• TEACHING, LEARNING, & TECHNOLOGY

    During remote instruction, how will schools have knowledge of the level of access to devices and high speed broadband for all students and teachers in their places of residence?

    • The district will develop and conduct an assessment to determine which students do not have access to their own device to be used for learning at home.
    • The district will use the information collected from this assessment to plan for the purchase of additional devices as resources allow.
    • The district will develop and conduct an assessment to determine whether each student and staff member has WiFi internet access in the home.
    • The district will use the information collected from this assessment to address connectivity needs as resources allow.

    During remote instruction, how will schools, to the extent practicable, address the need to provide devices and internet access to students and teachers who do not currently  have sufficient access?

    • The district will procure additional devices and redistribute existing inventory in an effort to assign each student a device and charger for use at school or at home, regardless of the instructional model. In grades 9-12, each student will receive a Chromebook or laptop; iPads will be assigned to each student in grades 3-8. Remaining iPads may be distributed to students in grades K-2, as needed, subject to available resources..
    • The district will maintain existing inventory of district-issued devices for use by teachers at school and at home. 
    • The district will procure additional devices as needed for clerical or support staff who may be required to work from home to support remote instruction.
    • The district will establish a written protocol to be followed by each school for the distribution, collection, and inventory of devices. This will include parent acknowledgement of expectations for responsible use and responsibility for the care and return of the device.
    • Each school will assign devices and distribute to students and staff as appropriate and as device inventory allows.
    • Devices will be sanitized as needed upon collection and prior to distribution and reuse. In accordance with State guidelines.
    • The district will enhance WiFi coverage in school parking lots to ensure that any student/staff can access district WiFi at the school nearest their home.
    • The district will provide information to families about low-cost or free internet options available in our community.
    • The district will procure personal hotspots for students or staff who are not able to access wireless internet at home or at the nearest school. Supply may be limited based on need and available resources.

    During remote instruction, what will be expected of students when they are assigned to remote learning?

    • Based on their assigned cohorts, students will be assigned to remote learning full time or part-time when not attending in-person sessions. 
    • During this time of remote learning, students will be expected to have daily interactions with their teachers that focus on learning or assessment of learning following a set schedule that will be defined by the school.
    • Teachers will schedule regular times to meet with students for intervention and feedback during afternoon remote learning times

    During remote instruction, how will schools provide multiple ways for students to participate and demonstrate mastery of learning, especially if all students do not yet have sufficient access to devices and/or high-speed internet?

    • For anyone who does not have devices or for students needing accommodations, paper copies of assessments or feedback will be provided as needed.
    • Tasks, assessments, projects, etcetera will be delivered and completed on Google Classroom or other district-supported learning management system.
    • Materials and feedback will be shared via two way messaging through new classrooms on the Remind App communication tool.
    • Tests, quizzes and graded assignments will be completed in assessment tools such as eDoctrina, Moby Max, Google Forms or Castle Learning.
    • Face-to-face assessment and feedback will be completed through video conferencing using tools such as Zoom or Google Meet.
    • Materials and feedback will be shared via email and/or the JPS website.
    • Tutorials on assessment methods and tools will be accessible on the district website for teachers, parents, and students. 
    • Professional development on assessment methods and tools, specifically for online or virtual learning best practices were and will continue to be available for teacher 

    During remote instruction, how will schools ensure that all Instruction is aligned with the outcomes in the NYS Learning Standards?

    • District priority learning standards have been reviewed to identify the “essential learning” or what ALL students need to know
    • Content area pacing guides have been modified to allow for a timeline of not only the new essential learning for this current grade level, but those standards and prerequisite skills that may need intervention from the previous grade level 
    • District curriculum maps have been adjusted to provide a visual layout of the identified essential learning and the resources a teacher uses to address those standards
    • Parent calendars that include the essential learning, pacing, resources, and suggestions on how to support these learning standards at home will be posted on the district website (content available in Spanish) 

    During remote instruction, how will all schools provide opportunities for instruction to be accessible to all students, including routine scheduled times for students to interact and seek feedback and support from their teachers?

