TECHNICAL EDUCATION REMOTE LEARNING PLAN

Based on guidance from the New York State Department of Health, the Herkimer County Department of Health, the Centers for Disease Control and Prevention (CDC) and the New York State Education Department, a hybrid learning model appears to best address the health and safety of our students and staff at Herkimer BOCES CTE.

We must realize that home district transportation, cleaning processes and space availability will be guiding factors in allowing this model to work. We must plan for the hybrid model, but also be fully prepared to be a 100% remote learning model to start the school year. This overview outlines what the remote model would look like for students in CTE and VP-TECH.

REMOTE LEARNING MODEL

WHAT IS REMOTE LEARNING?

Remote learning is an online teaching and learning experience. Approximately 90%of the class sessions are Synchronous, while the 10% are asynchronous virtual lessons.

Given the unique challenges that remote learning can offer, planning must be approached carefully. Teachers need to be familiar with not just the strengths of online and face-to-face teaching in their own rights, but also with how they can merge over a longer term.

With the remote learning model, students will follow the bell schedule and report to their assigned classes for face-to-face virtual instruction via Zoom. Students are expected to follow the same learning schedule that they would if we were meeting in person—Please see schedule of learning section. This model will allow students to be actively engaged in all of their classes every day. Attendance will be taken for each class and students are expected to attend all class. 

Goals of Instructional Continuity

  • Provide all students with continuity of learning that is accessible and clearly communicated.

  • Monitor and maintain student and family connections with school communities.

  • Provide students with prioritized, meaningful and relevant in-person, remote and hybrid learning.

  • Ensure the highest level of support for all students.

  • Ensure that seniors working towards industry credentials and licensing requirements have the support that is needed in order to meet and exceed their program essentials.

  • Continue to provide a high level of individual support for students and families of students with special needs.

Drawbacks of Remote learning

While some parents and students have the right to request a 100% remote learning environment, please note that there are some potential drawbacks to remote learning for the Technical education student.

Although classroom content and the theory portion of our courses can be taught remotely, there are specific lab skills that are difficult to replicate in the remote learning environment. For example, a student in a welding class would not be able to “replicate” the actual welding experience in a remote learning environment.

Because of the inherent weaknesses of remote instruction, students choosing this option alone may be at risk of not earning a Technical endorsement or a state licensure in a particular area (e.g. DOT welding certification).

ESSENTIAL QUESTIONS

  • How will students access instructional plans and materials via remote model?

  • How will students receive assignments, submit work and get feedback  via remote model?

  • How will students collaborate with you and with each other via remote model?

  • How will we collaborate to support each other and our students via remote model?

SCHEDULE OF LEARNING

All students in Technical Education will fall into one of three different groups. It will be crucial that all students and families understand specifically which group they will be a part of and how the schedule of learning will work for that group.

Studentswillbeactivelyengagedinlearningeverydayforeachclasstheyarescheduledfor,but theformatormodelmayvarydependingontheday.Wewillworkwithstudentsandcomponent districts to ensure a smooth transition into this new model of education.

  • CTE JUNIORS: attend school virtually on Monday and Tuesday of each week. Learning will take place in their home districts or homes on Wednesday, Thursday and Friday.

  • CTE SENIORS: attend school virtually on Thursday and Friday of each week. Learning will take place in their home districts or homes on Monday, Tuesday and Wednesday.

  • VP-TECH:Attend classes virtually five days a week Monday-Friday from their homes.

  • All teachers and staff members will be working from school everyday.

Juniors

Seniors

VP-Tech

Monday

BOCES

Home/ District

BOCES

Tuesday

BOCES

Home/ District

BOCES

Wednesday

Home/ District

Home/ District

BOCES

Thursday

Home/ District

BOCES

BOCES

Friday

Home/ District

BOCES

BOCES

ENSURING ACCESSIBILITY (INTERNET, COMPUTERS)

All students in VP-Tech are issued a personal computer used for instructional purposes. A student is issued the device at the beginning of their 9th grade year and they return it to the school either when they leave the program or graduate.

In the event that Instruction must shift to 100% at-home learning due to forced school closures, Herkimer BOCES will work with component school districts to provide access to the internet through mobile devices when feasible. In the case of Special Needs students or students unable to access the Internet, paper copies of all work will be provided by the district and teachers will connect with the students via the telephone.

TEACHER INSTRUCTION AND CHECK-INS

Teachers will utilize Google Classroom, Zoom, phone conferences, email, Google Meet and other methods to provide instruction, hold live classes and office hours, post learning materials for students as well as other online resources.

With in-person, remote and hybrid learning models, teachers will record attendance and student performance / participation within SchoolTool for all classes. SchoolTool is our Learning Management System and will be used to house all data. Attendance must be taken even when a student is logging in from home for the hybrid or completely virtual model.

With in-person, remote, and hybrid models, teachers of students with special needs and English language learners will document daily contact on individual student contact logs.

With in-person, remote, and hybrid models, teachers will provide students with in-depth instruction on how to submit work via specific platforms being used in their classroom.

