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TEACHING AND LEARNING

Each school and/or district reopening plan includes a continuity of learning plan for the 2020-2021 school year. Such plan must prepare for in-person, remote, and hybrid models of instruction.

Each school and/or district reopening plan includes an educational program that is aligned to the New York State Learning Standards (or, for charter schools, the standards set forth in the school’s charter) regardless if instruction is delivered in-person, remotely or in a hybrid model.

Each school and/or district reopening plan provides for a program that includes regular substantive interaction between teachers and students whether delivered in- person, remotely or through a hybrid model of instruction.

Equity must be at the heart of all school instructional decisions. All instruction should be developed so that whether delivered in-person, remotely, or through a hybrid model due to a local or state school closure, there are/clear/opportunities for instruction that/are/accessible to all students/Such opportunities must be/aligned with State standards (or, for charter schools, the standards set forth in the school’s charter) and include routine scheduled times for students to/interact and seek feedback and support/from their teachers.

Schools must create a clear communication plan for how students and their families/caregivers can contact the school and teachers with questions about their instruction and/or technology. This information needs to be accessible to all, available in multiple languages based on district or charter school need, widely disseminated, and include clear and multiple ways for students and families to contact schools and teachers (e.g., email, online platform, and/or by phone).

Districts that contract with eligible agencies, including CBOs, to provide Prekindergarten programs must attest that they have measures in place to ensure eligible agencies with whom they contract will follow health and safety guidelines outlined in NYSED guidance and required by the New York State Department of Health. The district must also ensure their eligible agencies have a Continuity of Learning plan that addresses in-person, remote, and hybrid models of instruction.


District Instructional Plan is an In-Person Model (every student, every day) with the Parental Choice of Remote Learning:

All students, faculty and staff will attend school in the physical building for a full day on each scheduled school day (with the exception of staggered opening days for students). Established measures to provide for the health and safety will be implemented as outlined in the Health and Safety section of the Reopening Plan. Instruction will be delivered in the traditionally scheduled courses/subject areas.

We will acknowledge that the typical content in a given grade level or course may need to be adjusted. Content will be prioritized based on learning standards, key understandings, and skills necessary for students’ success in future study to optimize our time with students. We will utilize formative assessments to identify student needs and gaps, which we will call upon to inform our instruction. Using this model, students will be actively involved in the school learning environment; instructional programs, for the most part, will maintain their current integrity.

Parents will be given the choice of selecting Remote Learning, while the majority of students will be accessing in-person learning. The District is seeking an agreement with the Lyndonville Teachers Association to maximize both synchronous and asynchronous learning. If choosing remote instruction, parents will need to be aware of daily expectations for instruction, and should review potential examples by grade bands, and the attendance section of this plan.

It is important to note, students who are in remote learning will have the same expectations as in-person students. Evaluation, assessments, and grading will not resemble the practices that were implemented during the school closure from March to June 2020. There will be no Pass/Fail option.

Arts and Physical Education

While operating under an in-person model, Chorus and Band will rehearse in the auditorium, following the recommended social distancing guidelines of 12 ft. for singers and wind players. When possible, chorus students will rehearse outdoors. Ensembles may function in a sectional format, with small groups rehearsing during class time. Independent work will be assigned to those students not participating in their sectional for that day. No instruments, music or materials will be shared between students. Concerts for the first semester may take place in a digital format.

Our physical education teachers have planned engaging physical learning activities, while also safeguarding students’ health and safety, through social distancing, and using multiple spaces including outdoors, weather permitting. Units of study may include, but not limited to: archery, rollerblading, disc golf, hiking, among other life-long fitness activities.

Remote Learning Model if directed by the Governor and/or Infection Rates:

Students will not attend school in the physical building. Instruction will be conducted digitally through online methods. We will use aligned resources to support student learning. Potentially both physical paper resources and on-line resources will be provided.

The district is collaborating with the teachers association to allow for the potential for both synchronous and asynchronous learning for those students in a remote learning setting. Platforms for online learning will be limited. Google Suite will be utilized for all grades, with PreK-1 teachers primarily using Seesaw and print materials to engage learners. Further instruction and training for both students and parents will be made available.

We will acknowledge that the typical content in a given grade level or course may need to be adjusted. Content will be prioritized based on learning standards, key understandings, and skills necessary for students’ success in future study to optimize our time with students.

Information regarding attendance is further explained in the Attendance section of this plan, but active engagement in learning will be expected for a student to get credit for a course.

Protocols for delivering lessons, instructional materials, assessing student work, and grading/providing feedback will be explained in detail by grade/level and subject if and when we enact a full Remote Learning Model.

Equity for accessing instructional materials will be achieved by offering hard copy packets for students who do not have reliable internet service and Chromebooks along with Kajeets for other students to access internet services. Equity of instruction for remote learners will be achieved through asynchronous or synchronous instruction. Remote learners can access lessons through hard copy and/or a digital platform, specifically Google Classroom or Seesaw.

Teachers will ensure that students are directly engaged with lessons on a daily basis. Teachers will also provide routine and regular interaction with students in order to provide quality and timely feedback on the student’s progress in reaching all learning standards.

Hybrid Learning Model-if directed by the Governor and/or DOH

Students will attend in person school two days a week, and remote learning three days a week. Students would be split into A and B groups (based on last name and/or household) with a goal of reducing class/section numbers by 50%. Using an A/B cohort model isolating two distinct cohorts of students who attend school in-person on different days of the week, such as A cohort attends Monday/Tuesday, and B cohort attends Thursday/Friday. Wednesdays would allow teachers to support fully students in remote learning, and the cleaning staff to deeply clean and sanitize the buildings.