    • Regularly scheduled learning sessions will be held face-to face either in person or through  video conferencing using tools such as Zoom or Google Meet
    • Tasks, assessments, projects, et cetera will be regularly delivered and submitted on the district-supported Learning Management System.
    • Communication tools such as the Remind App will allow for regular two way messaging for individual questions, support and feedback 
    • Set office hours will be established using phone or video conferencing 
    • Email or social media check-ins will be initiated by the teachers about aspects of the course, additional guidance, etc.
    • Professional development in best practices for remote/blended teaching and learning were and will continue to be available for teachers 

    During remote instruction, how will all instruction be designed to include regular and substantive interaction with an appropriately certified teacher?

    • Learning sessions with certified teachers will be held face-to face either in person or through  video conferencing using tools such as Zoom or Google Meet
    • Tasks, assessments, projects, et cetera will be delivered by the certified teachers on the district-supported Learning Management System.
    • Email or social media check-ins will be initiated by the certified teachers about aspects of the course, additional guidance, etc.
    • Set office hours will be established by the certified teacher using phone or video conferencing 
    • Materials and feedback will be shared by the certified teacher via two way messaging through the Remind App communication tool.
    • Tests, quizzes and graded assignments will be delivered by certified teachers in assessment tools such as eDoctrina, Moby Max, Google Forms or Castle Learning. 

    During remote instruction, students will be expected to engage with daily learning tasks and attendance will be taken based on online participation or completion of assigned activities. How will schools collect and report daily teacher/student engagement or attendance?

    • Design district level expectations for daily teacher/student engagement and attendance while in remote or hybrid instruction.  Expectations will also be needed for grading, and instructional delivery.
    • Define and communicate goals and expectations with staff, students, and parents what engagement looks like during COVID-19 in a way that is accessible to all (multiple languages, etc.).
    • Create mechanisms to collect and report daily teacher/student engagement or attendance.
    • Create communication teams to make daily contact with each child to identify disengaged students in order to plan and implement reengagement strategies
    • Update the plan for those who do not attend and/or engage.  

    During remote instruction, schools must clearly communicate how students and families can contact the school with questions about instruction and/or technology. How will schools make this information accessible to all in multiple languages, widely disseminated, and including clear and multiple ways for students and families to contact schools and teachers?

    • Emails for all staff will be updated and accessible through staff directories on the district and school website.
    • Two way messaging will be available for communication between parents and/or students, schools, and teachers. Communications methods include the Remind App, email, text, phone calls, and face-to-face when possible.
    • A dedicated email address will enable stakeholders to submit questions or seek guidance concerning curriculum.
    • A dedicated email address will enable stakeholders to submit questions or seek guidance concerning technology.
    • 2020-21 curriculum materials and parent support materials will be available on the Learning from Home webpage on the district website and will be available in preferred language.
    • Translation methods such as Google Translate and Remind will be available to help with translation for staff, students, and families in multiple languages.
    • A “How To” video library will be available on the JPS website demonstrating how to access communication tools  such as Google Classroom, PowerSchool Parent Portal and the Remind App. 

    SOCIAL EMOTIONAL WELL-BEING

    During remote instruction, how will schools provide resources and referrals to address mental health, behavioral, and emotional support services and programs?

    • Each building will continue to provide social and emotional learning lessons that all students will participate in.
    • Each building will hold Child Study Team (CST) meetings to discuss students who need additional help and create a plan of support.
    • Screen and monitor for behavioral and emotional health and wellness
    • Input from parents, students, and school staff
    • Referrals will be made for students and student families that would benefit from assistance from community-based agencies
    • Continuous and persistent efforts to reach out to disengaged  students and families. 

    SPECIALIZED INSTRUCTION

    During remote instruction, how will schools provide a Free and Appropriate Public Education (FAPE) for students with disabilities?

