Continuity of Learning Plan

Monroe 2-Orleans BOCES At-Home Learning Resource Plan

Updated 4/23/20
 
The closure of our classrooms and programs as the result of the COVID-19 crisis until May 15, 2020 has presented Monroe 2-Orleans BOCES students, staff and families with unprecedented challenges.  Transitioning our classroom-based instructional programs to an at-home learning model in a very short amount of time is the number one challenge.  While most of our teachers and students use technology as a learning tool in the classroom, it has never been the primary vehicle for instruction, until now.  We recognize that remote learning is not the same as learning in a classroom, but our entire staff of dedicated employees in all departments have come together like never before to help our teachers create valuable, relevant learning experiences for our students that will continue to prepare them to reach their goals.  For students who do not access to online learning, systems are in place to provide them with learning experiences and support through other means.

Monroe 2-Orleans BOCES is committed to providing equitable opportunities for students in all of our programs to continue to engage in learning experiences and support services that will keep students engaged during this unprecedented time. Because of the variety of instructional programs at BOCES 2, at-home learning will look different for each department and classroom depending on the course of study and individual student needs.  

At-Home Learning Goals
  1. Provide students equitable educational resources through a variety of means that are accessible and clearly communicated to students and families.
  2. Utilize the technology resources of the BOCES to communicate with students and move learning forward. Translators and/or interpreters are available as needed.
  3. Establish clear learning outcomes that focus on the essential course standards individualized for all students.
  4. Provide students with valuable feedback on their learning experiences.
  5. Maintain student and family connections to their school community.
  6. Provide students and families with on-going mental health support and social emotional resources.

Instructional Guidelines

Teachers and service providers in all BOCES programs will provide students with learning experiences that focused on the essential learning standards for their program or course and will take into account the individual needs of all students. The following practices will be used to foster student learning;

  • Teachers will create learning experiences based on essential learning standards that will provide evidence of student progress toward those standards.
  • Teachers will communicate assignments and learning experiences on a weekly basis through their online learning platform, email, Remind App or other method mutually agreed upon between teacher and student/family.
  • Teachers will provide growth-producing feedback to students each week. 
  • Teachers or case managers will communicate with each individual student/family at least once per week and maintain records of each contact. If teachers are unable to make contact, they will report it to their supervisor.
  • For students who are not engaging in the learning experiences provided, teachers or case managers will contact parents to discuss the obstacles the student is encountering and provide strategies to engage the student.

Resources for Teachers

Continuity of Learning Resource Page: Quick links to resources from BOCES 4 Science, Instructional Technology & Distance Learning, Library Services, Professional Development and NYSRD. 
RBERN Resources for English Language learners and their families.

Expectations for Student Engagement
 
The chart below indicates the amount of time students should be engaged in learning experiences at home.  Time for student check-ins and related services tele-intervention will be determined on an individual student basis.

 CTE-WEMOCO Exceptional Children Elementary Exceptional Children – SecondaryWestside Academy Related Services 
1 hour per day or 5 hours per week on average depending on the requirements of the programAt least 1 hour per day At least 2 hours per day 2 hours per week per content area; 1 hour per week for electives
Will be determined by service provider on an individual student basis as per IEP

ENL Services are provided by ENL teachers in collaboration with instructional teams

Teacher and Service Provider Contact Information
 
Career and Technical Education (WEMOCO)
Each of our 21 programs provides students with a combination of learning resource packets and/or access to an online learning platforms. All students have district-provided 1:1 devices to engage in an  online learning. Teachers will engage students via online platforms such as Schoology, Microsoft Teams and Zoom, emails, Remind App and phone calls on a regular basis to provide growth-producing feedback based on the learning experiences. Click this link for CTE teacher contact information and resources.

    Westside Academy (Alternative Middle and High School)
    The instructional priority at Westside Academy is preparing students for success necessary for graduation. All students at Westside have laptops to engage in online learning. Every teacher has a Schoology site that has assignments and resources for students. Remind App is used to communicate with students and families. Click this link for Westside Academy teacher contact information and resources.

    Department of Exceptional Children

    Instructional Programs
    All of Monroe 2-Orleans BOCES thirteen special education programs for students ages 3-21 provide students with program/age appropriate combination of paper-based resource packets and online resource guides and tools designed to reinforce and support standards-based instructional experiences that focus on key concepts, skills and content knowledge. A priority is creating learning experiences directly linked with the students IEP goals. Depending on the classroom type, teachers may utilize online learning platforms such as Schoology and/or video conferencing via Zoom to provide students direction and feedback.   

    • Because many students have multiple service providers in addition to their teacher, each student will be assigned a case manager who will be the primary point of contact for students and families to maintain connections and offer support. This is to prevent families from being overwhelmed with multiple calls. 

    Related Services
    Each student in every program receives learning packets from their service provider designed to reinforce related service goals through practice. For students with specific IEP-related services, therapists will provide tele-intervention via video-conferencing if appropriate. Therapy-related experiences may be incorporated into learning experiences through collaboration with the teacher. Related service providers will participate in planning for each student with their classroom team.

    Mental Health Providers
    Mental health support will be available for crisis situations when needed by families. Community resource lists were provided for each student by their program mental health worker. Click this link for teacher or related service provider contact information and resources.

 
Assessment of Student Work

Shifting classroom instruction to a remote learning environment during the COVID-19 crisis has been a challenging adjustment for students, families and teachers. As a result, Monroe 2-Orleans BOCES philosophy on grading and assessment is guided by the belief that no students should be negatively impacted by the circumstances. The goal of instruction during this time is to prepare students for success at the next level of instruction. The following are the assessment practices our teachers will use or the 4th quarter.
 
