Continuity of INSTRUCTION

The ongoing COVID-19 (i.e. Coronavirus) public health emergency has challenged us to find new ways to support our students in their journey through K-12 education. A longer than expected closure of our schools means students’ at-home learning that started in mid-March will continue to the end of the 2019 - 2020 school year in mid-June.

While instruction will not be the same as in a traditional classroom, our goal is that students will have opportunities to be engaged and continue learning new material guided by their teachers, in preparation for a return to on-site learning in the fall.

In support of this endeavor, SSCS has provided:

• iPads connected to Verizon internet service to all K - 12 students;

• physical resources (i.e. learning packets, books, worksheets, etc.) for pickup or drop off were conducted on 3/17, 3/31, 4/23, and 5/12;

• online learning opportunities via customized websites for students in K - 5 as well as regularly scheduled video conferences; and

• online learning via a learning management system (i.e. Schoology) customized and updated regularly by 6 - 12 teachers as well as regularly scheduled video conferences.

Sharon Springs CSD, as of 4/2/2020 has partnered with Capital Region BOCES and its 23 other component school districts to curate and/or develop high-quality, standards-based lessons and resources focused on the most essential curriculum for our students in K-8 ELA and math, middle-level science and social studies, and Regents courses. The concepts and lessons provided are those that are foundational to students’ future learning. Our teachers will be using these resources in our district as a springboard for our teachers to customize their own lessons with their students as appropriate.

Instructional staff monitor and document progress towards individual (including IEP) goals through completed assignments/activities and the use of remote instruction (therapy and parent feedback. In some cases, the focus of the goal may shift to address the need to build functional skills in the home. Documentation is kept for any shifts. Submitted assignments provide the opportunity for feedback, discussion, and learning.

Capital Region BOCES’ Special Education teachers and service providers use Google Classroom or the Maywood website to host meetings and share resources. In some cases, printed materials are provided along with follow-up phone calls or office hours. All individual student outreach is documented by teachers and related service providers. Staff delivered Chromebooks, ipads and hotspots to all students who did not have technology currently enrolled in a Capital Region BOCES special education plan. Tech support for BOCES-owned equipment is available by calling 518-862-5490 weekdays from 8 a.m. to 4 p.m.

Teachers use Essential Ed, a crosswalk between the priority standards and the NYSAA Essential Elements and DLM Mini-Maps, and resources vetted by our instructional coaches. The NYSED Digital Content Resources and the Center on Technology and Disability websites are also in use.

PLCs reviewed NYSED, Department of Health and Office of Professions guidance on teletherapy carefully considering what is reasonable and appropriate for each student, gauged parent interest in remote therapy, discussed delivery options (video clips, phone calls, Google Meet, Webex), parameters, and talking points. When remote therapy is not an option for all students, alternative plans are in place to assure access to activities and ongoing conversations surrounding motor and speech/language goals.

Instructional staff monitor and document progress towards IEP goals through completed assignments/activities and the use of remote therapy and parent feedback. In some cases, the focus of the goal may shift to address the need to build functional skills in the home. Documentation is kept for any shifts. Submitted assignments provide the opportunity for feedback, discussion, and learning.

All staff have access to online training through Capital Region BOCES. Instructional staff are trained in Google Classroom and Webex. Teaching Assistants have access to online training through University at Albany and Life Skills/NYSAA teachers participate in virtual professional communities with teachers in the region.

Regular updates are sent to students and families via Blackboard by email, phone call and text. Important COVID-19 information and updates are accessible anytime on the BOCES website.

Career and Technical Education teachers are taking traditional hands-on instruction and turning it virtual through the use of online platforms like WebEx, Google Classroom, Google Hangouts and others. They are teaching digital lessons and sharing resources and in turn students are sharing videos and pictures of their finished assignments. Online learning has afforded students the opportunity to earn industry certifications from home. All students enrolled in a BOCES Career and Technical Education Program who did not have access to technology or the internet were given devices and mobile hot spots. In some cases, teachers are calling individual students and/or providing them with materials via postal mail. Individual student outreach is being documented on a daily basis. Tech support for BOCES-owned equipment is available by calling 518-862-5490 weekdays from 8 a.m. to 4 p.m.

CTE and integrated teachers are assessing what major content and essential skills need to be taught in our new remote environment. They connect regularly via Webex to share practices, collaborate and co-plan with special education teachers. CTE teachers and staff use resources and attend training provided by the CTE Technical Assistance Center of NY and Capital Region BOCES. SED guidance was shared with appropriate staff on Work-Based Learning, Appearance Enhancement (Cosmetology), and clinical hours for Health Careers programs.

Traditional numerical grades have been replaced with Evidence of Learning and Not Yet Learned, just like in our component school districts. Students received a “grade” of Pass or Incomplete for the 3rd quarter. Students may redo and resubmit work to move from an Incomplete to Pass. If we return to in-person classes, traditional grading practices will resume.

Students are eligible to earn a technical endorsement with a teacher recommendation (based on technical skills and employability profiles); with a score of 80% or higher calculated from the first two quarters of work in their senior year and a “Pass” in quarters 3 and 4; and by meeting Regents requirements.

Regular updates are sent to students and families via Blackboard via email, phone call and text. Important COVID-19 information and updates are accessible anytime on the BOCES website.