New York State students are entitled to a free public education, even as we face the unprecedented challenges presented by the COVID-19 pandemic. All students must have the opportunity to feel safe, engaged, and excited about their learning. At the heart of teaching and learning are the relationships that students have with their peers, teachers, and school-community members. Students are seeking a return to their routines and a sense of normalcy, so all efforts of the ÃÛèÖÊÓƵ School ÃÛèÖÊÓƵ acknowledge the importance of facilitating a positive and welcoming environment that supports students during this unpredictable time.
Flexibility is essential, and the ÃÛèÖÊÓƵ School ÃÛèÖÊÓƵ will therefore be prepared to shift between the hybrid model, and either in-person instruction, or distance learning, if necessary, in a manner that is least disruptive to students. All schools must provide 180 days of instruction each school year to their students and days shall be counted for programs that are delivered in-person, remotely, or through a hybrid model. ÃÛèÖÊÓƵ School ÃÛèÖÊÓƵ has developed a reopening plan for the 2020-2021 school year to ensure the continuity of learning for students and assures that instruction is aligned with the New York State Learning Standards and Assessments.
The ÃÛèÖÊÓƵ School ÃÛèÖÊÓƵ Reopening Plan outlines a teaching and instructional plan, which includes scheduled times for students to interact, as well as to seek feedback and support from their teachers. Our plan includes a clear communication plan for how students and their families/caregivers can contact the schools and teachers with questions about their instruction and/or technology. This information will be accessible to all, available in multiple languages, widely disseminated, and include clear and multiple ways for students and families to contact schools and teachers (i.e., email, online platform, and/or by phone), in an effort to ensure learning for all.
As we enter the new school year, teachers will be encouraged to spend time building relationships, supporting students with the transition back to school, and teaching social distancing etiquette at developmentally appropriate levels.
In a hybrid learning model, certain groups of students will be prioritized for in-person learning to the greatest extent possible. This includes, but is not limited to, certain Special Education students and English Language Learners.
Assessing student learning gaps or areas of need will be critical. Formative assessment methods will be utilized to evaluate pre-requisite skills and determine an appropriate course of study, as well as any necessary interventions to support a student’s individual learning pathway. Acknowledgment that the typical content in a given grade level or course may need to be adjusted will occur, and content will be prioritized to ensure that students receive instruction based on the New York State Learning Standards, key understandings, and skills necessary for students’ success in future study.
Grading practices will follow a standards-based framework designed to provide direct feedback regarding students’ mastery of course content.
For information relating to teaching and learning in BOCES Special Education and Career and Technical Education programs, please see the BOCES website: