Instruction & Supports

Supports for Special Education Students | Supports for Bilingual Education/World Language Students | Social-emotional well-being 

Continuity of learning plan

  • Equitable instruction for all students
  • Continuity of learning
  • Standards-based instruction
  • Substantive daily interactions between teachers and students
  • Communication plans

QES

In-person instructional plan

  • Students will be physically distanced within classrooms, redesignating larger spaces as classrooms as necessary (i.e. Music Rooms, Cafeteria)
  • Students will remain with their homeroom cohort throughout the day
  • For our grade 3 teaming model, staff will rotate between classrooms and students will remain in their homeroom classroom
  • Special areas (Art, Library, Music, PE) will be in the classroom or will be instructed in an outdoor setting

Remote instruction plan

  • Students will engage in daily synchronous and asynchronous instruction of prioritized curricula for all core subject areas and social emotional learning
  • Teachers will instruct students using Google Meet, recorded videos, and other virtual learning strategies
  • Students will utilize their classroom teacher’s Google Classroom site for organization including daily schedules and instructional plan
  • Students will submit work for feedback using virtual learning platforms such as Google Classroom, Seesaw, Flipgrid, Hyperdocs, Nearpod, and Peardeck
  • QES will utilize a QES Student Google Classroom for the purposes of school wide instruction, social emotional learning and daily morning announcements streamed via Q-Tube live
  • Students and teachers will follow a routine structured schedule

Hybrid instructional plan

  • Homerooms will be split into A and B sections and attend school every other day on a two week rotation.
  • Students will engage in synchronous and asynchronous instruction of prioritized curricula for all core subject areas when attending virtually

Communication of plans

  • Detailed district website information will be made available to all stakeholder groups
  • District communication will be made available to parents via SchoolMessenger
  • Parent engagement will be maintained through established forums
  • Virtual staff meetings will take place via Google Meet
  • Daily virtual announcements will be streamed via Q-Tube Live September- June. Weekly student announcements July-August.

WHBI

In-person instructional plan

  • Students will be physically distanced within classrooms, using additional spaces (i.e. Learning Lab, Music Rooms, Snackpack Room, Cafeteria)
  • Students will be grouped by cohort throughout the entire day
  • Staff will rotate between classes
  • Special Areas (Art, Library, Music) will be in the classroom or will be instructed in an outdoor setting
  • Physical Education will be held in the gymnasium physically distanced and/or outside

Remote instructional plan

  • Students will remain on their regular classroom schedules during virtual instruction – synchronous sequence of prioritized curricula
  • Students will utilize classroom teacher’s Google Classroom for instruction
  • Teacher’s will instruct using Google Meet, recorded videos, and other virtual learning strategies
  • WHBI will utilize building wide Google Classrooms for each class
  • Students will submit work for feedback using virtual learning platforms such as Google Classroom, Seesaw, Flipgrid, Hyperdocs, Nearpod, and Peardeck
  • Students and teachers will follow a routine structured schedule

Hybrid instructional plan

  • Homerooms will be split into A and B sections.
  • Section A will be in-person in instruction Monday, Wednesday, and Friday Week 1, with Tuesday and Thursday virtually
  • Section B will be virtual Monday, Wednesday, and Friday and in-person instruction Tuesday and Thursday
    • Sections A and B will alternate this weekly schedule
  • Students will engage in synchronous and asynchronous instruction of prioritized curricula for all core subject areas when attending virtually

Communication of plans

  • Detailed district website information will be made available to all stakeholder groups
  • Staff chats/staff meetings will be available via Google Meet to review protocols and safety plans
  • WHBI will work with the communications office to provide up-to-date safety information and educational plans.
  • Daily virtual announcements will be streamed via Q-Tube Live September- June.

QMS

In-person instructional plan

  • Students will be physically distanced within classrooms
  • Students will follow their regular block schedule
  • Some remote live-stream instruction within the building may be necessary to ensure proper physical distancing
  • Students will move in the building through staggered and safe transitions
  • Special Area classes (i.e. Art, Music, Performance Groups, PE) will be in classrooms or larger spaces to ensure physical distancing
  • Teachers may travel instead of students (establishing cohorts) if necessary to ensure safety and physical distancing

Remote instructional plan

  • Students will remain on their regular classroom (block) schedules during remote instruction – synchronous sequence of prioritized curricula
  • Students will utilize classroom teacher’s Google Classroom for instruction and resources
  • Teacher’s will instruct using Google Meet, recorded videos, and other virtual learning strategies
  • QMS will utilize building wide Google Classrooms for each class

