Newark Central School DistrictContinuity of Instruction Plan

Teacher GuideContents – hover over your area of interest and Click to navigate to that sectionExpectations:..............................................................................................................2Grades UPK-5.............................................................................................................2

Grades UPK-5 Art, Music, PE, Library Media............................................................4UPK-5 AIS Reading, ELA and Math Teachers............................................................4

Grades 6-12 Teachers................................................................................................5Grades 6-8 ELA and Math........................................................................................5Grades 6-8 Non-ELA or Math and Non-Regents Courses:........................................6Grade 8 Algebra and Living Environment Regents..................................................66-8 Math and ELA AIS Teachers...............................................................................7

Grades 9-12 Teachers................................................................................................7AP/Gemini and Regents:..........................................................................................7Non-Regents............................................................................................................8Grades 9-12 AIS Teachers.......................................................................................9K-12 Related Service providers...............................................................................9K-12 Special Education Teachers............................................................................9

Instructional Design Expectations..............................................................................9Playlists should include…........................................................................................9Synchronous:.........................................................................................................10Asynchronous:.......................................................................................................11Feedback & Collaboration Tools............................................................................12Creative on and offline work.................................................................................12Curriculum Planning Resources.............................................................................12

Sample Calendar(s) for Use:.....................................................................................13Additional Staff Resources........................................................................................16Quick Links to Tutorials For Tech Tools....................................................................16

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Expectations:Be Flexible. Be Understanding. Do Your Best. The pace of your instruction, the depth of your content and assessment will all likely need to be adjusted significantly. Keep in mind the need to always balance expectations with the reality of the implications this closure is having on students and families, the impact of equity and access issues, and the instructional and learning shifts that are required from all involved. Communication Teachers are expected to be in their courses on Schoology (grades 3-12) or Seesaw (grades UPK-2) every school day. Post all instructions, assignments, and learning materials to Schoology or Seesaw. Weekly, post an update with an overview of the learning expectations. It pays dividends to be overly clear; we don’t have the benefit of reading the room and clarifying on the fly. Please answer email within 24 hours.

Teachers will communicate with classes only through the following District approved tools; Schoology, Seesaw, Google Meet, OneNote and our school Outlook email. If phone calls are used to contact students individually, this can be done without sharing your personal phone number by dialing *67 and then the phone number you are dialing.

Instruction: Students will receive intentionally designed instruction about learning targets that are directly aligned with New York State Standards and local curricula. This work will be interactive between student and teacher, and when appropriate, between students (for example, class discussion prompts regarding an article or story).

Students will receive frequent and timely feedback on knowledge and skills required for the learning targets.

Students can be assigned work from both digital and traditional resources like textbooks and worksheets if available

Instruction for our Pre-K, K and first graders in particular, may look different with more traditional resources and multiple opportunities for learning through play.

Online Resources: Any online software or applications must be pre-approved and vetted following the District’s App and Software Request process.

See Resources spreadsheet for currently approved list. If there is an additional online software or application that you would like to

use, please complete the App and Software Request (also available on the district website, under Staff Tools/Software Request). Your request will be reviewed, and you will need to wait to be notified of approval before you begin using the requested software.

Grades UPK-5 The focus at UPK-5 is on balancing the development of foundational reading and math skills with prioritized new instruction that centers around important grade

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level standards and prerequisite content and skills for the following grade. ELA and Math will be the main focus of lessons. Science does not need to be mapped at the same level of depth, but could be woven in through playlists, play opportunities and resources provided to families and students.

Teachers will carefully prioritize and map out new instruction from April 14th through the end of this school year. Each grade level will develop a pacing calendar of new instruction to be delivered through the end of June. This will consist of instruction aligned with priority standards, ensuring that pacing calendars address essential content and skills instruction required to meet these standards and to prepare students for success at the next grade.

When developing pacing calendars for new instruction, grade levels will consider the necessary balance between subject areas and the differences in what can be accomplished using remote learning vs. in-person classroom instruction. Issues of equity and access will be addressed by ensuring that there are opportunities for individual students without access to online learning to engage with more traditional, hard copy resources as needed on an ongoing basis.

