Teaching & Learning

NOTE: This document is based upon current guidelines and recommendations from the NYS Department of Health and the NYS Education Department. It is a living document and is subject to updates as more information becomes available.
UPDATED 8-28-2020

Continuity of Learning, NYS Standards, Equity, Interaction & Feedback 

In an effort to assure high-quality teaching and learning a continuity of learning plan has been developed for the 2020-2021 school year. The Carmel Central School District plan assures that instruction is aligned with the New York State Learning Standards and assures equity as well as quality for all learners.

Equity is at the heart of all school instructional decisions. All instruction in our District will be designed so that whether it is delivered in-person, remotely, or through a hybrid model due to a local or state school closure, there are clear, comprehensive, and accessible learning opportunities for  all students. Such opportunities will be aligned with state standards.  Our teaching and instructional plan outlines routine, scheduled times for students to interact and seek feedback and support from their teachers.  Our plan is centered on Instruction and academic programming that includes regular and substantive interaction with an appropriately certified teacher regardless of the delivery method (e.g., in person, remote or hybrid).

CCSD’s Reopening Plan includes a communication plan for how students and their families/caregivers can contact the school and teachers with questions about their instruction and/or technology.  

We acknowledge that in-person, in-building instruction in our classrooms is the best way to facilitate learning. During this COVID emergency, it may become necessary at various times through the 2020-2021 school year, for school to utilize a hybrid or full remote plan. In these cases, teachers will use the District curriculum and NYS Learning Standards to guide their planning and instruction, as they would during an in person regular school year.  

In order to maintain high-quality continuity of learning for all students, the District will use one of the three approaches based on the current pandemic phase as indicated by the State, including In-person, Remote and a Hybrid model: 

In planning for these approaches and models we will consider  

  • Certain students may be prioritized to return to in-person instruction first or more frequently based on educational or other needs (e.g., early grades, students with disabilities, English language learners), given requirements for equity, capacity, social distancing, PPE, feasibility, and learning considerations.
  • Students who are identified as medically high-risk (see Persons at High Risk) may, upon approval of the school principal, be permitted to attend all classes remotely
  • Students with disabilities, English-language learners, and/or students who don’t have reliable access to online learning may be provided the option to be in schools every day

In-Person Learning

The teacher and the student meet physically in a set place for a set time for either one-on-one learning or, most commonly, in group classroom lessons with social distancing and health and safety measures in place. 

    • Upon reopening, the number of students in each of our classrooms will be reduced to adhere to CDC guidance regarding proper social distancing. Class size will reflect the need to ensure that students’ desks/seats are positioned no less than six feet apart.
    • Our schools will minimize the movement of students. This potentially means having students eat lunch in their classroom instead of the cafeteria and eliminating assemblies, field trips and other large-group activities. Special-area subjects (i.e. art, music, physical education) may be pushed into the classroom. Whenever possible students will utilize outside space for physical education instruction. We will adhere to 12 feet between students when engaging in physical activity.
    • To the extent possible, students will remain in small cohorts if/when leaving the classroom, such as for recess or any necessary transition, so as to reduce their exposure to additional students.

Remote or Hybrid Learning

Remote learning occurs when the learner and instructor, or source of information, are separated by time and distance and therefore, cannot meet in a traditional physical classroom setting. A hybrid model would entail some students attending in-person and others attending remotely. 

  • Given the possibility that communities may experience spikes in COVID-19 cases at any point during the school year, which may prompt short or long-term school closures, our District has developed a hybrid/blended learning model and schedule that can continue as is in a fully remote environment.
  • Instruction will not only focus on “core” subject areas to the exclusion of elective courses. Consideration has been given to prioritizing hands-on and lab-based activities while students are onsite in school buildings. All instruction will continue to be aligned to the New York State Learning Standards.
  • The hybrid model accommodates both synchronous and asynchronous learning
  • As noted previously, student schedules will remain the same whether instruction is in-person or remote so that students do not encounter conflicts wherein synchronous lessons for different subjects are offered simultaneously.
  • Remote learning opportunities for secondary students will include a greater emphasis on synchronous instruction, with teachers finding ways to provide live instruction and lessons to students. While recording of live lessons is still essential for students unable to attend at a scheduled time, teachers will ensure that their students are directly engaged with them and their class peers in experiential learning on a regular basis.
  • To ensure high-quality remote learning experiences, we will standardize the use of a single online learning platform, to the extent possible, and develop a common, coordinated set of guidelines for teachers to follow when using the platform with students.
  • Grading practices will follow a standards-based framework designed to provide direct feedback regarding students’ mastery of course content. We will use a five-scale grading rubric based on levels of competency/mastery, which can then be aligned to numeric bands (for GPA purposes).

For information about how remote, hybrid, and in-person instruction information will be communicated to students and families, visit the Communication/Family and Community Engagement section of our reopening plan.

