• Great Neck Public Schools


    Teaching & Learning - Remote Instruction

    School Reopening 2020-2021

Remote Instruction: Topics

    1. Remote Education Model
      1. The District will follow best practices for its remote education model by utilizing a blended approach of synchronous and asynchronous methods of instruction if remote education is necessary in the future.

    2. Synchronous Instruction
      1. Within our blended remote education model, the District will increase the frequency of whole class and small group live video lessons at all instructional levels as part of its plan to improve social-emotional connections and academic learning if remote education is necessary.

    3. Asynchronous Instruction
      1. Within our blended remote education model, the District should continue to supplement live video instruction with high quality recorded lessons and screencasts presented in varying ways, standardized learning management platforms, educational apps, websites, online databases, digital ebook libraries, and email if remote education is necessary in the future.

    4. Attendance
      1. Teachers should take attendance during live video lessons to ensure all students are present if remote education is necessary. Absences should be resolved in the usual manner but take into account extenuating circumstances related to the pandemic.
      2. Turned-in assignments should be used as attendance verification for asynchronous instruction activities.

    5. Elementary Schedule (Primary Grades)
      1. Students will start each remote education day with a live video morning meeting and participate in small groups created based on assessments to meet individual student needs. Manageable schedules should take caregivers, teachers, and support staff working with one child into account (ENL, remedial, enrichment).

    6. Elementary Schedule (Intermediate Grades)
      1. Students will start each remote education day with a live video morning meeting followed by ELA and math lessons, and small group instruction as needed. Special area instruction should also be part of daily instruction.

    7. Live Instruction Lesson Frequency (Pre-K and 1st Half of Kindergarten)        
      1. Pre-K and Kindergarten students will have daily live video lessons with their teachers and classmates to build social-emotional learning and basic skills. As the year progresses, live handwriting, literacy, and/or math lessons will be added, and small group and extra help instruction will be provided as needed. Social studies and science should be a combination of synchronous and asynchronous lessons. Special area instruction will be provided weekly for all students.

    8. Live Instruction Lesson Frequency (2nd Half of Kindergarten - Grade 5)
      1. Primary and intermediate grade students will meet daily with their teachers and classmates for social-emotional learning, participate in at least one live ELA lesson, one live math lesson, and have small group and extra help meetings as needed. Social studies and science instruction should be a combination of synchronous and asynchronous lessons. Special area instruction will be provided weekly for all students.

    9. Live Instruction Lesson Duration (Elementary)
      1. Elementary teachers should take student age and attention spans into account as they plan the duration of live lessons, which may therefore vary in length from day to day, class to class, and grade to grade. The recommended minimum standard for live lesson duration by grade is: PreK-K: 20-30 minutes; grades 1-2: 25-35 minutes; grades 3-5: 30-45 minutes. This includes both classroom and special area instruction.

    10. Special Education Schedule
      1. Self-contained (12 students) and co-teaching classes should follow the regular education grade level schedule. Intensive needs classes (6/8 students) should have live lessons for grade K: 30 minutes; grades 1-2: 45 minutes; grade 3: 1 hour; grades 4-5: 1.5 hours (as per functioning levels, minutes/hours per grade without related services). Morning meetings should occur at least 2x weekly for 15 minutes each as well. Intensive needs classes (6/8 students) should have daily asynchronous lessons for: grades K-1: 45 minutes; grades 2-3: 1.25 hours; grades 4-5: 1.75 hours. Regular mask wearing practice will help students learn this important skill. TAs, paras and support staff should be included in chat rooms, working 1:1 during live group lessons or during 1:1 lessons set up at other times.

    11. Special Education Special Area Schedule
      1. Restrictive special education classes should receive weekly special area live classes of shorter duration.

    12. Secondary Schedule
      1. The secondary school bell schedule should be followed in order to avoid live instruction conflicts and provide a structured school day for students. Buildings should have flexible discretion within that structure to meet individual student needs without overwhelming them with a nine period remote education schedule, which is neither a best practice nor a recommendation.

    13. Secondary Live Instruction Lesson Frequency
      1. Secondary live instruction lessons should take place a minimum of 2-3 times per week per class. Small group and extra help office hours should be scheduled without creating conflicts on an as-needed basis in addition to class lessons to meet individual student needs.

    14. Secondary Live Instruction Lesson Duration
      1. The minimum duration of secondary live lessons should match the number of minutes of the normal middle school or high school period, which ranges from 38-41 minutes in duration depending on the school schedule.

    15. Scheduling Considerations (Staff Conflicts)
      1. Elementary schedules should avoid conflicts between classroom, special area and support service teachers, and take primary grade parent availability into account to the extent possible. Secondary schools should follow their bell schedules and be mindful of part-time and split-schedule teachers, and encore courses.

    16. Scheduling Considerations (Assignment Conflicts)
      1. Students should complete classwork during scheduled class time. Secondary departments, teams, and teachers should be mindful of assignment length and frequency.

    17. Scheduling Considerations (Assessment Conflicts)
      1. Secondary assessments should follow the regular school testing schedules. Live assessments should be designed to fit within the live video lesson time slot.

    18. Pre-Assessment
      1. Elementary and secondary teachers should develop pre-assessments to establish a baseline of student proficiency if school is closed to start the school year.

    19. Ongoing Assessment
      1. Elementary and secondary teachers should develop ongoing assessments to evaluate student proficiency during remote education. Secondary teachers are required to make assignment grades visible in the Campus Parent Portal for the 2020-21 school year.

    20. Special Area Considerations
      1. Elementary and secondary schools should create a process by which special area teachers can request supplies for students to have at home to fully participate in special area remote education activities.