Time needs to be devoted at the onset of the school year to train students for the hybrid or virtual model, as well as the shift to 100% at home learning. We need to be prepared for a forced school closure and students need to understand what is expected of them in the event this occurs. All students must have a clear understanding of their role in learning and our expectations for all models of learning included in this plan.

GRADING AND ASSESSING

Grading is based on teacher discretion. However, grading will clearly align with the learning outcomes of each course, as well as the NYS and Next Generation Learning Standards. All regents’ level courses, College Now courses, and CTE courses need to prepare students for the appropriate end-of-course assessments.

Students will be graded using the traditional 0-100 scoring scale. The level, rigor and quality of work we will expect from our students will be of a higher demand than the grading model used when the forced school closure occurred at the end of the 2019-2020 school year. The previous model focused mainly on participation and effort. As we move forward with our continuity of learning plan for the 2020-2021 school year, the focus will be on mastering the priority standards and demonstrating a solid understanding of the learning outcomes set forth for each course.

While participation and effort will still be required to be successful, teachers will focus heavily on providing meaningful feedback and focusing on individual student progress and learning. Mastery is hard to accomplish in isolation and student / teacher interactions will help guide all learners through this process.

Assessments will be meaningful and will need to be developed for the hybrid model. Assessing students will look different and we will need to take into account how to assess students who are in-person on a rotating basis as well as the possibility that some may be entirely virtual.

POSTING GUIDELINES AND INSTRUCTIONAL SUPPORT

With in-person, remote, and hybrid models, a weekly agenda outlining lessons and activities will be posted to students within your learning platform. This will assist in keeping the students organized and current. Teachers are expected to support the education of all students.

In-person, remote, and hybrid models will follow the instructional days of the school calendar. Adjustments to the school calendar will be made at the discretion of the District Superintendent to ensure mandated minutes of instruction and daily requirements are met.

When students are not physically in class, students are expected to participate virtually through Google Meet or ZOOM. Additional instructional support will be provided for students that are struggling or non-participatory. During in-person, remote, and hybrid models, student attendance must be taken daily.

In hybrid and remote instruction models, all teachers will be available during scheduled class time online and will provide daily and timely feedback to their students.

The building principal will continue to support the appropriate involvement of the component districts.

PROFESSIONAL SUPPORT FOR STAFF

Faculty Meetings will occur monthly as per the following schedule:

September 2 (Opening Day)

September 23

October 21

November 18

December 16

January 20

February 24

March 17

April 21

May 19

June 9*

Union representatives will continue to meet with the principal weekly to modify and adapt our continuity of learning plan to make sure our efforts provide the best educational opportunities for our students, while also addressing and supporting the needs of our instructional and support staff.

PROFESSIONAL CONNECTIONS AND SUPPORT FOR STUDENTS

With in-person, remote, and hybrid models, program teachers, academic teachers and special education teachers should continue to collaborate to support each other and our students.

All staff should be on alert for signs of Social and Emotional concerns. We are all here to support our students and our colleagues. Identifying early warning signs and getting those individuals connected with the help they need will be crucial to their personal, professional and academic success.

STAFF RESPONSIBILITIES

TEACHERS

With in-person, remote, and hybrid learning models, teachers will need to collaborate to effectively support our student body as a whole.

At the time this plan is created, all Regents exams and Technical assessments are still scheduled to occur. We need to teach our students and hold them accountable to the standards associated with each individual course to best prepare them for success on these high level end-of-year state assessments.

SPECIAL EDUCATION TEACHERS

Special education teachers should continue to support their students based on their assigned caseloads. Special education teachers will continue to collaborate with general education and academic area teachers to ensure equitable access to instruction.

For in-person models, VP-Tech Resource Rooms will continue to provide student support in accordance with student IEP and schedule.

In a hybrid or remote model, VP-Tech Resource Room teachers will follow the instructional schedule for VP-Tech and make themselves available for support as scheduled virtually or in person. The resource room teacher will do a daily check-in with the students on their caseload to monitor student progress and support individual needs. The resource room teacher will work closely with the content area teacher to address curriculum needs and academic support.

SCHOOL COUNSELORS

Counselors will focus on social emotional learning and academic progress of students. They will make themselves available to all students and will continue to meet the needs of the IEPs of the students on their caseloads. Teachers will contact counselors if a student needs social emotional support, and the counselors will follow-up as necessary. The counselors will also continue to work very closely with administration to plan for the 2020-2021 school year

TEACHING ASSISTANTS AND AIDES

Aides and teaching assistants will help in the preparation of materials, copying, supervision and other duties assigned or requested by administration and the teachers they work with.

Aides and Teaching assistants will also play a significant role in assisting the main office with classroom coverage during times of staff illness quarantine, and lunch supervision.

CLERICAL

Clerical staff will continue to fulfill the duties of their contractual positions.

Clerical staff will work closely with and in direct communication with the Herkimer BOCES administration.

STAFF AVAILABILITY

We recognize that with in-person, hybrid and remote models, opportunities for student-teacher interaction are an important part of the teaching and learning process. We also recognize the complexity of a virtual environment. All educators will be available according to their period schedule and through scheduled office hours. Acceptable platforms for instruction and interaction include Google Classrooms, Zoom, Google Hangouts or Meets, phone calls, emails, discussion boards, etc.