School Schedules

To the extent possible, students will remain in cohorts. Cohorts will be determined by the student’s last name:

  • Cohort A: Students with last names beginning with A-L
  • Cohort B: Students with last names beginning with M-Z

In-Person Instruction Model with all students in the building 

Equity is at the forefront of our instructional models. We recognize the importance of students receiving in-person instruction.  However based on our resources and building capacity we are prepared to implement a phased-in or hybrid model combining in person instruction and remote learning at various times throughout the year.   

Under recently released NYS Guidelines it would be difficult to bring all students back and meet the necessary safety requirements. Should there be a change, most specifically with the social distancing mandate, we would resume as normal with PPE considerations.  

Hybrid Learning Model 

Half the students will attend in-person classes in school buildings for two days per week, while the other half will work remotely either independently or virtually.

Other Considerations for K-12 (or certain grade levels) 

  • On Wednesdays, Cohorts will have in-person classes on a rotating schedule. i.e. Cohort A will have in-person classes during week 1; Cohort B will have in-person classes during week 2.
  • All students attending, based on building and class sizes and on modified school schedule 

The Carmel Central School District Hybrid Model:

Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

Cohort A 

Cohort A

Cohort A/B will rotate each week to allow for additional time in school for students 

Cohort B

Cohort B

A-L in school 

A-L in school 

M-Z in school 

M-Z in school 

M-Z Remote

M-Z Remote 

A-L Remote 

A-L Remote 

  • Cohort A
    • Attends in-person on Monday & Tuesday
    • Attends remotely on Thursday & Friday
  • Cohort B
    • Attends remotely on Monday & Tuesday
    • Attends in-person on Thursday & Friday
  • Cohorts will rotate on Wednesdays of each week to allow for additional time in school for students

Elementary Hybrid Schedule

Monday &

Tuesday

Monday &

Tuesday

Wednesday

Thursday &

Friday

Thursday &

Friday

A/A

B/B

C (A & B)

A/A

B/B

In Person

Remote

·  Attendance/ SEL

·  Core Subject

·  Special Area

·  RTI Teachers

Rotating In-Person/Remote

·  Classroom teacher

·  Optional Special Area Office Hours

·  Special Area Staff

Remote

·  Attendance/ SEL

·  Core Subject

·  Special Area

·  RTI Teachers

In Person

Middle School Hybrid Schedule

Homeroom

7:55

8:15

Period 1

8:15

8:54

Period 2

8:56

9:35

Period 3

9:37

10:16

Period 4

10:18

10:57

Period 5

10:59

11:38

Period 6

11:40

12:19

Period 7

12:21

1:00

Period 8

1:02

1:41

Period 9

1:43

2:22

  • Time for homeroom allows for S/E/B Check-ins and safe entry to the building and classrooms
  • All periods are 39 minutes
  • Two-minute class change to save time (Grades 5/6 are rarely moving and no lockers until cold weather).
  • Periods in green are lunch for each grade. Students can eat safely in cafeteria; lunches will take place in two “shifts” per period
  • Students will be dismissed in small groups. Main Lobby will close at 2:10 PM.

High School Hybrid Schedule

11-period Staggered Schedule

  

A small number of sections of upperclassmen classes will move to 10th & 11th period. This was done so with the understanding that many of upperclassmen will drive or be dropped off at school, stay after school to attend extra help sessions, engage with their clubs/activities, and participate in athletics (if allowed by New York State)

The staggered schedule allows us to align to New York State Re-Opening guidance and accomplish the following: 

  • Create more social distancing at major transitions, such as, arrival, dismissal. 
  • Allow for greater social distancing during transitions, in the cafeteria, common areas, and CHS Library. 
  • Reduce the density in large classes that share space, such as, physical education classes. 
  • Provide more opportunities for students to meet with counselors, clinicians and teachers without missing direct classroom instruction on days they attend school 
  • Offering classes during 10th and 11th period may allow a student to take a class they typically could not have due to scheduling conflicts during the regular 9 period day 
  • Starting class later will hopefully allow students to get more sleep, which studies have shown has a positive impact on adolescents’ physical and mental health  

Grade Level Considerations for Hybrid Model

  • Grades K-4 
  • Synchronous and asynchronous learning, Monday-Friday.
  • AA/BB Schedule with Cohorts rotating each week for in-person learning on Wednesdays
  • Feedback would be provided on remote work when the children return to in-school learning
  • Cohort by last names keeping families together
  • TBD (minutes) “in real time”  instruction/communication with teacher
    • Grading procedures and family communication consistent to prior protocols.  
  • Specials will not be provided on remote learning days unless scheduling allows
  • Grades 5-6 
  • Synchronous and asynchronous learning
  • AA/BB Schedule with Cohorts rotating each week for in-person learning on Wednesdays
  • Remote days will either be screen-share audio share with in-class video OR separate project-based learning assignments. 
  • Cohort by last names keeping families together
  • TBD (minutes) “in real time”  instruction/communication with teacher
  • Grading procedures and family communication consistent to prior protocols. 
  • Follow nine-period day
  • Teams will determine core instruction. Students will not change rooms (teachers will)
  • No Mixing for Special Areas (Art/PE, etc.)
  • Remote Learning assignments would include Project-Based, Fluency Practice, and following teacher lessons via Screen-Share