Hybrid instructional plan

  • Students will rotate in an educational model attending in-person and in synchronous virtual (remote) learning from home on an every other day basis.
  • Students will remain on their regular classroom schedules during remote instruction – synchronous sequence of prioritized curricula

Communication of plans

  • Detailed QMS Website information will be made available to all stakeholder groups
  • Supports (QMS “Help Lines” will be available for schedule support, Google Meets support, Chromebook support, etc.)
  • QMS Admin will hold virtual forums with community during August to discuss protocols and plans for ReOpening
  • QMS Admin will hold virtual/in person sessions with faculty and staff to review protocols and safety plans.
  • QMS will work with Communications Office to provide up-to-date safety information and educational plans to all stakeholder groups.

QHS

In-person instructional plan

  • Students will be physically distanced within classrooms
  • Students will follow designated hallway patterns for safe transitions
  • Outdoor spaces utilized for instruction – WiFi extenders
  • Special Areas/Electives – will be in the classroom or will be instructed in an outdoor setting

Remote instructional plan

  • Students will remain on their regular classroom schedules during virtual instruction – synchronous – Prioritized curriculum with power standards
  • Students will utilize classroom teacher’s Google Classroom for instruction
  • Teacher’s will instruct using Google Meet, recorded videos, etc.
  • Support staff (aides) used to provide support for individual students

Hybrid instructional plan

  • Building capacity – Direct instruction provided in class on a rotating basis in conjunction with virtual, remote learning from home
  • Students will remain on their regular classroom schedules during virtual instruction – synchronous – Prioritized curriculum with power standards
  • Students will utilize classroom teacher’s Google Classroom for instruction

Communication of plans

  • Detailed QHS website information will be made available to all stakeholder groups
  • QHS Admin will hold virtual forums with community during August to discuss protocols and plans for reopening
  • QHS Admin will hold virtual/in person sessions with faculty and staff to review protocols and safety plans
  • Daily announcements and Q-News from September – June
  • QHS will work with the Communications Office to provide up-to-date safety information and educational plans to all stakeholder groups

Physical education

Participating in physical education provides an opportunity to grow our student’s health and well-being. Physical education classes will:

  • Maintain a distance of twelve feet in all directions while participating in activities that require aerobic activity and result in heavy breathing.
  • Maintain face to face interactions between teachers and students during
  • Remote learning days by providing synchronous instruction
    Include opportunities for social emotional learning

The district will provide professional development for revising curriculum and instruction to align with necessary modifications due to changes in the instructional space, blended learning, and alternative physical fitness activities. Summer curriculum work is being done to identify activities that promote physical distancing and minimal use of shared equipment. Lessons are designed around the psychomotor, cognitive and effective domains to maximize student learning.

  • Focus on activities, fitness, exercises, and sports that are teacher led but performed individually and focus on lifetime fitness, utilizing alternative environments, land based activities, and individual sports/activities such as mindfulness, tai chi, meditation, taekwondo, fitness-based activities, step aerobics, Pilates, yoga, individual sports, strength development, target activities, backyard games, dance (creative/modern dance, aerobic dance, traditional dance), power walking, orienteering, geocaching, outdoor education, hiking/reading trail signs, hoop games, track and field, singles racket games, etc.
  • The use of the NYS AHPERD Re-entry Guidelines for Health and Physical Education are being used to modify the physical education program.

Arts and music education

  • Strive to maintain current program of studies and course offerings, within safety precautions.
  • Maintain proper spacing of at least 12 feet when students are singing or performing wind instruments by scheduling large ensembles in auditoriums, outdoors, cafeterias, gyms or other large spaces. Focus on maximizing distancing for instruments that require blowing or for singing, compared with string and percussion instruments.
  • Schedule large ensembles into smaller groups throughout the day. Shift curriculum focus to solo and small ensemble work. Shift from a concert format to a recital format. Create virtual performance experiences and assessments.
  • Maintain small homogeneous groupings of instruments for lesson instruction.
  • Provide individual art supply kits for each student, or plan for increased sanitization between all uses.
  • Use on-line apps or platforms for student work (e.g., SeeSaw, Artsonia, Google Classroom, Flip Grid, SmartMusic, Sound Trap, Acapella, museum collections, painting/drawing platforms), video displays (e.g., YouTube), and slides (e.g., Google Slides).

Career and technical education

The QUFSD will work with WSWHE BOCES to ensure that all applicable NYS Learning Standards are met and as well as requirements for applicable industry certifications.

