Teaching and Learning

Cohorts

Each classroom at the Pre K level will be considered to be its own cohort, and each grade level will be considered to be its own cohort at the K-8 level

Cohorts should not intermingle, and when in the same space, should be socially distanced

Faculty may teach more than one cohort.


THREE OPTIONS FOR COHORTS

Options will exist with each cohort for in-person instruction, remote learning from home in a digital setting, and hybrid instruction (a combination of in-person instruction and remote learning)

 Status A (In-Person Instruction) will mean that all members of the cohort are participating in in-person instruction. See below for more information.

Status B (Remote Learning) will mean that all members of the cohort are participating in remote learning. See below for more information.

Status C (Hybrid Model) will mean that some members of the cohort are participating in remote learning while other members of the cohort are receiving in-person instruction. See below for more information.

 Families may elect to begin the year with either In-Person instruction full time, or Remote Learning full-time. Families looking for a hybrid option for their child will need special permission from the Safety Coordinator to do so. The family will need to provide appropriate justification or documentation explaining why the student can be in school on some days and not on others.

 If there is a need to prioritize certain students for in-person instruction, priority consideration be given to students with an IEP or 504, students who receive services such as OT, PT, Speech or Counseling, students with disabilities, Pre-K students and early elementary students, and the children of essential workers and employees of the school. This priority consideration should also be given to English language learners, students who did not engage in remote learning during the spring of 2020, and students with technology or connectivity needs. 

If there were a building closure, we would offer in-building childcare for the children of essential workers, and they would be able to participate in the remote learning program.

The school has developed a continuity of learning plan for the 2020-2021 school year for in-person, remote, and hybrid models of instruction.   

OTHER CONSIDERATIONS

Assessing student learning gaps or areas of need will be critical. Formative assessment before a unit of instruction to assess student understanding of pre-requisite skills will be common practice.  

Acknowledging that the typical content in a given grade level or course may need to be adjusted, content will be prioritized to ensure that students receive instruction for the prioritized 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.

The school calendar will include two staff-only days on Tuesday 9/8 and Wednesday 9/9 before students arrive at school. Acknowledging the challenges that our teachers and staff have faced this spring delivering remote instruction under stressful circumstances, the school will focus these in-service days on providing support to staff in the areas of social-emotional health and technology integration.

Thursday 9/10 and Friday 9/11 will be utilized for student and family orientation. This time will allow families to practice arrival and dismissal procedures, allow small groups of students to meet with their new teacher, allow for the drop off of supplies in advance of the first full day of school, and begin to establish the relationship necessary for a successful school year. These days will be partial days for students and families, and a schedule will follow. The first official day of school will be Monday, September 14th. 

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.

THREE STUDENT OPTIONS

Cohorts will operate under the three statuses defined above. Families may individually choose from the same three options for their student. For individual students, these are defined as such:

Student Status A (In-Person): The student is participating in in-person instruction full time. Parents who wish to have their child participate under In-Person Instruction do not need to inform the school. It is assumed that you are choosing this option unless we are otherwise notified.

Student Status B (Remote Learning): The student is participating in remote learning full time. Parents who wish to have their child participate under Remote Learning should submit their intention to do so in writing via an email to the principal at principal@hsseg.com 

Student Status C (Hybrid Learning): The student is participating in remote learning part time and in-person learning part time. Parents wishing to choose a hybrid learning option will need the approval of the principal. In order to be approved, the family must show appropriate cause or justification as to why the student cannot attend in-person on a full time basis.

Changing Your Student’s Status

Parents may alter their student’s status by contacting the principal. Parents must have the principal’s approval before shifting to the new status for their student.

The Safety Coordinator/Principal may alter your child/student to Status B Remote Learning at any time, and will give proper notification if it is necessary to do so.

Questions about Instruction or Technology

Families with questions about instruction should first contact the student’s teacher via email, and may thereafter contact the main office or school principal as necessary. All teacher email addresses are listed on our website www.hsseg.com under the Faculty tab. Families may contact either the teacher or the main office with questions about technology.

In-person Instruction 

IN-PERSON INSTRUCTION: Cohort Status A (In-Person Instruction) will mean that all members of the cohort are participating in in-person instruction. Students will receive a full schedule of core and special subjects in person during the day, as defined by the cohort’s schedule. Students will attend school for the duration of the school day. Pre K students will attend based on the option the parent/guardian chose.

Minimum assignment requirement for all grades K-8 for in school instruction and/or remote learning:

At least ONE assignment per core subject area per week to be graded and entered into PowerSchool (giving each student approx. 8-10 assignments per quarter).  (Exception:  K-4 social studies and science alternating per classroom instruction.)

Classrooms will be designed to adhere to the guidance that requires that all student desk spaces be either 6 feet apart, or be separated by a protective barrier.

Students will remain in one cohort for the duration of the school day, and will be supervised by the teacher leading instruction. 