    • Teletherapy consent for IEP related services sent to families July 2020
    • All students with disabilities IEP services will be followed and supported. 
    • Special education teachers and  related service providers will document all IEP services provided
    • Families will be surveyed in regards to their technology/Wi-Fi accesss 

    During remote instruction, how will schools provide for meaningful parent engagement in the parent’s preferred language or mode of communication regarding the provision of IDEA services to his/her child?

    • Schools, special education teachers, and service providers will communicate, in the families preferred language,  via email, RemindApp, phone, Parent Portal, and building website. 
    • Special education teachers and service providers will provide services via Google Classroom, google hangout or other methods designated for remote/distance learning.  
    • Special education teachers and/or CSE/CPSE chairs will collaborate with parents regarding the development of remote learning plans. 
    • CSE/CPSE meetings will be conducted via video conference or telephone.

    During remote instruction, how will schools ensure collaboration between the CPSE/CSE and program providers to ensure understanding of the provision of services consistent with the IEP?

    • CSE/CPSE chairs will communicate with program providers to ensure that students receive special education services aligned with the student’s IEP and that is consistent with the need to protect the health and safety of students. 
    • Program providers and CSE/CPSE chairs will collaborate with parents regarding the development of remote or hybrid learning plans.

    During remote instruction, how will schools ensure access to accommodations, modifications, supplementary aids/services, and assistive technology according to each student’s disability?

    • All students with disabilities IEP services will be followed and supported. All additional services that are required for students will be provided during remote learning time. These services may be provided through the use of technology such as video conferencing, teletherapy, etc. when appropriate.

    During remote instruction, how will schools document the programs and services offered and provided to students with disabilities as well as communication with parents in their preferred language or mode of communication?

    • All special education teachers and related service providers will document their IEP services provided during the remote period for progress monitoring purposes.
    • All communication from CSE/CPSE chair, special education teacher and related services providers will be presented in the families preferred language.
    • An interpreter will be utilized during CSE/CPSE meetings when a language other than english is spoken by the family.

    During remote instruction, how will schools complete the ELL identification process within 30 school days of the start of the school year, or within 10 school days for students who enroll after the 20th school day?

    • A certified ESOL teacher will administer the Informal Interview via video conference or, if not available, by teleconference.  
    • The ESOL teacher will determine if the student most-likely qualifies for the ENL program, the student will be enrolled as an ELL and receive appropriate services until such time that the NYSITELL can be administered and placement verified or denied

    During remote instruction, how will schools provide the required instructional units of study in ENL for all ELLs based on their most recently measured English language proficiency level?

    • ELLs will be scheduled for remote learning classes per their language-level requirements and will be instructed by a certified ESOL teacher.

    During remote instruction, how will schools maintain regular communication with parents of ELLs in the preferred language to ensure that they are engaged in their child’s education during the reopening process?

    • All communication with families of ELLs will be presented in their preferred language
    • Resources that are created or used by the district and disseminated to families will be translated to Spanish or other preferred language.

    CHILD NUTRITION

    During remote instruction, how will the district provide all enrolled students with access to school meals each school day?

    • Provide bagged meals for pickup at each school building.  Locations and times will be communicated to families through various avenues such as social media, Remind, Robocall, etc.

    During remote instruction, how will schools adhere to all applicable health and safety guidelines in food service settings?

    • “ Grab and Go” meals are set up at all schools throughout the district.
    • Clean and disinfect table(s) where meals are placed for walking pickup.
    • Utilize cones and signage to promote and maintain social distancing while students wait in line to pick up their meal(s).
    • Utilize contactless pickup in bus circles by having parents drive up and open trunk and food is placed in trunk and closed.

    During remote instruction, how will schools communicate with families about school meals through multiple means in the languages spoken by families?

    • Information of location, days, and times of meal pickup.  Changes to meal program and menu.  Provide all information in both English and Spanish.  
    • The Food Service department will provide information and updates to be communicated in English and Spanish on the district/school websites, social media, and direct messaging (phone, email, text).

File Download