Academic intervention services

Students in grades 3-8, including students with disabilities and English Language Learners, who are not achieving NYS learning standards are entitled to receive additional support and instruction. An established MTSS (Multiple Tiered Systems of Support) is soundly established in all buildings K-8. All student progress is reviewed three times a year at benchmark meetings to determine which students qualify for services.
Schools may use the following in decision making:

  • Fountas & Pinnell Reading Assessment
  • NYS Assessments (waived for 2020-21)
  • NWEA Map Test
  • Common Formative Assessments
  • Absenteeism Rate
  • Benchmark Lessons
  • Unit and lesson assessments
  • Results of psychoeducational evaluations

Top of page

Supports for special education students

Health and safety

  • The use of social stories, visual cues, and other appropriate developmental strategies will be used to reinforce these new COVID 19 concepts and protocols.
  • When students are not able to practice social distancing, or adhere to other CDC or CSDE guidelines the following will be considered/implemented:
    • Modification in arrival/dismissal time
    • When a mask is not possible due to a medical condition a face shield will be considered as an alternative in consultation with the parent and student’s physician.
    • When a student is considered medically fragile (not able to wear a mask/face shield) he/she will remain in the classroom during the day to the extent possible and maintain at least a 6 feet physical distance and paraprofessionals will support student needs throughout the day.
  • Staff will follow the Mandatory Health Screening and Sign In Protocols in place within the district.
  • Administrators, special educators and service providers will communicate with parents and guardians to ensure they are aware of all health and safety protocols through email, mail and phone calls.

Parent engagement

  • Ongoing parent communication will continue through phone calls, emails and mail will be provided to increase the likelihood of success for our students with special needs.
  • Ongoing parent training in the areas of educating our students with special needs during COVID-19 to include, but not limited to, health and safety, distance learning, technology and area of disability will be provided.

CSE program providers collaboration

  • Students recommended for related services will continue to receive them at the rate indicated on the IEP.
  • When possible, related service providers will provide services within the classroom rather than removing student(s) to a separate location to provide services for students with disabilities in the least restrictive environment.
  • Related service providers will not mix students from different cohorts for small group therapy.
  • All devices/equipment which will need to be shared will be sanitized between each use
  • Related service providers will have ongoing communication with parents to ensure all students the best possible outcomes.

Instructional and technological support

  • Students are all issued a Chromebook or device that best meets their needs (iPad, tablet).
  • Students have access to apps and software that is outlined in their IEPs.
  • Teachers are trained in providing technology modifications such as using Google Accessibility options for students.
  • Special education teachers are part of each building’s technology bullpen allowing for additional professional development to occur.

Prioritized in-person services

  • Students in self-contained, special education programs will be onsite daily when school is in session.
  • Any students with special needs that had difficulty accessing remote learning opportunities will be onsite daily.
  • Preschool-age students with disabilities will receive in-person instruction whenever feasible.
  • Training for staff in the use of PPE for direct physical assistance, emergency physical interventions and/or safety protocols to ensure the safety of all students and staff.

CPSE/CSE contingency plans

  • During COVID-19 school closures, we will continue to provide FAPE consistent with the need to protect the health and safety of students, as well as those individuals providing education, specialized instruction, and related services to our students.
  • Weekly communication with all out of district placements to ensure continuity of learning whether in-person or remote.
  • Initial Evaluations, Reevaluations, and IEP Team Meetings-All CSE/CPSE meetings will meet special education meeting timelines and continue through an online platform to maintain physical distancing protocols. Communication with IEP team members will occur to ensure connectivity for all.

Documentation of services

  • Educators and service providers will continue to collect data, whether in-person or remotely, and use this data to monitor each student’s progress and develop Progress Reports as per student IEP’s.
  • Transition in-person plans will be developed with families of students with a high level of need to ensure we provide the needed accommodations.

Top of page

Supports for bilingual education/world language students

Content coordination

  • English Language Learners (ELL’s) will continue to receive their supplemental EL instructional program in addition to their general education program of mainstream, grade-level and content-area instruction. General education teachers embed accessibility tools, such as scaffolds, explicit vocabulary instruction and differentiated supports into their grade-level and content-area instruction.
  • The process for carrying out the required procedures for potential English learners and identified English learners will include, but is not limited to:
    • ensuring adherence to the statewide identification procedures (i.e., Home Language Survey, English language proficiency screener);
    • continuing to provide parental notifications (i.e., EL identification letter, EL continuation of services letter, EL exit letter);
    • Parent: ENL Teacher communicates by phone, email, apps such as Remind and Talking Points (translates message)
    • adhering to annual English language proficiency assessment requirements;
    • offering translation and/or interpretation to parents/guardians with limited English proficiency.