All instruction will continue to be aligned to the New York State Learning Standards. Teachers, in their professional capacity and in consultation in their team meetings, will determine how to prioritize learning standards and adjust scheduling to best fit the needs of all students and families.

The school will minimize the movement of students. This potentially means having students eat lunch in their classroom instead of the cafeteria and eliminating assemblies, field trips and other large-group activities. Special-area subjects (e.g., Spanish, physical education) may be pushed into the classroom.  Whenever possible students will utilize outside space for physical education instruction. We will adhere to 12 feet between students when engaging in physical activity. 

To the extent possible, students will remain in small cohorts if/when leaving the classroom, such as for recess or any necessary transition, so as to reduce their exposure to additional students.

For information on school schedules, visit the School Schedules section of our reopening plan at www.hsseg.com/reopening  

The school will seek a schedule for students receiving in-person learning that operates in a manner consistent with previous schedules, while at the same time adhering to the CDC and DOH guidance. Pre K and Elementary classes will operate mostly on a self-contained basis, with the homeroom teacher providing instruction for all of the core subjects and some of the special subjects, with specials teachers, consultant teachers, and educational therapists or specialists pushing in to the classroom, or pulling students out of the classroom, as needed.

The school will endeavor to schedule a cohort meeting between the cohort and its main teacher once a week to solicit input and feedback, and to lead discussions centered on social-emotional wellbeing.

For information about how in-person instruction information will be communicated to students and families, visit the Communication/Family and Community Engagement section of our reopening plan at www.hsseg.com/reopening 

Remote/Hybrid Instruction 


Given the possibility that communities may experience spikes in COVID-19 cases at any point during the school year, which may prompt short or long-term school closures, the school has developed a hybrid/blended learning model and schedule that can continue as is in a fully remote environment.

REMOTE LEARNING: Cohort Status B (Remote Learning) will mean that all members of the cohort are participating in remote learning. The following are the minimum requirements teachers will follow if all students are participating in remote learning:  

  1. Pre-K

    1. At least one live class per week (most likely divided into small groups)

    2. Recording of instruction (at least 3-4 times per week)

    3. Assignments and submission thereof are at the discretion of the teacher

  1. Kindergarten

    1. At least 2-3 live classes per week (most likely divided into small groups)

    2. Recorded instruction on the other days (2-3 days a week)

    3. At least ONE assignment per core subject area per week to be graded and entered into PowerSchool (giving each student approx. 8-10 assignments per quarter).  (Exception:  K-4 social studies and science alternating per classroom instruction.)

  2. Grades 1-3

    1. At least 3-4 live classes per week 

    2. Live (small group instruction) or recorded instruction on the alternate days

    3. At least ONE assignment per core subject area per week to be graded and entered into PowerSchool (giving each student approx. 8-10 assignments per quarter).  (Exception:  K-4 social studies and science alternating per classroom instruction.)

  3. Grade 4

    1. Live class every day (5 times per week)

    2. Additional recorded instruction is optional

    3. At least ONE assignment per core subject area per week to be graded and entered into PowerSchool (giving each student approx. 8-10 assignments per quarter).  (Exception:  K-4 social studies and science alternating per classroom instruction.)

  4. Grades 5-8

    1. Live classes three times per day (core AM/PM and special/religion mid-day)

    2. Minimum assignment requirement for all grades for in school instruction and/or remote learning: At least ONE assignment per core subject area per week to be graded and entered into PowerSchool (giving each student approx. 8-10 assignments per quarter).

  1. Specials Classes 

    1. Physical Education

      1. Students will select from a menu of physical activity items, videos, or tasks.

      2. The teacher may opt to do a live or recorded lesson.

      3. Assignments will be participation-based.

    2. Spanish

      1. PK-2nd Grade:  At least one recorded instructional video OR live class session per week

      2. For K-Grade 2:  Students must submit an assignment through email or google classroom to demonstrate completion of video/lesson.

      3. Grades 3-8: Live or recorded classes to be held weekly.

      4. Submission of assignments to be determined by the teacher.

    3. Art

      1. Art classes will be offered remotely, and may be live or recorded. 

      2. Submission of assignments to be determined by the teacher.

    4. Technology and Music

      1. Teachers at the Pre K and Elementary level will utilize a variety of strategies and resources to offer students opportunities to learn about Technology and Music in the classroom. Technology and music may become interdisciplinary elements of another core or special subject lesson, or the teacher may schedule dedicated time to these subject areas.

      2. At the middle school level, the use of Google Classrooms and technology in assignments and in class will be utilized. 

      3. Middle school teachers should look for opportunities to incorporate music and technology into their lessons on a regular basis. 

  1. Grading during Remote Learning

To the extent that it is possible, the following grading system could be used in all elementary and elective courses for each assignment:

C – Complete (Evidence of Learning): A student has demonstrated learning of curriculum based on what was taught or assigned. (65% and above)

CH- Complete (Evidence of Learning) with Honors: A student has demonstrated learning of curriculum based on what was taught or assigned with a distinction of academic excellence. (90% and above)

I – Incomplete (Not Yet Learning): Student has not completed assignment or work completed does not yet demonstrate learning of the curriculum. 


