Health & Safety

During the 2020-2021 and 2021-2022 school years, the New York State Education Department (NYSED) introduced a "snow day pilot" program amid the Covid-19 pandemic. This initiative permitted school districts to conduct remote instruction on days when they would typically be closed due to emergencies.

To enhance predictability for districts, the NYSED Board of Regents, in September 2022, modified section 175.5(e) of the Commissioner's regulations to formalize this flexibility. Districts facing emergencies could choose to continue classes through remote learning, counting these days toward the annual hours required for State Aid, although it wasn't mandatory. The instruction had to adhere to the definition of remote instruction, as outlined below. Furthermore, starting in the 2023-2024 school year, the instruction must align with the school district's Emergency Remote Instruction Plan.

The NYSED also revised section 155.17 of the Commissioner's regulations, mandating public schools, BOCES, and county vocational education and extension boards to adjust their District-Wide School Safety Plans to incorporate provisions for remote instruction from the 2023-2024 school year onwards. This allowed the public to offer input on these plans before adoption. The Emergency Remote Instruction Plan had to outline methods to ensure device availability, internet access, provision of special education and related services for students with disabilities, and expectations for time spent in various remote modalities.

These plans also required each chief executive officer of educational agencies within a public school district to annually report information on student access to computing devices and the internet.

NYSED added section 100.1 of the Commissioner's regulations to define "remote instruction." This definition covered various delivery methods but emphasized that, in all instances, there must be regular and substantive teacher-student interaction with a properly certified teacher.

The NY State Board of Regents approved the amendments above, which became a permanent rule on September 28, 2022. Sections 200.7, 200.16, and 200.20 of the Regulations of the Commissioner of Education were amended and became effective on September 13, 2022, and December 12, 2022, through an emergency action to preserve the general welfare. This allowed approved special education providers to deliver remote instruction in the 2022-2023 school year on days they would otherwise close due to an emergency. These amendments specified the minimum requirements for counting instructional days and identified various methods for delivering remote instruction. These changes extended the same flexibility for remote instruction under emergency conditions to approved private schools for students with disabilities, state-supported schools, state-operated schools, and approved preschool special education programs. The final rule's effective date was January 25, 2023.

The Westbury Union Free School District developed the following Emergency Remote Instruction Plan to address the instruction of scholars if extraordinary circumstances prevent scholars and staff from physically attending school. The Emergency Remote Instruction Plan meets the requirements of New York State Education Commissioner’s Regulations for inclusion in the 2025-2026 District-Wide School Safety Plan.

WHAT TO EXPECT FOR SCHOLARS

·      Scholars are required to attend school online during regular school hours.

·      Scholars will follow their daily schedule, which will consist of both synchronous (live instruction via Google Meet) and asynchronous (assignments to be completed at their own pace) activities.

·      Scholars will be expected to complete all assigned work and submit all required assignments by the specified due dates as published in Google Classroom.

·      Scholars will be expected to be present and engaged in virtual instruction each day, according to the designated schedule. Attendance will be taken. Scholars will participate in scheduled live Google Meets for core instruction and/or small group instruction.

·      Scholars will access all assignments and links through Google Classroom.

·      Scholars will continue to receive mandated special education and related services.

Grades K-5 Scholars:

·      K-5 scholars will have a minimum of 90-minutes of live instruction divided into core instructional subject areas (literacy, math, and science/social studies, along with regularly embedded AIS, reading, and ENL supports and services), as well as 15-minute sessions for special areas (Art, Music, Ed. Tech, PE, or Library).

·      K-5 scholars may be issued some consumable materials for long-term use.

* After live instruction is complete, scholars may be given assignments by their teachers to engage in independently.These assignments will be posted in Google Classroom and completion of the work by the indicated deadline will be required. Scholars may also be scheduled to participate in live small group learning experiences outside of the minimum 90-minutes of live core instruction.

Grades 6-12 Scholars:

·      6-12 scholars will follow their regular school schedule, and attendance will be taken on a period-by-period basis.

·      6-12 scholars will join each class via Google Meets at the beginning of every period for a minimum of 15 minutes of live instruction, followed by working on assignments as instructed by the teacher in Google Classroom. Live instruction may occur for up to the full instructional period (40-45 minutes).

·      6-12 scholars are encouraged to seek assistance from teachers, guidance counselors, and advocate for themselves.

*Remote instruction will not solely consist of face-to-face interactions. It may include answering posted questions, participating in project-based learning activities, individual Google Meet conferences with teachers, online discussions, and presenting assignments in individual or virtual group settings.

WHAT TO EXPECT FOR TEACHERS AND STAFF

·      Google Meet will be the platform for live streamed instruction, along with Google Classroom for both synchronous and asynchronous assignments and learning experiences. The length of sessions and the content/delivery of instruction may vary based on the developmental needs and progress of the scholars.

·      Scholars at all levels will be provided with schedules that include opportunities for both synchronous and asynchronous learning each day. Scholars and families also will be provided with access to learning platforms, opportunities to connect with teachers, and small group instruction as needed for additional support. This plan provides for daily substantive interaction between teachers and scholars.  Whenever possible, instruction will be synchronous. 

·      During the scheduled live learning sessions at both the elementary and secondary levels, there may be times when scholars will be working independently on asynchronous assignments, depending on the structure, content, and nature of the learning task. Our staff will adjust the learning experiences depending on the developmental needs and progress of the scholars.

·      Teachers and instructional support staff will attend school online during regular school hours and follow a standard school schedule.

·      Teachers will develop and implement grade-level, standards-based lesson plans for remote instruction.

·      Attendance will be taken twice daily for elementary (once upon arrival to the opening Google Meet and once after lunch) and on a period-by-period basis for secondary scholars.

