will be required to maintain social distancing parameter of twelve (12) feet, to the greatest extent possible. Also, it is not recommended that students wear face coverings while participating in physical activities, however, students are permitted to wear a face covering during PE classes at their discretion. The sharing of PE equipment must be minimized to avoid potential spread of any germs. On days where the weather does not permit, PE classes will be held in the Rome Free Academy small gymnasium with an instructional focus on health and wellness and at-home physical training opportunities that are age appropriate. Locker room facilities will be closed until further notice, requiring students in grades 7-12 to come to school prepared for physical activity on the days in which their PE course occurs.

We will be re-evaluating the in-person learning experience for PE frequently and continue working on parameters for in-person learning for the winter months. Students participating in remote learning experiences will be assigned to a PE teacher who will teach the class remotely. Classes will be held on a synchronous schedule and students will participate in at-home learning activities that promote physical well-being, a healthy lifestyle, and basic health awareness.

CAREER AND TECHNICAL EDUCATION (CTE)

While planning for CTE instruction, whether through in-person, remote, or hybrid models, school districts and BOCES must ensure that all applicable NYS Learning Standards are met and content that is critical for meeting these standards as well as requirements for applicable industry certifications or other postsecondary credentialing is identified. Additionally, for those programs in fields such as health sciences, barbering, and appearance enhancement where specific curricula and/or clinical hours are mandated by other state agencies (Department of Health and Department of State respectively), consideration must be given to ensuring requirements of the programs are met. All planning should be done within the context of meeting NYS Department of Health guidelines for health and safety and social distancing policies. CTE laboratory spaces should be set up to accommodate all such policies. CTE coursework must continue to be taught by appropriately certified CTE teachers. Instructors who are required to hold a NYS professional license for a particular content area (i.e., health sciences, barbering, appearance enhancement) must maintain such license without lapse. All CTE laboratory/clinical instruction and supervision must be delivered by the appropriately certified CTE teacher. Flexibility is allowed for other staff (under the guidance of the CTE teacher) to supervise student groups in a non-laboratory/clinical setting to better adhere to social distancing guidelines.

The majority of all Rome City School District CTE students are enrolled in CTE programs through the Madison-Oneida BOCES. Students attending the Madison-Oneida BOCES should plan on participating in a hybrid instructional model (at the time of this document preparation) with students attending the Madison-Oneida BOCES campus at different times throughout the week. As of now, the intended schedule will be for students enrolled in eleventh (11^th) grade programs to attend in the afternoon session and student enrolled in the twelfth (12^th) grade programs to attend in the morning session. Transportation will be provided for those students that are in need. Students will also be permitted to transport themselves, if possible and desired. On days when students are not engaged in in-person learning experiences, they will be engaged in the Madison-Oneida BOCES remote learning process. Specific details regarding these plans and processes will be available later this summer through Madison-Oneida BOCES.

GRADING AND ASSESSMENT

Throughout the 2020-2021 school year, Rome City School District teachers will shift to more standards-based grading, as compared to traditional grading models of compliance, regurgitation of facts, and task completion. As a school community, we understand that for our students to become successful and productive members of a global economy, they must possess the skills necessary to do this. These skills include but are not limited to: Critical Thinking, Creativity, Collaboration, Communication, Information, Media, Technology, Flexibility, Leadership, Initiative, Productivity, and Social. Rome City School District teachers will be the leaders in redefining how student success is determined using these core skills as their guide to developing their grading procedures. Regardless of whether a student is participating in in-person learning or remote learning, the grading practices and requirements will be the same. Under the guidance of our Educational Programs staff, teachers will be provided the flexibility to develop criteria for measuring student success and growth as it relates to the standards and specific content they teach. Details related to how grades are determined will be provided prior to the start of the school year and communicated through each individual teacher’s syllabus.