Playlists can be designed as a resource for students and parents. This may be of particular help for parents of UPK-Grade 1 and even beyond as opportunities and perhaps learning through play are relevant and motivating. Playlist Building 101 and Using Playlists to Personalize Learning

Teachers will balance this new instruction with opportunities for students to continue their use of i-Ready (or IXL at the UPK level), which will help students to continue to develop essential foundational skills that are important for their own individualized learning path, whether the goal is to fill gaps or to accelerate learning. Teachers will monitor individual student progress on i-Ready and IXL and provide feedback and additional individualized support using the available resources for those students who require this in order to progress.

Teachers are asked to consider opportunities for promoting a sense of learning community. Video conferences (see resources below) are one way to accomplish this and could be helpful on a weekly basis to provide opportunities for interaction and connection. Teachers may find other creative ways to continue to build this sense of community during the closure period as well, using Seesaw or other software for students to interact and engage with each other and their teacher. Classroom teachers may also connect with Art, Music, PE and Library Media teachers to conduct combined class meetings or community circles as an idea for promoting community across all areas.

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Setting blocks of time each day to be available for questions from families to support students is also a useful tool to consider. This could be done via Google Meet or even using email if families know that there is a particular time that the teacher will be available or online. It can also be useful for the teacher with daily time management.

Grades UPK-5 Art, Music, PE, Library MediaWhen creating pacing calendars, special area teachers should capture prioritized units of study between April 14th and the end of June. Teachers may make recommendations for the amount of time for students to spend each week on a particular topic in order to assist with pacing. Playlists can be designed as a resource for parents and students. Playlist Building 101 and Using Playlists to Personalize Learning

When developing pacing calendars for new instruction, teachers will consider the differences in what can be accomplished using remote learning vs. in-person classroom instruction. Issues of equity and access will be addressed by ensuring that there are opportunities for individual students without access to online learning to engage with more traditional, hard copy resources as needed on an ongoing basis.

Setting a block of time each week to be available for questions from families to support students is also a useful tool to consider. This could be done via Google Meet or even using email if families know that there is a particular time that the teacher will be available or online. It can also be useful for the teacher with daily time management.

Teachers are asked to consider opportunities for promoting a sense of learning community. Video conferences (see resources below) are one way to accomplish this and could be helpful on a rotating basis (designed by the teacher) to provide opportunities for interaction and connection. Teachers may find other creative ways to continue to build this sense of community during the closure period as well, using Seesaw or other software for students to interact and engage with each other and their teacher. Art, Music, PE and Library/Media teachers may connect with classroom teachers to provide a joint class meeting or community circle as well.

UPK-5 AIS Reading, ELA and Math TeachersDesign support for those students needing Tier 2 and 3 intervention support, recently identified using i-Ready and Fastbridge assessment results. Be on i-Ready daily to monitor student progress and provide additional support. Provide additional instruction to continue to support student learning as needed. Resources from i-

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Ready can be used along with other available software or playlists in addition to hard copy practice. Google Meet lessons can be helpful when working with students using direct instruction. Communicate with classroom teachers regarding students that are being monitored by you on i-Ready in an effort not to duplicate support or confuse students. Continue to collect data regarding student progress to inform instruction and continued need for intervention.

Grades 6-12 Teachers Grades 6-8 ELA and MathThe focus is on balancing the development of foundational reading and math skills with prioritized new instruction that centers around important grade level standards and prerequisite content and skills for the following grade.

Teachers will carefully prioritize and map out new instruction from April 14th through the end of this school year. Each grade level will develop a pacing calendar of new instruction to be delivered through the end of June. This will consist of instruction aligned with priority standards, ensuring that pacing calendars address essential content and skills instruction required to meet these standards and to prepare students for success at the next grade.

When developing pacing calendars for new instruction, grade levels will consider the need to balance instruction in their subject area with many others and the differences in what can be accomplished using remote learning vs. in-person classroom instruction. Issues of equity and access will be addressed by ensuring that there are opportunities for individual students without access to online learning to engage with more traditional, hard copy resources as needed on an ongoing basis.

Playlists can be designed as a resource for students. Playlist Building 101 and Using Playlists to Personalize Learning

Teachers will balance this new instruction with opportunities for students to continue their use of i-Ready, which will help students to continue to develop essential foundational skills that are important for their own individualized learning path, whether the goal is to fill gaps or to accelerate learning. Teachers will monitor individual student progress on i-Ready and provide feedback and additional individualized support using the available resources for those students who require this in order to progress.

