Teaching and Learning

Teaching and Learning

BOCES 2 believes that at the heart of teaching and learning are the relationships that students have with their peers, teachers, and school community members. Students are searching for a return to their routines and a sense of normalcy, therefore all BOCES 2 programs will prioritize establishing a positive and welcoming environment that supports our students return to school. It is of the utmost importance that individual student needs and equitable access to learning are put at the center of all school experiences.

As the year begins, teachers will spend time building relationships, supporting students with the transition back to school, and teaching social distancing etiquette at developmentally appropriate levels. 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 based on standards, key understandings, and the skills necessary for future success.

BOCES 2 has designed its approach to teaching and learning to provide regular substantive interaction between teachers and students regardless of the model of instruction – in-person, remote, or hybrid. Schedules will remain constant in each model to provide stability and predictability for students and families. Each family will receive detailed information on their students program in mid-August. Below is specific information about each program.

Career and Technical Education

Continuity of Learning Plan

The CTE continuity of learning plan is made up of our grading and instructional technology expectations. It includes teacher and student expectations for daily use of technology to engage with content and complete/submit assignments regardless of the instructional delivery model. Expectations such as number/type of grades per quarter, academic and dual credit documentation, teacher contact with student and parents, deadlines, etc. are included.

CTE started the year with a hybrid model of instruction where students were in-person 5 days and remote  5 days, over a 2 week cycle. Beginning March 1, 2021, in-person instruction will increase to 4 days per week and remote instruction each Wednesday. During in-person instruction students will be taught how to use Office 365, Schoology and Zoom. For students in a hybrid or remote learning model, teachers will have weekly communication with parents, regularly scheduled weekly office hours to address parent/student questions regarding instruction/technology, as well as regularly scheduled lessons. Technical skills and performance tasks will be prioritized for in-person days during hybrid instruction.  Teacher emails, as well as written instructions and videos for accessing and using instructional technology and software programs, will be available on our website.  

Work-Based Learning

WEMOCO Work-based Learning will collaborate with all business and industry partners to identify and ensure safe and healthy work-based learning opportunities. Students will be provided opportunities to participate in work-based learning, either in-person or remotely to the extent possible. In implementing work-based learning for the 2020-2021 school year, a site visit will be conducted by a work-based coordinator prior to approving a student to work at a facility to ensure reopening protocols are in place for the safety of our students.

Flexibility in Program Requirements

WEMOCO’s Registered Work-Based Learning Programs - CEIP, Co-op (Paid & Unpaid) may be completed in a fully remote format where practical. The work-based learning coordinator and other school staff will determine, in collaboration with business and industry partners, where remote and/or hybrid (some onsite, some remote) experiences are practical given a student’s training plan.

Considerations for Students with Disabilities

The work-based learning coordinator, teacher, counselor, and all other service providers will work collaboratively to design work-based learning experiences that are in line with students’ individualized education program (IEP) goals. Where practical, remote or hybrid experiences will be used towards work-based learning hours. Work-based learning will utilize placements in the school building if participating outside businesses are not able to meet students’ IEP requirements.

Student Career Development

Student Career Exploration & Development at WEMOCO will continue to provide high quality career advisement and exploration opportunities to students through either an in-person, remote, or hybrid instruction model. Students will receive career advisement and career counseling using the following career development experiences:

  • Career and Financial Management Framework
  • Students and teachers will utilize online resources
  • Virtual options will be used to facilitate career exploration
  • School counselors, work-based learning coordinators, academic instructional specialists and other school staff will help to facilitate and support career exploration and advisement within the district or BOCES using Zoom meetings and/or pre-recorded lessons.