Career and Technical Education
 
Daily Work
Students will be provided feedback and assessed on assigned learning experiences aligned to the essential standards for the course.

4th Quarter and Course
  • Students will not be given numeric grades for the 4th quarter. They will receive a Pass, Fail, or Incomplete (applicable to juniors who will be coming back to WEMOCO in the fall)
  • Pass – student met or exceeded learning standards - A Pass shall be equivalent of the students highest quarter average for purposes of calculating a final course grade.
  • Fail – student did not meet learning standards - A Fail shall be equivalent to a 55% for purposes of calculating a final course grade.  All Fails will be carefully reviewed with administration to evaluate any extenuating circumstances before finalizing.
  • Incomplete – student will be given the opportunity to meet the learning standards when school reconvenes.
  • Technical Assessment – Students will not be required to take the course technical assessment. There are two options for students to earn a Technical Endorsement with an exemption from the technical assessment.
    • Option 1 
      o Met Regents requirements
      o Teacher recommendation based on student classroom and laboratory performance
      o Passed national assessment
      o Passed course with a 65% average calculated on 7 quarters (exclusive of this 4th quarter marking period)
      o Completed portfolio
    • Option 2
      o Met Regents requirements
      o Teacher recommendation based on student classroom and laboratory performance
      o Passed course with a 85% or higher average calculated on 7 quarters (exclusive of this 4th quarter marking period)
      o Completed portfolio

Westside Academy

Daily Work
Students will be provided feedback and assessed on assigned learning experiences aligned to the essential standards for the course.


4th Quarter and Course

  • Students will be provided feedback and assessed on the learning standards of the course material provided by teachers.
  • Students will not be given numeric grades for the 4th quarter. They will receive a Pass, Fail, or Incomplete (not applicable to seniors)
  • Pass – student met or exceeded learning standards - A Pass shall be equivalent to the students highest quarter average for purposes of calculating a final course grade.
  • Fail – student did not meet learning standards - A Fail shall be equivalent to a 55% for purposes of calculating a final course grade. All Fails will be carefully reviewed with administration to evaluate any extenuating circumstances before finalizing
  • Incomplete – student will be given the opportunity to meet the learning standards when school reconvenes
  • Regents Exams – There will be no Regents exams administered in June 2020 Students who meet one of the following eligibility requirements are exempt from Regents Examinations they were planning to take in June 2020:
    1. The student is currently enrolled in the course of study culminating in a Regents Exam and by the scheduled date of the June 2020 Regents Examination will have earned credit in such course of study; or 
    2. The student is currently enrolled in a course of study culminating in a Regents Examination and has failed to earn credit by the end of the school year. Such student returns for summer instruction to make up the failed course credit and is subsequently granted diploma credit in August 2020; or 
    3. The student was previously enrolled in the course leading to an applicable Regents Examination, has achieved course credit, and has not yet passed the associated Regents Exam but was intending to take the test in June to achieve a passing score. 

Exceptional Children
 
For programs: 
  • Preschool
  • 6:1:1/ 6:1:2, 8:1:2/12:1:1 Elementary Classes
  • Medically Fragile
  • ASD
  • Transition
  • 12:1:1 HS

In these programs, students will be assessed on progress toward content using the same skills-based report card currently in use. The level of student interaction will be a factor in determining progress toward learning goals.  The report card will include an expanded narrative section that addresses progress attainment in a remote learning environment.

Student expectations will vary based on their IEP present levels of performance and structures in place at home for the student’s social and emotional health and cognitive ability. Students’ progress towards current IEP annual goals will continue to be monitored and progress will be reported to parents quarterly, with report cards. 

For programs:  

  •  6:1:1/6:1:2  MS (Checkpoint A)
  • 6:1:1 Center-based HS
  • CaSS

Daily Work
Students will be provided feedback and assessed on assigned learning experiences aligned to the essential standards for the course.

4th Quarter and Course
Students will not be given numeric grades for the 4th quarter.  They will receive a Pass, Fail, or Incomplete (not applicable to seniors)

  • Pass – student met or exceeded learning standards -     A Pass shall be equivalent of the students highest quarter average for purposes of calculating a final course grade.
  • Fail – student did not meet learning standards - A Fail shall be equivalent to a 55% for purposes of calculating a final course grade.  All Fails will be carefully reviewed with administration to evaluate any extenuating circumstances before finalizing
  • Incomplete – student will be given the opportunity to meet the learning standards when school reconvenes in ESY or the next school year We can track incompletes with the same process we use for credit recovery. 

Progress Monitoring of IEP Goals
Students’ progress towards current IEP annual goals will continue to be monitored and progress will be reported to parents quarterly, with report cards

Regents Exams – There will be no Regents exams administered in June 2020  Students who meet one of the following eligibility requirements are exempt from Regents Examinations they were planning to take in June 2020:

  1. The student is currently enrolled in the course of study culminating in a Regents Exam and by the scheduled date of the June 2020 Regents Examination will have earned credit in such course of study; or 
  2. The student is currently enrolled in a course of study culminating in a Regents Examination and has failed to earn credit by the end of the school year. Such student returns for summer instruction to make up the failed course credit and is subsequently granted diploma credit in August 2020; or 
  3. The student was previously enrolled in the course leading to an applicable Regents Examination, has achieved course credit, and has not yet passed the associated Regents Exam but was intending to take the test in June to achieve a passing score 
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