·      Teachers and instructional support staff will differentiate and adjust instruction to meet the individual needs of scholars.

·      Teachers will provide support, flexibility, and make-up work for scholars who are absent for any reason.

·      Remote instruction will incorporate various methods beyond face-to-face interactions, including answering posted questions, project-based learning, conferences, online discussions, and individual/virtual group presentations.

·      Teachers will utilize Google Classroom to post assignments and materials for scholars to access.  Google Classroom will serve as the primary method for communicating between the school and home settings. 

·      Teachers will collaborate closely with Special Education teachers and related service providers to meet Individualized Education Program (IEP) and 504 recommendations and ensure uninterrupted services. 

·      Related service providers will continue to follow their schedules and provide services as indicated in IEPs and 504 plans.

·      Paraprofessionals will collaborate closely with classroom teachers, participate in all Google Classroom activities and Google Meets, conduct scholar check-ins, and provide academic and assignment support to scholars.

·      K-5 teachers will provide a combination of synchronous and asynchronous instruction divided into core instructional topics. They will also remain available on Google Meets for scholar and parental support.

·      K-5 special areas (Art, Music, PE, Ed. Tech, and Library) teachers will provide a minimum of 15 minutes of live instruction in core academic subjects, and they will also remain available on Google Meets for scholar and parental support. Scholars will participate in synchronous learning activities with the special area teacher based on the class schedule (art, music, library, ed. tech, and physical education).

·      Academic Intervention Services & ENL teachers will provide a minimum of 15 minutes of live instruction in core academic subjects, and they will also remain available on Google Meets for scholar and parental support.

·      Teachers will have the flexibility to adapt and adjust core resources to meet the needs of their scholars in the remote learning setting. The length of sessions and the content/delivery of instruction may vary based on the developmental needs and progress of the scholars.

·      K-5 teachers will provide live meeting/lesson instruction via Google Meets, divided into instructional topics. Whenever possible, instruction will be synchronous.

·      K-5 scholars and teachers will participate in a brief morning meeting for attendance, announcements, daily schedule, and/or a SEL opening activity.

·      K-5 Scholars and teachers will engage in a full class lesson, in alignment with the district’s curriculum maps, pacing guides, and instruction scope and sequence.

·      Scholars will also engage in independent work or may have a small group session with their teacher.

·      6-12 teachers will follow their typical schedule but will log on to Google Classroom and facilitate a Google Meet to deliver live instruction. Class schedules may be altered to accommodate this learning model. These class schedules will be communicated to scholars and families.

·      Grades 6-12 teachers will provide live meeting/lesson instruction via Google Meet.  *Scholars will follow their schedules via Google Meet with their teachers and classmates according to the current bell schedule. The remaining class time will be dedicated to working on assignments as instructed by the teacher in Google Classroom, answering scholar questions, and providing small-group/individual support.

*In the event of a need, teachers and instructional support staff will lead and support instruction in their assigned classrooms during the contractually scheduled workday.

TECHNOLOGY AND CONNECTIVITY

Access to technology is crucial for the successful implementation of remote instruction. Westbury Union Free School District has been dedicated to planning and implementing district technologies to ensure equitable access for staff and scholars. The following enhancements have been made to address technology and connectivity:

·      The district will issue all students in grades K through 12 a 1:1 device during the first two weeks of each school year. 

·      Ongoing assessments will be conducted to identify the technology and connectivity needs of families (e.g., surveys, interviews, school outreach).

·      An inventory of equipment and other assets will be maintained, and the district will identify which scholars, families, and staff have district assets in their possession.

·      The district will procure, manage, and maintain hardware, software, licenses, learning management systems, etc., to support and enhance remote instruction and scholar engagement.

·      Professional learning opportunities will be provided to teachers to support their development of skills and pedagogy in the remote learning environment.

Westbury Union Free School District will ensure that all scholars have access to learning materials and resources in multiple formats whenever possible. Additionally, the district will support teachers through professional development and coaching on pedagogical methods that allow scholars to participate in various ways and demonstrate mastery of learning standards in remote instruction, utilizing synchronous Google Meets sessions and asynchronous technologies through Google Classroom.

In cases where scholars do not have sufficient access to devices and high-speed internet, alternate methods will be provided for accessing materials and instruction, such as material pick-up at school or drop-off to scholars' homes. The district will schedule opportunities to connect with families to educate them on using technologies and engaging in instructional activities.

Remote/Distance Learning

·      Scholars in grades K-12 will be provided with a Chromebook to take home in the event of a district pivot to remote learning.

·      Scholars are expected to use their own internet connection at home. If no internet access is available, the district will provide a hotspot if one is available. Scholars in need of a hotspot should contact their respective building’s Technology Department, and upon administrative approval, a hotspot will be provided promptly.

·      If home internet is not available, scholars may attempt to connect their school device to the district wireless from a school parking lot.

*Please note that this plan is subject to further adjustments and enhancements as needed, based on the evolving situation and feedback from stakeholders.

INSTRUCTIONAL HOURS FOR STATE AID AND REPORTING REQUIREMENTS

Pursuant to Section 175.5 of Education Law the school district may decide to transition to remote instruction in the event emergency conditions dictate the closure of the PreK through Grade 12 facilities. Under the provisions of New York State Education Law and the district Emergency Remote Instruction Plan any instruction sessions provided during the closure of the school facilities are counted towards annual hour requirements for meeting 180 days required for State financial aid.

The district estimates the number of instructional hours it intends to claim for State Aid purposes for each day spent in remote instruction due to emergency conditions from a minimum of 1 remote instruction day due to emergency conditions, up to the full year’s annual hourly requirement.