Department for Exceptional Children

Continuity of Learning Plan

BOCES 2 Department for Exceptional Children’s plan includes programs that serve a wide range of students with disabilities including:

  • Integrated
  • 8:1:3
  • 12:1:1
  • Work-based learning
  • Transition
  • ADL
  • HaAS

  • Center-based HS
  • Autism Spec. Disorders
  • Behavior Management
  • Medically Fragile

6:1:2 Autism Spec. Disorders
  • Complex Needs

8:1:2 Intensive Management
8:1:1 Communications and Social Skills
All instruction will be aligned to NYS Standards, and delivered by appropriately certified NYS teachers. For preschool and district-based school aged special education classrooms, integration and mainstreaming will continue. Ongoing formative and summative evaluation (appropriate to the levels and functioning of each student), will occur to monitor student progress with academics and I.E.P. goals.

All special education programs will begin the year with in-person instruction.

Center-based programs

Students will be in-person 4 days per week following a class schedule designed to minimize transitions between spaces.

District-based programs

Where component school districts can provide BOCES 2 with adequate space in which to social distance, students will return to full day, in-person instruction four days per week, with remote instruction one day per week. Students will follow a typical school day schedule.

In the event that component school districts cannot provide BOCES 2 with adequate space in which to social distance, students will be divided into two cohorts (attending two full days, in person for instruction), with remote instruction three days per week. Instruction will be delivered 5 days per week (may be synchronous and/or asynchronous, but generally following a typical school day schedule) using Zoom and supported by Schoology/Seesaw platforms, and other web-based resources and applications.
In the event that school must be conducted entirely remotely due to COVID-19 situations, synchronous and asynchronous instruction will be delivered 5 days per week using Zoom and supported by Schoology/Seesaw platforms, and other web-based resources and applications.

Early Learning

BOCES 2 integrated preschool classes (special education students integrated with prekindergarten students from the home school district), will operate in accordance with this plan. All home school districts are submitting their own reopening plan in compliance with NYSED, and Monroe County (which has an MOU with NYSED and oversees BOCES programs), will submit a reopening plan to the Office of Early Learning. There are no additional agencies involved in the provision of these programs.

Instructional Equity

All students who need a device and access to internet will receive them upon request. Families will receive learning tools such as online tutorials, and have direct access to technical support to ensure that all students have equitable access.

Certified teachers will offer office hours to enable parents/students to obtain assistance regarding instruction or technology. Information will be accessible to all in multiple formats.

Teachers and support staff will receive professional development targeted to support equitable learning in the remote/hybrid environment prior to students’ return, and will continue to receive ongoing support in the form of live consultation via Zoom/Teams, online resources, and team meetings that will assist them to transition seamlessly from live to remote instruction (and vice versa) where needed.

Westside Academy

 Continuity of Learning Plan

Westside Academy will open with an in-person model, 5 days a week. Instruction will be aligned to New York State Learning Standards to prepare students to earn a Regents Diploma. Positive routines and a welcoming environment that support students will be established at the beginning of the year. Students will receive intensive social emotional support as they transition back into the school environment.

Westside Academy will provide instruction that includes regular, substantive interaction between students and teachers whether following an in-person, remote, or hybrid model.

Teachers will utilize the Schoology learning platform for all instructional materials and will use video conferencing as a primary means to maintain daily, substantive contact and instruction when teaching in a hybrid or remote model.
  • All students and staff have a laptop, for use in all instructional models.
  • Formative assessment data will be used to plan instruction and bridge the gaps of loss instructional time from the previous COVID-19 closure.
  • Instruction will include full class, small group, and one-to-one instruction:
  • Regular communication with families and students will be provided through email, Remind app, phone calls, and Schoology.
  • Staff will send a weekly report to students, including parents/guardian, using the same format for all teachers for consistency and clarity.

Should it become necessary to transition to a remote or hybrid model, students will maintain the same class schedule as the in-person model. Westside also provides a credit recovery program that will function in all instructional models.


Contact the BOCES 2 COVID Coordinator
[email protected]

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Link to Teaching and Learning 
Link to Special Education 
Link to Bilingual Education and World Languages 
Link to Staffing