During this model, high needs students will be prioritized for full-time in-person learning when feasible. During a hybrid model, students with disabilities, English learners, and students without access to reliable WiFi will be invited to attend school in-person all four days of in-person instruction.

Structures and Expectations for K-12 Hybrid/Remote Learning

A predefined set of structures has been established for hybrid/remote learning. When planning for and delivering instruction, all faculty and staff will follow the expectations outlined below:

Systems Management: Grades 2-12 will use the Google Suite to post assignments, communicate with students and parents, create assessments, and share digital information. Grades Pre- kindergarten to 1st will use Seesaw and physical print materials to support the learning of our youngest students.

Content is created in other applications and uploaded. Learning content may include documents, videos, learning activities, and assessments.

All students in grades 2-12 will be provided with an electronic device for use at home. If families

are need of devices in Grades Pk-1, they may contact the District.

Portable connections to the internet will be provided for students who do not have an internet connection at home.

Keep a regular school schedule with exact times for course/subject area instruction.

Take attendance for each lesson or course.

Communication Protocols for Students and Families

Provide clear communication to students and families to share course expectations and online learning participation expectations, including set office hours and opportunities to collaborate with educators and other students.

Parent Guardian Forums will be offered including in-person and virtual. These forums are scheduled for August 12 and 13, 2020:

  • August 12th, 12:00 pm for Grades PreK -6
  •  August 12th 4:00PM for grades 7-12
  • August 12th 7:00PM for grades PreK to 12
  • August 13th Noon for grades 7-12
  • August 13th 4:00PM for grades PreK to 6th
  • August 13th 7:00 PM for grades PreK to 12

District Welcome Letter sent to all students and families including directions for parent access to both Google Suite and Seesaw, and dates for optional training for parents and guardians.

Teachers will commit to a response time for emails, discussion board posts, and submitted work (suggested best practice: Emails- 24 hours, discussion board- 48 hours, and submitted work- 72 hours)

In a Fully Remote Learning Model or the Hybrid Learning Model, teachers will provide daily class instruction, and host regular office hours for individual student questions (suggested best practice: two sessions each week)

Establish remote classroom materials access for students and families

Provide guidance and ensure all students are able to login to all systems that are a part of the class/course

Setup, test, and troubleshoot hardware in the audio/video enabled meeting space

Communicate tech-help protocol for logistical and technical help

Establish learning objectives

Establish weekly checklists with clear instructions that can be followed on or off-site

Create standards-aligned lessons that work toward mastery of the learning targets for instruction in a traditional classroom, while adhering to health and safety recommendations

Provide resources for students to create evidence of their knowledge in a variety of formats to demonstrate mastery

Create customized learning pathways, where learning goals and objectives are linked to explicit directions for completion

Ensure targets are being met to provide quality off-site instruction to include regular check-ins with students on a daily/weekly/set intervals.

Students will be provided with additional time and support for assignments, activities, and assessments in consideration of the diverse home experiences for remote learning.

Potential Remote Learning Examples By Grade Level

Primary Grades:

Direct Instruction ELA Lesson each day 30 minutes; Math lesson each day 30 minutes. Independent learning activities 90 additional minutes which could include, but not limited to: writing, physical activities recommendations; crafts, cooking, nature/exploring activities.

  • Teacher Contact Daily in full remote; 1x week in Hybrid or Parent selected remote
  • Lyndonville CSD has onsite half day and full-day 4 and 3 year-old pre-kindergarten classes. Due to our rural location, we do not contract with any Community Based Organization (CBO) to provide prekindergarten programs. We plan to continue in-person instruction. Remote or Hybrid Models would find instruction highly adapted and developmentally appropriate for these young learners.

Intermediate Grades 3-6:

  • Direct Instruction ELA Lesson each day 30 minutes, with expectation of independent work of an additional 30 minutes daily.
  • Math lesson each day for 30 minutes. with expectation of independent practice of an additional 30 minutes daily.
  • 10 minutes of math fluencies (x-tables, addition/subtraction flash cards)
  • Independent learning activities 90 additional minutes which could include, but not limited to: writing, physical activities recommendations; crafts, cooking, nature/exploring activities
  • Teacher Contact Daily in full remote; 1x week in Hybrid or Parent selected remote.

Secondary 7-12:

Team Based Learning- Multidisciplinary grade-level teams of teachers will collaborate to better coordinate major assignments, themes and essential questions, and create a monthly calendar for each grade level to guide students through each day of learning. Students should receive a weekly update of the learning plan for that week generated by all of the teachers from the grade level team. This should include regular PE activities as well as scheduled, real-time instrumental lessons. In the event of full remote learning, the multidisciplinary teams shall hold weekly virtual planning sessions. Should we return to regular sessions, the teams will continue to meet on a monthly basis.

A sample 7th grade plan would resemble the following:

Monday Tuesday Wednesday Thursday Friday
1 2 3 4
ELA- synchronous or asynchronous lesson Math- synchronous or asynchronous lesson

Gateway to Technology Project- 30 min

PE- 30 minute independent fitness activity

Independent Reading- 30 min

Science- synchronous or asynchronous Health, Home, and Career Project- 30 min

Independent Practice in ELA and Math

Independent Reading- 30 min



ELA- synchronous or asynchronous lesson Math- synchronous or asynchronous lesson

Gateway to Technology Project

Instrumental Lesson

PE- 30 minute independent fitness activity

Independent Reading- 30 min

Social Studies- synchronous or asynchronous lesson Independent practice in ELA and Math

Gateway to Technology Project

Independent Reading- 30 min

ELA- synchronous or asynchronous lesson Math- synchronous or asynchronous lesson

Health, Home, and Career Project- 30 min

PE- 30 minute independent fitness activity

Independent Reading- 30 min