Teachers are asked to consider opportunities for promoting a sense of learning community. Video conferences (see resources below) are one way to accomplish

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this and could be helpful on a weekly basis to provide opportunities for interaction and connection. Teachers may find other creative ways to continue to build this sense of community during the closure period as well, using Seesaw or other software for students to interact and engage with each other and their teacher. Classroom teachers may also connect with special area teachers to conduct combined class meetings or community circles as an idea for promoting community across all areas.

Setting a block of time each week to be available for questions to support students is also a useful tool to consider. This could be done via Google Meet or even using email if students/families know that there is a particular time that the teacher will be available or online. It can also be useful for the teacher with daily time management.

Grades 6-8 Non-ELA or Math and Non-Regents Courses:When creating pacing calendars, teachers should capture prioritized units of study/lessons between April 14th and the end of June that will prepare students for completing prioritized course outcomes. Teachers may make recommendations for the amount of time for students to spend each week on a particular topic in order to assist with pacing, keeping in mind the need to balance instruction in one subject area with many others.

Playlists can be designed as a resource for students. Playlist Building 101 and Using Playlists to Personalize Learning

When developing pacing calendars for new instruction, teachers will consider the differences in what can be accomplished using remote learning vs. in-person classroom instruction. Issues of equity and access will be addressed by ensuring that there are opportunities for individual students without access to online learning to engage with more traditional, hard copy resources as needed on an ongoing basis.

Setting a block of time each day to be available for questions to support students is also a useful tool to consider. This could be done via Google Meet or even using email if students/families know that there is a particular time that the teacher will be available or online. It can also be useful for the teacher with daily time management. Teachers are asked to consider opportunities for promoting a sense of learning community. Video conferences (see resources below) are one way to accomplish this and could be helpful on a rotating basis (designed by the teacher) to provide opportunities for interaction and connection. Teachers may find other creative ways

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to continue to build this sense of community during the closure period as well, using other software for students to interact and engage with each other and their teacher.

Grade 8 Algebra and Living Environment RegentsThe focus is on pacing out instruction and review based on priority standards that will prepare students for the Regents Exams.

Teachers will carefully prioritize and map out new instruction from April 14th through the Regents Exam. Each teacher will develop a pacing calendar of new instruction and review to be delivered through the end of June. This will consist of instruction aligned with priority standards, ensuring that pacing calendars address essential content and skills instruction required to meet these standards and to prepare students for success on the Regents Exam.

When developing pacing calendars for new instruction, teachers will consider what students need to know for the Regents Exam in their subject area and the differences in what can be accomplished using remote learning vs. in-person classroom instruction. Issues of equity and access will be addressed by ensuring that there are opportunities for individual students without access to online learning to engage with more traditional, hard copy resources as needed on an ongoing basis.

Playlists can be designed as a resource for students. This may be particularly helpful for review opportunities. Playlist Building 101 and Using Playlists to Personalize Learning

Setting a block of time each week for each of your courses to be available for questions to support students is also a useful tool to consider. This could be done via Google Meet or even using email if students/families know that there is a particular time that the teacher will be available or online. It can also be useful for the teacher with daily time management. Teachers are asked to consider opportunities for promoting a sense of learning community. Video conferences (see resources below) are one way to accomplish this and could be helpful on a rotating basis (designed by the teacher) to provide opportunities for interaction and connection. Teachers may find other creative ways to continue to build this sense of community during the closure period as well, using other software for students to interact and engage with each other and their teacher.

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6-8 Math and ELA AIS TeachersDesign support for those students needing Tier 2 and 3 intervention support, recently identified using i-Ready and Fastbridge assessment results. Be on i-Ready daily to monitor student progress and provide additional support. Provide additional instruction to continue to support student learning as needed. Resources from i-Ready can be used along with other available software or playlists in addition to hard copy practice. Google Meet lessons can be helpful when working with students using direct instruction. Communicate with classroom teachers regarding students that are being monitored by you on i-Ready in an effort not to duplicate support or confuse students. Continue to collect data regarding student progress to inform instruction and continued need for intervention.

Grades 9-12 TeachersAP/Gemini/PLTW and Regents:The focus is on pacing out instruction and review based on priority standards that will prepare students for the culminating exam.