Assessment practices for the 2020-2021 school year will also shift to a model that recognizes skill achievement and the mastery of standards. However, our teachers and district must keep in mind that as long as New York State achievement measures require standardized assessments for our students, that this task will be a challenge for our teachers. Ensuring that students are poised for success on a standardized assessment (i.e. Regents examination) while trying to promote life skills that are contrary to standardized assessment is a challenge facing all educational systems. The Rome City School District recognizes this challenge and is committed to working with our teachers to promote knowledge acquisition and assessments that are more formative in nature, as compared to traditional summative measures of assessment. Details related to how grades are determined will be provided prior to the start of the school year and communicated through each individual teacher’s syllabus.

The Rome City School District will provide all staff with clear grading and assessment expectations prior to the start of the 2020-2021 school year and will work with all staff to ensure they have the knowledge and skills necessary to assess student learning in our new educational world.

REPORT CARDS

For the 2020-2021 school year, the Rome City School District will move to a reporting model that incorporates six (6) marking periods for students in grades 7-12. In combination with this, progress reports (5-week reports) will not occur. The school closure during the spring of 2020 required school personnel and parents/guardians to learn and harness the power of electronic communication. Given the shift that we were all required to utilize, the process of providing feedback to parents/guardians has become much more regular and consistent. Parents/guardians have access to student records through ParentPortal and a host of other applications used by teachers is altering the way in which traditional school progress reporting occurs. In the coming year, student report cards will continue to be processed and distributed electronically. The process of parents/guardians collecting/obtaining feedback on their students’ progress will continue to be through frequent interaction with the classroom teacher.

INTERSCHOLASTIC ATHLETICS

Interscholastic athletics, and extracurricular activities are an important aspect of student life and the school community. During the COVID-19 shutdown students were unable to engage in and enjoy these social activities that are part of the fabric of any school program. As schools plan for reopening in September, attention will be paid to bringing back activities that can be conducted in a safe environment with appropriate social distancing protocols. In addition, schools might consider the creation of extracurricular activities that can be continued remotely in the event of another shut down.

Per the NYDOH Guidance, interscholastic athletics are not permitted at the time of publication of this document, and additional information on athletic activities is forthcoming. The New York State Public High School Athletic Association (http://www.nysphsaa.org/) has established a COVID-19 Task Force comprised of NYSPHSAA member superintendents, principals, athletic directors and executive directors in addition to representatives from New York State Athletic Administrators Association and State Education Department. The Task Force will provide guidance when New York high school student-athletes are allowed to return to athletics. The task force is reviewing State and local health guidelines, as well as NYSED guidance, regarding the 2020-2021 school year to determine, among other things, the extent to which changes may be needed for each interscholastic sports season. The COVID-19 Task Force will continue to review all aspects of the fall 2020 season and the 2020-2021 school year related to the COVID-19 crisis, such as practice requirements; fan attendance; resocialization efforts; protocol; procedures; transportation; etc. As more information becomes available it will be shared on the NYSPHSAA website (http://www.nysphsaa.org/).

EXTRA-CURRICULAR ACTIVITIES

To begin the 2020-2021 school year, the Rome City School District will require all extra-curricular activities to engage remotely. We anticipate that within the first month of the school year, a plan for in-person meetings and activities to occur at Rome Free Academy will be developed and clubs/activities can begin to meet in-person. All meetings will occur during the normal school day schedule, as facilities will be closed at 4:00 p.m. There will be no extra-curricular activities or meetings occurring in our facilities in the evening hours. The ability to hold extra-curricular activities will be evaluated consistently throughout the year. Any activity that cannot meet health and safety requirements will not meet.

MASK BREAKS

It is recommended that students in all grades be permitted to have ‘mask breaks’ throughout the course of the school day. The Rome City School District will recognize time that students spend at their individual work stations as an opportunity for students to have a mask break. While students are working independently, they may remove their mask (at their discretion) for any length of time so long that they remain seated at their work station.

CONTACTS

Mr. Christopher Brewer Mrs. Jennifer DePerno

Assistant Superintendent for Educational Programs Director of Secondary Programs

409 Bell Road, Rome, NY 13440 409 Bell Road, Rome, NY 13440

cbrewer@romecsd.org ~ 315.338.6512 jdeperno@romecsd.org ~ 315.338.6512

https://www.romecsd.org/educationalprograms