Pre K 3 and 4 

students’ development, which will be prepared by the teacher.


Elementary Grades K - 4th

C – Complete (Evidence of Learning): A student has demonstrated learning of curriculum based on what

was taught or assigned. (65% and above)

CH - Complete (Evidence of Learning) with Honors: A student has demonstrated learning of curriculum

based on what was taught or assigned with a distinction of academic excellence. (90% and above)

I – Incomplete (Not Yet Learning): Student has not completed assignment or work completed does not

yet demonstrate learning of the curriculum. Students will have the opportunity to resubmit work.

At the end of the marking period, students who do not meet the passing grade threshold of 65% will be given an Incomplete (I)


Middle School 5th-8th Grade

• Students will be assigned a numeric/percentage grade in the core courses: Social Studies, ELA, Math, Science, Spanish, and Theology

• Students who do not meet the passing grade threshold of 65 will be given an Incomplete (I)

• Physical Education and Art will assign grades of Complete (C), Complete with HONORS (CH) or Incomplete (I) and these grades will not be included in the students’ quarter average.

• Students who earn a failing grade (below 65) in a course will automatically have their grade

converted to Incomplete (I). 


HYBRID: Cohort Status C (Hybrid Model) will mean that some members of the cohort are participating in remote learning while other members of the cohort are receiving in-person instruction.

Members of the cohort participating in-person should follow the guidance above regarding In-Person Instruction. 

Members of the cohort participating remotely should follow the guidance above regarding Remote Learning.

Members of the cohort who have the approval of the Safety Coordinator to participate in-person on some days and remotely on others should follow the guidance above regarding In-Person Instruction and will be graded under this format.

 If there is a need to prioritize certain students for in-person instruction, priority consideration be given to students with an IEP or 504, students who receive services such as OT, PT, Speech or Counseling, students with disabilities, Pre-K students and early elementary students, and the children of essential workers and employees of the school. This priority consideration should also be given to English language learners, students who did not engage in remote learning during the spring of 2020, and students with technology or connectivity needs.

Instruction will not only focus on “core” subject areas to the exclusion of elective courses. Consideration has been given to prioritizing hands-on and lab-based activities while students are onsite in school buildings. All instruction will continue to be aligned to the New York State Learning Standards. 

As noted previously, student schedules will remain the same whether instruction is in person or remote so that students do not encounter conflicts wherein synchronous lessons for different subjects are offered simultaneously. This does not mean that the entire school day will be available to participate in from a remote setting. Students participating from home will follow a similar schedule to those participating in-person. When live sessions are occurring, students participating remotely should attend the live sessions when they are occurring. When live sessions are not occurring during school hours, students participating remotely should be working on similar subject matter at home to that students are working on in class at the same time during the day. Families whose students are unable to participate in live instruction should communicate with the teacher on a regular basis.

Students participating remotely while their cohort is in a hybrid model can expect the following in terms of scheduling:

Pre K: One live and/or recorded session per day in Math or ELA/Reading/Writing; posting of material to the Google Classroom. Optional: recording of an additional session to be posted to the Google Classroom.

Elementary: Two live and/or recorded sessions per day, one in Math and one in ELA/Reading/Writing; posting of material for other subject areas to Google Classroom. Optional: Inclusion of a third live or recorded session each day in another subject area such as Religion, Social Studies or Science.

Middle School: All classes operating with a live session that is recorded. Students participating remotely would experience a full day of school, including all classes and breaks that an in-person learner is experiencing.

To ensure high-quality remote learning experiences, we will standardize the use of a single online learning platform, to the extent possible, and develop a common, coordinated set of guidelines for teachers to follow when using the platform with students.

Grading practices will follow a standards-based framework designed to provide direct feedback regarding students’ mastery of course content. 

For information on school schedules, visit the School Schedules section of our reopening plan at www.hsseg.com

For information about how remote/hybrid instruction information will be communicated to students and families, visit the Communication/Family and Community Engagement section of our reopening plan at www.hsseg.com/reopening 

Technology and Connectivity

The school has conducted two surveys, one in March 2020 and one in July 2020, to gauge the level of access to devices and high-speed internet all students and teachers have in their places of residence. The school will be able to provide devices to families on loan as needed, based on the results of the parent survey and the overall low number of families who need access to devices. The school will work in collaboration with any family who indicates that they do not have access to internet or wifi. During the past six months, many providers have offered free internet for students whose families did not previously have internet. The school would assist any family in need of internet or devices, based on the individual family’s situation and need.

Families who do not have the necessary resources to begin participating remotely, but would like to do so, should contact the teacher and principal, who will work with the family to provide instruction and learning resources through an alternate means until such time as the student can begin participating remotely.

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