  • Grades 7-8
    • AA/BB Schedule with Cohorts rotating each week for in-person learning on Wednesdays
    • Remote days will either be screen-share audio share with in-class video OR separate project-based learning assignments. 
    • Students check in everyday
    • Grading procedures and family communication consistent to prior Follow nine-period day
    • Bell stagger and locker-use restrictions
    • Math, ELA, and Science levels (Earth Science, Algebra, Math Support, etc.) make Core scheduling impossible
    • Remote Learning assignments would include Project-Based, Fluency Practice, and following teacher lessons via Screen-Share
  • Additional Considerations for Grades 5-8
    • Operates on a 50% capacity A-L (A) and M-Z (B)
    • Extended Entry and Exit times for students
    • Longer Homeroom = Shorter Periods
    • 2-3 days in person / 3-2 days Remote Learning
  • Grades 9-12
    • AA/BB Schedule with Cohorts rotating each week for in-person learning on Wednesdays
    • Remote learning days will work on assignments that reinforce or continue curriculum for respective classes
    • Students check in everyday
    • Grading procedures and family communication consistent to prior protocols. 
    • In addition to live interaction, teacher created videos, voice over PowerPoints and other District created materials, teachers can also utilize District approved online platforms as supplemental materials in their teaching. 
    • Consistency for Students/Teachers of 40 minute periods​
    • Staggering schedules, allows for greater social distancing for arrivals, dismissals, transitions and in cafeteria/frees​
    • Opportunities for students to meet with counselors 
    • Allows for greater social distancing in large classes, i.e., Physical Education​
    • 9th grade classes begin earlier vs. 12th grade classes end later. This will create less density in periods throughout day​
    • Minimal structural change to current Master Schedule
    • Smooth Transition from 50% to 100% schedule or Distance Learning

Options/Considerations to be discussed:

  • Teachers will have the ability to share their screen with both remote and classroom learners (e.g., smart board) simultaneously
  • Scheduling specials and electives

Remote Learning Model

Elementary Remote Schedule

Monday &

Tuesday

Monday &

Tuesday

Wednesday

Thursday &

Friday

Thursday &

Friday

A/A

B/B

C (A & B)

A/A

B/B

·  SEL

·   Content areas

·  Remote Learning

·  Support Services/small group

·  RTI

·  Special Area

·  SEL

·  Special Area

·  RTI 

·  Remote Learning

·  Distance Learning

·  Specials

·  Teacher/ Student Check in

·  SEL

·  Attendance/SEL

·  Classroom Teacher

·  Remote Learning

·  Support Services/small group

 

9:20 to 10:00

·   SEL

·  Special Area

·  RTI Teachers

·  Teacher/ Student Check in

 

9:20 to 10:20

·  SEL

·  Classroom Teacher

·  Support Services/Small Group

·  RTI

·  Special Area

 