Teachers will carefully prioritize new instruction from April 14th through the culminating exam. Each teacher will develop a pacing calendar of new instruction and review to be delivered through the end of June. This will consist of instruction aligned with priority standards, ensuring that pacing calendars address essential content and skills instruction required to meet these standards and to prepare students for success on the exam.

When developing pacing calendars for new instruction, teachers will consider what students need to know for the exam in their subject area and the differences in what can be accomplished using remote learning vs. in-person classroom instruction. Issues of equity and access will be addressed by ensuring that there are opportunities for individual students without access to online learning to engage with more traditional, hard copy resources as needed on an ongoing basis.

Playlists can be designed as a resource for students. This may be particularly helpful for review opportunities. Playlist Building 101 and Using Playlists to Personalize Learning

Setting a block of time each week for each of your courses to be available for questions to support students is also a useful tool to consider. This could be done via Google Meet or even using email if students/families know that there is a particular time that the teacher will be available or online. It can also be useful for the teacher with daily time management.

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Teachers are asked to consider opportunities for promoting a sense of learning community. Video conferences (see resources below) are one way to accomplish this and could be helpful on a rotating basis (designed by the teacher) to provide opportunities for interaction and connection. Teachers may find other creative ways to continue to build this sense of community during the closure period as well, using other software for students to interact and engage with each other and their teacher.

Non-Regents When creating pacing calendars, teachers should capture prioritized units of study/lessons between April 14th and the end of June that will prepare students for completing prioritized course outcomes. Teachers may make recommendations for the amount of time for students to spend each week on a particular topic in order to assist with pacing, keeping in mind the need to balance instruction in one subject area with many others.

Playlists can be designed as a resource for students. Playlist Building 101 and Using Playlists to Personalize Learning

When developing pacing calendars for new instruction, teachers will consider the differences in what can be accomplished using remote learning vs. in-person classroom instruction. Issues of equity and access will be addressed by ensuring that there are opportunities for individual students without access to online learning to engage with more traditional, hard copy resources as needed on an ongoing basis.

Setting a block of time each week to be available for questions to support students is also a useful tool to consider. This could be done via Google Meet or even using email if students/families know that there is a particular time that the teacher will be available or online. It can also be useful for the teacher with daily time management.

Teachers are asked to consider opportunities for promoting a sense of learning community. Video conferences (see resources below) are one way to accomplish this and could be helpful on a rotating basis (designed by the teacher) to provide opportunities for interaction and connection. Teachers may find other creative ways to continue to build this sense of community during the closure period as well, using other software for students to interact and engage with each other and their teacher.

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Grades 9-12 AIS TeachersDesign support for those students needing Tier 2 and 3 intervention support. Provide instruction to continue to support student learning and Regents preparation as needed. IXL can be used for Math along with other available software or playlists in addition to hard copy practice. Google Meet lessons can be helpful when working with students using direct instruction. Continue to collect data regarding student progress to inform instruction and continued need for intervention.

K-12 Related Service providersPlease think of strategies to support learning, exercises that can be done, activities to support growth, etc.  Guidance has been provided by the Pupil Services Office regarding the importance of confidentiality for student with IEPs and 504s. Please think about your students annual goals and how we can monitor and support their growth in these skills.  Finally, think about materials that may be helpful for both the students and the families to support growth on skills (ex. Translated materials, speech and langague prompts and activities, OT/PT exercises).

K-12 Special Education TeachersWork with your co-teachers to include specific strategies that could be included to support student learning on the materials provided.  If you teach a special class, you will provide the instruction/work for that subject. Many disability-related modifications and services may be effectively provided online and through packet work. These include, but are not limited to, extensions of time for assignments, accessibility to reading materials, text-to-speech features, writing supports such as graphic organizers, and structured notes.  Additionally, please think about your students annual goals and how we can monitor and support their growth in these skills.  Every attempt should be made to progress monitor to determine if compensatory services are required when students return.

Instructional Design ExpectationsPlaylists should include…

Must do’s--activities and instruction about the learning targets (videos, video conferencing, articles, textbooks pages, etc…)

Optional choices or can dos about the learning targets to provide practice, reteaching, reinforcement and enrichment

Opportunities for assessment and reflection to measure student knowledge and confidence of learning targets.