Progress monitoring

  • NYSESLAT used for all students
  • ELA Standards measured for all students
    • K-5
      • Fountas and Pinnell
      • Check in with regular ed teachers
      • Snap Word recognition
      • Letter Identification
      • State Assessments (grades 3 and up)
    • Grades 6-8
      • MAP Assessment data
      • Common Formative Assessments (CFAs)
      • Classwork, Homework, Tests, Quizzes, etc.
      • State Assessments
    • Grades 9-12
      • Report Card/Regents Exam Grades
      • Common Formative Assessments (CFAs)
      • Classwork, Homework, Tests, Quizzes, etc.

SEL supports

  • See district SEL plan
  • Protocols are in place to address SEL needs of English learners that may be unique to our ELL population.

Technology

  • Students are all issued a Chromebook or device that best meets their needs (iPad, tablet).
  • Teachers are trained in providing technology modifications such as using Google Accessibility options for students.
  • ELL teachers are part of each building’s technology bullpen allowing for additional professional development to occur.

Vulnerable populations

  • Provide ELs who are also identified as students with disabilities support for their EL needs, as well as have their language needs represented in their annual meetings about their IEP.

Seal of biliteracy

  • Students meeting the criteria will be eligible to receive a “Seal of Biliteracy” at the high school level
  • Students will meet criteria virtually or in-person

Communication

  • The district offers translation and/or interpretation to parents/guardians with limited English proficiency, such as access to language interpreters, translation apps, Google translate, and resources from the New York State Education Department

Top of page

Social-emotional well-being

We recognize that the social emotional well-being of our students and staff during these challenging times is critically important. The district has made available resources and referrals to address mental health, behavioral, and emotional needs of students, faculty, and staff when school reopens for in-person instructions. This effort will be overseen by building administrators, guidance counselors, social workers, school psychologists, teachers, and paraprofessionals, and response to intervention teams.

The district has established building level advisory teams to address social, emotional, behavioral, and academic concerns to best support the needs of all students. The advisory teams are comprised of school administrators, school counselors, school psychologists, social workers, nurses, teachers, and paraprofessionals. In addition, the district’s comprehensive K-12 guidance plan is utilized to support the social emotional well-being of our students. This plan has been reviewed and will continue to be reviewed and updated as needed.

The district addresses professional development opportunities for faculty and staff on how to talk with and support students during and after the ongoing COVID-19 public health emergency, as well as provide support for developing coping and resilience skills for students, faculty, and staff. This is addressed by offering a variety of training and professional development opportunities.

Creating a safe and supportive environment is a critical component of our return to school. With guidance from Collaborative for Academic, Social, and Emotional Learning (CASEL), QUFSD is prepared to provide opportunities to build capacity to support students and grow social emotional-learning through CASEL’s Critical Practices. QUFSD established a District Wellness Committee in March 2020. Throughout the summer and 2021-22 school year, the District Committee will work with Cross-role teams to ensure communication, collaboration, and consistency in the implementation of SEL.

The QUFSD has taken the following strategic actions to support our students and staff for a successful return to school:

  • Establishment of District Wellness Committee
  • Fall Survey for QUFSD community: Students, Parents, Staff
  • District-wide book study: All Learning is Social and Emotional
    • Discussion dates: Aug. 25, Sept. 29, Oct. 27
  • Creation of Back to School Transition SEL Curriculum
  • Development of monthly themes focused around best SEL practices for students and staff
  • MTSS establish for social emotional behavior interventions (SEB)

QES

  • Counseling Center website
  • Morning Announcements
  • School-wide Google Classroom with weekly activities
  • Weekly activities posted for social emotional needs
  • Virtual Office Hours for students and families
  • “Coffee with Counselors” virtual meetings to support staff

WHBI

  • Office hours via Google Meet with access for all students
  • What’s up Lunch hour
  • Weekly Social/Emotional Learning Activities

QMS

  • Counseling Center website
  • Weekly SEL Activities
  • Office Hours via Google Meet with access for all students
  • Student Survey to monitor progress of learning experience and well being.
  • Grade Level Google Meet Google Calendar

QHS

  • Counseling Center website for mindfulness and self-care
  • Office Hours via Google Meet with access for all students
  • Student Survey to monitor progress of learning experience and well being.

In addition, the district will utilize K-12 Physical Education classes to support social and emotional learning. The chart below indicates building specific initiatives. A K-12 approach for student management through restorative practice is used district-wide. This philosophy of student management compliments the district’s efforts in the area of social and emotional learning.

Top of page