    21. Support Service Considerations
      1. ENL and Academic Intervention programs should continue during remote education.
      2. Programmatic Speech live video lessons for:
        1. 8:1:2 should be 1 hour per week
        2. 6:1:2 for 1.5 hours per week
        3. 6:1:3 for 2 hours per week
      3. Programmatic OT live video lessons should be 2 x 30 minutes per week minimum.
      4. Individual Speech live video sessions should be 2 sessions if 3 or 4 sessions are mandated, and 3 sessions if 5 sessions are mandated.
      5. Individual OT/PT live video lessons should be:
        1. if a student gets 1 x 30 minutes per week, then it will be 1 x 30 minutes every other week
        2. if a student gets 2 x 30 minutes per week, then it will be 1 x 30 minutes per week
        3. if a student gets 3 x 30 minutes per week, then it will be 3 x 15 minutes per week minimum
      6. Asynchronous Individual Speech/OT/PT should constitute the remainder of the sessions to fulfill the mandate. Counseling should be per IEP mandate since it is a low frequency service. Programmatic Counseling should be scheduled jointly with classroom teachers.
      7. Behavior intervention consultations with staff should continue as before. Based on consultations with an individual student's team, behavior intervention support may be offered to an individual family/parent directly.

    22. Extracurricular Programs
      1. Enrichment, intramurals, clubs, and fine and performing arts programs that can continue remotely should have the opportunity to do so and should collaborate on best practices.
      2. Intramural programs may be limited to yoga, guided meditation, and fitness activities.
      3. Teachers and librarians should consider informal/nontraditional methods to meet enrichment needs. An example could be setting up an online Zoom hangout for club students or offering new activities such as a "virtual book club."

    23. Fun For Fours
      1. Fun For Fours should continue to be offered if school is closed with a combination of pre-recorded videos and daily live instruction which may include read alouds on thematic science topics, science based experiments and crafts, weekly "science snaps" of their children, and a "sneak peek" into the following week.

    24. Meetings
      1. School committee meetings should continue according to the same schedule as if school was open through live videoconference meetings using Zoom or Google Meet.
      2. All CSE Meetings will be conducted virtually by Google Meet audio-conference with videoconference exceptions to be decided by the PPS department on an as-needed basis.

    25. Technology (Equipment)
      1. The District should expand our 1:1 iPad Initiative to all 389 anticipated grade 2 students using iPads collected from graduating seniors in the event of an extended school closure, with the rest available for loan to PreK students and new Kindergarten through  grade 2 entrants based on demonstrated need.

    26. Technology (Video Camera Use)
      1. Cameras should be turned on during live video lessons if remote education is necessary in the future, unless there is a pedagogical reason, technical issue, or student privacy concern approved by the teacher. Key stakeholders should follow all district remote education guidelines.

    27. Technology (Chat Functionality)
      1. The District should encourage the use of chat rooms during live video lessons and enable Google Hangouts Chat, a free stand-alone application included in our GSuite domain, if remote education is necessary in the future. This will facilitate greater online communication between and among students and teachers.

    28. Technology (Recording Live Instruction)
      1. Upon student request and teacher approval, teachers should record live instruction and make it available to students who are unable to attend the live lesson.

    29. Technology (Apps)
      1. If free offers to lift time restrictions are rescinded, the District should consider paying to upgrade either Google Meet or Zoom to allow teachers, if needed, to conduct extended online lessons and/or collaborative planning meetings that are longer than 45 or 60 minutes in the event of an extended school closure.

    30. Technology (Websites)
      1. Seesaw and Google Classroom should continue to be utilized as our standardized learning management systems. In addition, library departments should continue to provide teachers, students, and parents with a centralized location in which it is easy to search and retrieve web resources relevant to classroom learning activities. Ideally, the best and most commonly used resources should be catalogued into the Follett OPAC.

    31. Technology (Online Databases)
      1. Library departments should discuss school-wide learning goals and individual teacher projects for the upcoming year. If current database offerings are insufficient to meet grade level and department needs, the additional databases should be investigated for possible acquisition. School libraries should utilize public library resources to enhance, enrich, and expand database offerings from school.

    32. Technology (Email)
      1. District policy on student email should be reviewed and modified to begin email account activation at the middle school level.

    33. Technology (eBooks)
      1. The District should contribute additional funds beyond school library budget allocations to expand the eBook collections in our school libraries at the elementary and secondary levels using the Overdrive platform.

    34. Supplies (Books)
      1. Libraries should develop a curbside pickup and drop-off process for the distribution and collection of books used to facilitate independent reading activities, if safe to do so, and investigate a bookmobile option rotating daily by school. Library departments should meet with ENL, Special Education, and Study Skills teachers to identify books that will be read during the year and students who may need accommodations in the form of audio books, large print, or non-English language.

    35. Supplies (Materials and Manipulatives)
      1. Elementary and secondary schools should provide a package of materials such as workbooks, manipulatives, art supplies, and an iPad stylus to students in the event of remote learning. JFK and Parkville should provide craft kits and Science Experiment Kits to facilitate Fun For Fours remote instruction.

    36. Media
      1. Library departments in each school, in coordination with technology departments, should explore possible streaming services for fiction and nonfiction films.
      2. Services should allow copyright compliant viewing by students and classes.

    37. Professional Development (Formal and Informal)
      1. Inservice Institute and Teacher Center courses and building-based training focused on remote learning platforms and educational apps should continue to be offered to regular education and special education teachers.

    38. Professional Development (Documentation)
      1. Recorded professional development sessions, screencasts, and reference documents should be shared with library staff who should create a centralized web-based archive for easy access and reference.

    39. Professional Development (Parent Communication and Training)
      1. Schools should schedule a series of parent workshops targeting adopted online platforms so that regular education and special education parents understand how to support their children during remote education.