Teaching and Learning

  • To view the below plan information in PDF format, click here.


    The school calendar typically includes one or more staff-only days before students arrive at school. Acknowledging the challenges that teachers and staff have faced this spring delivering remote instruction under stressful circumstances, the district will focus these in-service days on providing support to staff in the areas of health and safety protocols, social-emotional wellness, culturally-responsive and equitable practices, and technology integration.

    Staff will spend time building relationships, supporting students with the transition back to school, and teaching social distancing etiquette at developmentally-appropriate levels.  

    Under all three instruction models, students will have routine scheduled times to interact and seek feedback and support from teachers. Diagnostic assessments will be used before a unit of instruction to assess student understanding of pre-requisite skills.

    All instruction will continue to be aligned to the New York State Learning Standards.

    Attendance will be taken daily and monitored to ensure that students are engaged on remote learning days.

    When a remote or hybrid instruction model is necessary, certain groups of students will be prioritized for in-person learning to the greatest extent possible. This includes students with disabilities and English Language Learners (ELLs).

    Acknowledging that the typical content in each 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 student success. Grading practices will follow a standards-based framework designed to provide direct feedback regarding mastery of course content.

    Students and staff grades UPK-12 and parents/guardians will utilize Schoology as the Learning Management System. It will also serve as a communication platform between teachers, students and parents/guardians, in addition to the district’s existing internal and external communication channels. Communication with families in their preferred language and mode will be provided by the district.

    Parents/guardians who do not feel comfortable sending their child(ren) back to school for in-person or hybrid instruction may opt to have their child(ren) participate in a remote instruction model.

    In-person Instruction

    Upon reopening, the number of students in each classroom will be reduced to adhere to current guidance regarding proper social distancing. Class size will reflect the need to ensure that student desks/seats are positioned no less than six feet apart. Students will wear face coverings when social distancing can’t be maintained.

    Accommodating a six-foot radius around students may necessitate the identification of additional rooms and common-area spaces that can be converted into classrooms.

    Elementary schools will emphasize grouping students by the same class/group of students and teacher (cohort) so each team functions independently as much as possible. Special-area classes and support services at the UPK-5 level will occur within the cohort rather than in a separate space. Special area teachers (i.e., library, art, music, physical education, etc.) and support service providers (intervention, ESOL, OT/PT, speech, special education teachers, etc.) will move into the classrooms of students in cohorts.

    Secondary students are not able to be grouped in this fashion due to secondary schedules. With in-person instruction, students will wear face coverings, maintain social distancing, and attend classes as aligned with their schedules.

    Schools 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. Whenever possible, outside spaces will be utilized. Staggered release for transition time and two-way flow of students in marked lanes in the hallway will occur districtwide. The district will adhere to 12 feet or current guidance between students when engaging in physical activity and/or performing arts in the school buildings.

    For information on school schedules, refer to the School Schedules section.

    For information about how in-person instruction information will be communicated to students and families, visit the Communication/Family and Community Engagement section.

    Per current guidelines from NYSED and DOH, the district cannot meet all requirements to allow full, in-person instruction for all students.

    Hybrid Instruction

    A hybrid instruction model and schedule has been developed to ensure the continuity of learning. Student schedules will remain the same whether instruction is in person or remote. Over the course of a week students will be provided synchronous and asynchronous opportunities.

    During in-person learning under the hybrid model, schools will emphasize grouping students by the same class/group of students and teacher (cohort) as much as possible so each team functions independently. Students in cohort groups will wear face coverings and maintain social distancing.

    Elementary schools will emphasize grouping students by the same class/group of students and teacher (cohort) so each team functions independently as much as possible. Special classes and support services at the UPK-5 level will occur within the cohort rather than in a separate space. Special area teachers (i.e., library, art, music, physical education, etc.) and support service providers (intervention, ESOL, OT/PT, speech, special education teachers, etc.) will move into the classrooms of students in cohorts.

    Secondary students are not able to be grouped in this fashion due to secondary schedules. With in-person instruction, students will wear face coverings, maintain social distancing, and attend classes as aligned with their schedules.

    The number of students in a building will be reduced by creating instructional groupings using the proposed schedule outlined in Appendix B:

    • Group A: Students with the last name beginning with A-L will attend in person on Monday and Thursday; participate in remote learning with synchronous opportunities on Tuesday, Wednesday and Friday
    • Group B: Students with last name beginning with M-Z will attend in person on Tuesday and Friday; participate in remote learning with synchronous opportunities on Monday, Wednesday and Thursday
    • Group C: English Language Learners (ELLs) and special education students will attend in person on Monday, Tuesday, Thursday and Friday
    • Group D: Students who choose to participate in remote learning 100% of the time

    Family units will be on the same schedule, regardless of last names.

    Instructional staff will plan their instruction on a weekly basis with in-person, synchronous, and asynchronous opportunities throughout the week. Instructional staff will continue to provide opportunities for students on Wednesdays when all students are participating in remote learning.

    Instruction will focus on core subject areas as well as elective/special area courses. Hands-on and lab-based activities will be prioritized during in-person instruction days.

    To ensure high-quality remote learning experiences in the hybrid model, the district will standardize the use of a single online learning platform, Schoology, to the extent possible, and develop a common, coordinated set of guidelines for teachers to follow when using the platform with students. Students and staff may also use Microsoft Office 365 programs to engage in a collaborative way during remote instruction.

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

    Remote Instruction

    A remote instructional plan has been developed to ensure the continuity of learning. This plan will be used for families that chose this option, as well as in a situation where the entire district needs this option due to state or local guidance.

    Each course and grade level will align to their State Standards and District curriculum when planning and developing remote learning opportunities. Instructional staff will plan their instruction on a weekly basis with synchronous and asynchronous opportunities throughout the week. All students will have scheduled times to interact and seek feedback from their teachers.

    The district will offer a streamlined program of studies to students choosing remote only. This model will require an increased level of independent learning as compared to the in-person and hybrid models.

    To ensure high-quality remote learning experiences, instructional staff will utilize the district-identified platforms such as Schoology and APEX Learning. The district will develop a common, coordinated set of guidelines for instructional staff to follow when using the platform with students. Students and staff may also use Microsoft Office 365 programs to engage in a collaborative way during remote instruction.

    For information about how remote and hybrid instruction information will be communicated to students and families, visit the Communication/Family and Community Engagement section.

    For information relating to teaching and learning in BOCES special education and Career and Technical Education programs, please go to www.monroe2boces.org. For information regarding the district’s community-based partner for Universal Pre-Kindergarten (UPK), refer to Appendix C.