Multiple mechanisms for live and/or timely and frequent feedback to provide student engagement and motivation

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Synchronous: Live Instruction and Teacher “Office Hours”

Although not required, there are benefits to being available to engage with your students in live sessions. If you would like to video/conference with your class, in order to avoid conflicts, schedule time during your scheduled contact time with your class.

You may offer a block of hours in which students can schedule a video conference call with you for office hours, for example Tuesday from 12-3.

Examples of how Video Conferences are Being Used: A 10-minute video conference to begin the day. A whole class video conference at regular times during the week (e.g. 30

minutes every Monday and Friday afternoon). A whole class video conference to introduce important lessons or projects. A video conference to check in with each individual student each week. On-demand video conferencing — students can sign up during a teacher’s

“office hours” if they want to book a session. Small group video conferences for students with similar needs. Optional “live recess” to allow students to connect and hang out.

Video Conferencing Tool: Google Hangouts Meet— The evolved version of classic Hangouts that’s part

of G Suite. YouTube video

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Asynchronous: Embedded Pre-Recorded lessons:

Create videos in chunks of 5-10 min or less with practice or other activities in between to increase levels of engagement and measure student understanding.

Examples of how Screencasts or Recorded Videos are Being Used:

A video introduction or screencast for key lessons (might not be possible for all lessons).

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A short welcome video each morning and/or reflection video each afternoon. A screencast to offer feedback on student work and progress. Student created screencasts to demonstrate learning.

Popular Recorded Video Tools PowerPoint Record Slide Show (Slide Show > Record Slide Show) – must access the Online

Learning Notebook first for the PowerPoint link to work. Screencastify – add this Google Extension to Google Chrome

Feedback & Collaboration Tools Quizizz.com Socrative.com Quizlet.com Kahoot.com Padlet.com Goformative.com

Creative on and offline work Makerspace 3-week challenge home kit Fun Offline Activities 30-day Core/Ab Challenge

Curriculum Planning ResourcesStep 1: Using NCSD Curriculum Maps or your current pacing calendars, identify the material that would be covered from April 14th until the end of the year (or until the end of year assessment)Step 2: Based on what curriculum is remaining, use the end of the year assessment as a guide to identify the priority standards or essential knowledge/skills that is most often assessedStep 3: Design a pacing schedule/calendar for the remainder of the year that would allow the curriculum needs to be addressed (on the next page, blank calendars for the remainder of the year have been included for your use if you so choose)Step 4: Begin to prepare your thoughts on how to address the needs in your pacing calendar utilizing your resources

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Sample Calendar(s) for Use:Copy and paste to a separate table(s) below as needed

April 2020Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

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May 2020Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2

3 4 5 6 7 8 9

100 11 12 13 14 15 16

17 18 19 20 21 22 23

No School

24 25 26 27 28 29 30

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31

Memorial Day

June 2020Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6

7 8 9 10 11 12 13

No School UPK-5 Record Keeping

144 15 16 17 18 19 20

Regents Begin

21 22 23 24 25 26 27

Regents End

Last Teacher DayGraduation

28 29 30

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Additional Staff Resources Online Learning OneNote Notebook 40 tools for distance learning-sorts by type of activity Online Learning Database-tips tricks, infographics, etc... Resources Blog for Teaching Online Bits and Bytes-tips for using tools in the classroom Sample Daily Schedule Playlist Hundreds of Ready to Go lesson/discussion prompts for online learning Seesaw Tips for Home Learning ELA Kelly Gallagher Open Resources

Quick Links to Tutorials For Tech ToolsIf you don’t find an answer to the exact question you have, a great first step is to search for the software/program name + function + tutorial (such as “Google Meet meeting tutorial”). And of course, you can email Aaron Sweet, Will Bean and the tech team with questions. Schoology

Schoology Boot Camp Course Posting an update Posting an assignment Grading student work Sharing and annotating documents Creating a discussion board Creating a quiz or assessment How to create a poll Embed a YouTube video Individually assigning work to specific students Uploading audio, video, and images Submitting assignment - student view How to view teacher comments - student view

Seesaw Seesaw Help Center

Office 365 Creating and sharing a Word Document Inserting hyperlinks within a Word Document Creating a Microsoft Form (survey) and viewing responses Creating and sharing a PowerPoint Slideshow

District Resources Online Learning Resources OneNote Notebook Technology Resources OneNote Notebook