A. Under the reopening guidance, all schools must provide 180 days of instruction each school year to their students. Instructional days shall be counted for programs that are delivered in-person, remotely, or through a hybrid model. School districts determine their local schedules based on need.

 

If a school determines that their students are best served by a fully remote schedule, a rotating in-person schedule, combined with remote learning or a fully in person schedule, this is allowable under the guidance as long as the 180 days of instruction is adhered to, the plan for instruction is in the best interest of the students, and it includes regular and substantive interaction with an appropriately certified teacher regardless of the delivery method (e.g., in person, remote or hybrid).

Q2. The summary of the reopening guidance cites flexibility with the 180 minutes per week Unit of Study requirement. What flexibilities exist for the Unit of Study requirement?

 

A. The definition of a “unit of study” has been revised in Commissioner’s Regulations §100.1(a) to clarify flexibilities for student learning. The revised definition states, “Unit of study means at least 180 minutes of instruction per week throughout the school year, or the equivalent. Equivalent shall mean at least 180 minutes of instructional time for instruction delivered in a traditional face-to-face model or through alternative instructional experiences, including, but not limited to, through digital technology or blended learning, that represents standards-based learning under the guidance and direction of an appropriately certified teacher. Instructional experiences shall include, but not be limited to, meaningful and frequent interaction with an appropriately certified teacher academic and other supports designed to meet the needs of the individual student and instructional content that reflects consistent academic expectations with those of in-person instruction. Any alternative instructional experience must include meaningful feedback on student assignments and methods of tracking student engagement.”

• completing online modules or tasks;
• viewing instructional videos;
• responding to posts or instructor questions;
• engaging with other class participants in an online or phone discussion;
• conducting research;  doing projects; or
• meeting with an instructor face to face, via an online platform, or by phone.

Q4. The reopening guidance states, “Any alternative instructional experience must include meaningful feedback on student assignments and methods of tracking student engagement.” How can educators provide meaningful feedback when they’re not engaged in in-person instruction?

A. Meaningful feedback can be provided whether students are engaged in in-person, remote, or hybrid (combination of in-person and remote) instruction. For example, a teacher may provide meaningful feedback by physically marking students’ work and returning it to them when in-person (if engaged in a hybrid approach), or via a delivery system established by the district or a digital platform, phone, email or text (if engaged in remote instruction).

Q5. The reopening guidance states, “Any alternative instructional experience must include meaningful feedback on student assignments and methods of tracking student engagement.” How might educators and schools track students’ engagement in alternative instructional experiences?

A. Students’ engagement in alternative instructional experiences can be tracked by recording students’ inclusion in any instructional experience, including, but not limited to, time spent: 

• completing online modules or tasks;
• viewing instructional videos;
• responding to posts or instructor questions;
• engaging with other class participants in an online or phone discussion;
• conducting research;
• doing projects; or
• meeting with an instructor face to face, via an online platform, or by phone.

Q6. Do students need to participate in a specific number of minutes of instruction in order to earn a unit of credit?

A. The unit of study requirement of 180 minutes of instruction per week, or the equivalent, represents the educational opportunity provided for students’ engagement in a course of study. While schools should consider the time requirement of 180 minutes of instruction/week as a benchmark for comparison when designing and delivering aligned to the commencement level standards in alternative modalities, the instructional priority should be to prepare students to meet the learning outcomes for the course. It is required that students have substantive interaction with a certified teacher so that their learning is supported. Actual time spent to meet the learning outcomes may vary by student. Any student who achieves the learning outcomes for the course must be granted the unit of credit for such course, if applicable.

Q7. What should be considered when designing quality remote instruction?

A. Remote instruction must be thoughtfully and strategically designed and will vary based upon available resources, and both student and teacher access to technological tools and connectivity. When designing the instruction that will be delivered remotely, schools should strive to provide an educational program that is comparable to that which students would have received if they were in attendance at the school building. The following questions should be considered when designing remote instruction: 

• Is the remote instruction standards-based?
  • Are all instruction, curriculum materials, assignments and projects based on the NYS learning standards?
• Is the remote instruction student-centered and differentiated to meet individual students’
  needs?
  • Does the provided instruction support students’ prior knowledge?
  • Is the provided instruction designed to progress learning?
  • Are students’ personal circumstances, level of home support, knowledge of
    technology, materials and access to connectivity and devices considered?
  • Does the provided instruction accentuate student voice and choice?
•  Is the remote instruction interactive?
  • Are there ample opportunities for students to connect and communicate with teachers and peers, utilizing one or more of the following:
    • email,
    • text,
    • exchange of written, audio, or visual communication (i.e., mail exchange,
      transfer of data storage device, etc.),
    • phone calls and teleconferencing, and/or
    • real-time video conferencing?
• Does the remote instruction include personalized feedback to inform students of their
  progress, support students toward meeting the intended learning outcomes, and guide
  future instruction?
  • Is teacher feedback provided on independent and group assignments?
  • Are there opportunities to provide and receive peer feedback?
  • Do students have opportunities to self-assess their learning?
  • Are students provided opportunities or methods to seek support from teachers,
    as needed?
  • Do teachers provide and allow time for reflective questioning during live discussion groups?

Districts shall use a district developed procedure, to be applied uniformly at each grade level, for determining which students are entitled to such services. Districts may consider students’ scores on multiple measures of student performance, which include, but are not limited to, one or more of the following measures: 

• Developmental reading assessments;
• Benchmark and lesson embedded assessments;
• Common formative assessments;
• Unit and lesson assessments;
• Results of psychoeducational evaluations; and
• Diagnostic screening for vision, hearing, and physical disabilities as well as screening for possible disabilities pursuant to Commissioner’s Regulations Part 117. 

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