Middle School Remote Schedule

Grade 5

5-Day Week

Start Time

End Time

Monday

Tuesday

Wednesday

Thursday

Friday

ATTD & SEL

8:00

8:15

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Work Rollout

8:15

9:10

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Work Rollout

9:15

10:16

Core Teacher 2 

Core Teacher 2 

Core Teacher 2 

Core Teacher 2 

Core Teacher 2 

Ind. Practice / Lunch

10:18

10:57

Self-Directed

Self-Directed

Self-Directed

Self-Directed

Self-Directed

Period 5 Special

10:59

11:38

Rotations/PE 

Rotations/PE 

Rotations/PE 

Rotations/PE 

Rotations/PE 

Core Work  Rollout

11:40

12:19

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Work Rollout

12:21

1:00

Core Teacher 2 

Core Teacher 2 

Core Teacher 2 

Core Teacher 2 

Core Teacher 2 

Period 8 Special

1:02

1:41

Rotations/PE 

Rotations/PE 

Rotations/PE 

Rotations/PE 

Rotations/PE 

Period 9 Special

1:43

2:22

BOC/RTI

BOC/RTI

BOC/RTI

BOC/RTI

BOC/RTI

Grade 6

5-Day Week

Start Time

End Time

Monday

Tuesday

Wednesday

Thursday

Friday

ATTD & SEL

8:00

8:15

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Work Rollout

8:15

9:10

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Work Rollout

9:15

10:16

Core Teacher 2 

Core Teacher 2 

Core Teacher 2 

Core Teacher 2 

Core Teacher 2 

Period 4 Special

10:18

10:57

BOC/RTI

BOC/RTI

BOC/RTI

BOC/RTI

BOC/RTI

Ind. Practice / Lunch

10:59

11:38

Self-Directed

Self-Directed

Self-Directed

Self-Directed

Self-Directed

Period 6 Special

11:40

12:19

Rotations/PE 

Rotations/PE 

Rotations/PE 

Rotations/PE 

Rotations/PE 

Core Work Rollout

12:21

1:00

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Teacher 1

Core Work Rollout

1:02

1:41

Core Teacher 2 

Core Teacher 2 

Core Teacher 2 

Core Teacher 2 

Core Teacher 2 

Period 9 Special

1:43

2:22

Rotations/PE 

Rotations/PE 

Rotations/PE 

Rotations/PE 

Rotations/PE 

Grade 7

   

Grade 8

  

High School Remote Schedule is the same as in the Hybrid Model.

Grade Level Considerations for Remote Model

  • Grades K-4
    • Synchronous and asynchronous learning
    • Live (virtually/in real time) instruction with teacher every day. Cohort A in the morning and Cohort B in the afternoon. Times developmentally aligned with best practice K-2 (25-35 minutes) 3-4 (30-40 minutes) 5-6 (35-45 minutes) 
    • Additional virtual meetings with individual or smaller groups of students as determined appropriate
    • Teacher is available to students every day in real time
    • Grading procedures and family communication consistent to prior protocols. 
    • Daily specials, RTI, and support services as needed
  • Grade 5-6 
    • Synchronous and asynchronous learning
    • Live (virtually/in real time) instruction with teacher every day, 2x a day (morning and afternoon blocks). Start times: 8:20 a.m. and 9:20 a.m. (Gr. 5 and 6); 11:44 a.m. (Gr. 5); 12:26 p.m. (Gr. 5 and 6); 1:08 p.m. (Gr. 6)
    • Attendance and social emotional check-ins begin before 8:20 a.m.
    • Microsoft Teams sessions: 20-30 minutes at the approximate time of day the class meets
    • To minimize transitions, the team may block their instruction in other ways. Students, however, should have 80-100 minutes per day of screen time with teachers.
    • Core Blocks may follow Hybrid Schedule, but teachers can utilize highlighted time as needed.
    • Additional virtual meetings with individual or smaller groups of students as determined appropriate  
    • Teacher is available to students every day in real time  
    • Student work will be graded as is age appropriate. Grading procedures and family communication consistent to prior protocols
    • Special Areas will rollout w/ groups at period start times (20-30 minutes each)
    • Remote Learning assignments would include Project-Based, Fluency Practice, and following teacher lessons via Screen-Share”
    • Daily lesson will have a check-in procedure (attendance)
  • Grades 7-8  
    • (AA/BB Model)
    • Live (virtually/in real time ) instruction with teacher
    • Teacher is available to students every day  in real time
    • Lesson are divided into mini lesson and time for student work with feedback from teacher and check in opportunities
    • Daily lesson will have a check- in procedure for each period (attendance)
    • Grading procedures and family communication consistent to prior protocols. 
    • Rollouts occur at period start times
    • 15-20 minutes of video instruction
    • 15-20 minutes of independent practice
    • Period 1 teachers will begin social emotional check-ins and homeroom attendance prior to 8:20 a.m.
    • Remote Learning assignments would include Project-Based, Fluency Practice
  • Additional Considerations for Grades 5-8
    • Operates on a 0% in-school capacity
    • Teachers in classrooms for resources
    • Attendance taken once per day (Homeroom/Period 1)
    • 8-10 Teams sessions per week for each teacher
  • Grades 9-12  (No AA/BB Model)
    • Live (virtually/in real time ) instruction with teacher, pre-recorded lessons and other instructional resources
    • Teacher is available to students every day in real time
    • Lesson are divided into mini lesson and time for student work with feedback from teacher and check in opportunities
    • Daily lesson will have a check-in procedures (attendance)
    • Grading procedures and family communication consistent to prior protocols. 

 Considerations /Options to be discussed:

  • Format of Instruction/teacher communication on the “remote day”
  • Considering altering schedule based on instructional/scheduling needs 

Career and Technical Education (CTE)

While planning for CTE instruction, whether in-person, remote or hybrid models, Carmel Central School District has collaborated with Putnam Northern Westchester BOCES (PNW BOCES) to ensure high school instructional plans are aligned.  PNW BOCES has developed models that ensure NYS learning Standards, applicable industry certification requirements, clinical and work based learning hours have been met.  In addition, their plans follow all NYS/DOH health and safety guidelines and social distancing.