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Teaching and Learning

Franklin Essex Hamilton BOCES consists of two separate centers running 11 different CTE programs, including 2 programs run exclusively at one of our home districts. We also provide 4 New Visions’ Programs. These instructional programs have unique student populations, educational requirements, staffing, and building capacities. We believe in a flexible approach to programming taking the unique needs of each of its students into account. As we prepare to start the new school year with all students returning, we recognize we may need to change this instructional approach as new information regarding the health and safety of our students and staff develops.

We believe in a continuity of learning as the program may transition to a different model. All our instructional staff are committed to infuse remote type learning activities into their in person model in preparation for a change. To that end our BOCES team has established the following items as part of its reopening plan;

  • Development of a continuity of learning plan ensuring staff and students are able to transition from one to other without loss of instruction using in-person, remote and a hybrid model of learning
  • Upon return, assess where students are at to develop plan on how to accelerated their learning
  • Assessing student learning gaps or areas of need will be critical. Formative assessment before a unit of instruction to assess student understanding of pre-requisite skills will be common practice.
  • Prioritizing standards to ensure the most important components are the focus
  • Acknowledging that the typical content in a given grade level or course may need to be adjusted, content will be prioritized to ensure that students receive instruction for the prioritized learning standards, key understandings, and skills necessary for students’ success in future study
  • Design internal assessments that can accurately measure both academic and social-emotional needs
  • All students will have a personal device at their disposal for online assignments
  • Classrooms will be equipped with video equipment for instructional purposes
  • Rooms will be designated as online work sites for those students needing access to the internet that may not have this ability in their home.
  • Our parking lots will be equipped with the ability to access internet for students not able to enter the building
  • Students and staff will have training on how best to use the plethora of resources available through their school libraries
  • Identify time for staff for continued training on best practices around student learning
  • Grading practices will follow a standards-based framework designed to provide direct feedback regarding students’ mastery of course content
  • Ensure all staff and students trained on health and safety requirements returning to school
  • Students will have daily interaction with a staff member regardless of in-person, remote or hybrid model of learning
  • Hotline number is established and posted on website for any concerns/questions regarding instruction and or technology for their child
  • Weekly webinars geared towards families to assist with technology, instruction and simple how to’s will be posted and recorded for parent use
  • Updated communications will be posted routinely on BOCES website
  • Gathering all families emails and cell numbers for inclusion in our student information system to use in mass email and phone communications

The school calendar typically includes one or more staff-only days before students arrive at school. Acknowledging the challenges that our teachers and staff have faced this spring delivering remote instruction under stressful circumstances, the BOCES will focus these in-service days on providing support to staff in the areas of social-emotional health and technology integration.

As we enter the new school year, teachers will be encouraged to spend time building relationships, supporting students with the transition back to school, and teaching social distancing etiquette at developmentally appropriate levels.

When a remote or hybrid learning model is necessary, certain groups of students will be prioritized for in-person learning to the greatest extent possible. This includes, but is not limited to, special education students, English language learners, students who did not engage in remote learning during the spring of 2020, and students with technology or connectivity needs.