The CVES Special Education Division believes that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature intellectually, emotionally, physically, and socially despite challenges and obstacles.

As we plan to reopen school this fall, the health and safety of our students, employees, families, and communities are at the forefront of each decision made. In addition to the ongoing health risks of COVID-19 transmission, we recognize the toll that the abrupt transition to all-remote learning has had on our students, teachers, staff, and families. This plan is intended to articulate the adaptive design of our learning model in the coming year to accommodate changing conditions and evolving guidance from state and health officials.

Opening of School: September 2020

This opening schedule allows each building to be better prepared for the significant shift in routine that is required for in-person instruction to keep all students and staff members of our school community safe.

• Week of Sept. 2-3
  • Superintendent’s Days – Staff only
• Week of Sept. 8
  • Traditional Model 2: WAF- Autism Program and ITSP; Mineville- Life Skills
    • Focus on social emotional needs, assisting students in the reorientation to school environment and explicit teaching of safety procedures followed with regular reminders moving forward.
  • Remote Model 1: WAF: Life Skills and Academics; Mineville- Academics
• Week of Sept. 14
  • Traditional Model 2: WAF- Autism Program and ITSP; Mineville- Life Skills
    • Curriculum instruction begins and ongoing reminders of safety procedures continue.
  • Traditional Model 2: WAF- Life Skills and Academics; Mineville- Academics
    • Focus on social emotional needs, assisting students in the reorientation to school environment and explicit teaching of safety procedures followed with regular reminders moving forward.
  • Week of Sept. 21
    • Traditional Model 2: WAF- Life Skills and Academics; Mineville: Academics
      • Curriculum instruction begins and ongoing reminders of safety procedures will continue.

 

Face Covering Required by Students and Staff

Except for meals, and short breaks with appropriate social distancing.

Attendance Expectations

Attendance of all school-age students of compulsory age and who attend a CVES program will have their attendance taken daily in accordance with established NYSED guidelines and CVES reporting procedures.

Microsoft Teams

To prepare for multiple modes of learning, Microsoft Teams will be used in all classrooms as a part of the instructional design for the 2020-2021 school year. This instructional platform will go into effect at the start of the school year to establish and to build student confidence and to ease transitions between levels of our school continuum model.

• Each classroom will have their own Microsoft Team that includes all classroom and related service providers.

 

Models for School Continuum

Level 1	Level 2	Level 3	Level 4	Level 5
Traditional Model 1   – Normal building use	Traditional Model 2 – Staff & students in building – WITH mitigation in place (face masks, social distancing) – Restrictions in building use for public health safety	Hybrid Model – Cohort Model – Blend of in-person and remote learning (i.e. AA, BB) – WITH mitigation in place (face masks, social distancing)	Remote Model 1 – ALL students learning remotely from home. – Staff instructing remotely from school	Remote Model 2 – ALL staff & students learning/ teaching from home. – NO one on campus

 

LEVELS 1-2: Traditional Models 1 & 2

Allows for normal building use with in-person instruction and ranges to the addition of mitigation in place along with restrictions for public building use.

LEVEL 3: Hybrid Model

This hybrid model allows students to receive in-person instruction, reduces student population in the building by 50% and allows for a deep cleaning between the two groups of students within each classroom. It also provides two consecutive days of in-person instruction, inclusive of related services.

 

 

Hybrid Model Schedule

Monday	Tuesday	Wednesday	Thursday	Friday
Group A In-Person Group B Remote Learning	Group A In-Person Group B Remote Learning	Groups A & B Remote Learning	Group B In-Person Group A Remote Learning	Group B In-Person Group A Remote Learning

LEVELS 4 & 5: Remote Models 1 & 2

During the school closure period, our remote learning model has been successful with high student engagement and strong parent communication. We will continue to build upon these successes throughout the 2020-21 school year. Our goal continues to be delivering quality programming, services, and supports to our students and families in an innovative way.

 

Instructional Expectations

Teachers will create lessons to meet students at their instructional level and will bring them to grade level expectation through differentiated lessons, using video and small group or 1:1 follow-up via video, audio, or Teams meeting.

Academic/ITSP/Life Skills

• Daily – teachers or teaching assistants will deliver new live instruction/instructional videos at least 10 minutes in length in each course.
• Daily – teachers or teaching assistants will provide a 45 minutes block of time for student office hours to assist with completing learning activities.

Autism

• Daily – teachers will deliver new live instruction to each student. Length of lesson will vary across students and may include group lessons with other students.
• Daily – teachers will contact parents of students to provide consultation for working on activities/goals. Teachers will provide supplemental materials to parents to work on in between live lessons.

All instruction is aligned to the New York State learning standards and is provided by a NYS Certified Teacher in collaboration with the certified classroom teaching assistant. This includes:

• Attendance procedure
• Curriculum based instructional objectives
• Guided and independent practices
• Curriculum based measurements
• Goal based instruction as outlined in IEP
• Related services as outlined in the IEP
• Progress monitoring toward IEP goals
• Brain break activities
• Strong focus on Social Emotional Learning
• Progress and quarterly reports communicated following school calendar

Work Experience: students will continue to develop their Career Development and Occupational Studies using the Virtual Job Shadow online program with activities assigned by classroom teacher.

A weekly schedule will be created for each student and shared with their family by the classroom teacher. The goal is to organize instructional learning and related services, individualized for each student, and to clearly communicate expected learning opportunities.

 

Sample Individualized Student Schedule
Monday	Tuesday	Wednesday	Thursday	Friday
9 a.m. Morning Meeting via TEAMS Video (class)	9 a.m. Morning Meeting via TEAMS Video (class)	9 a.m. Morning Meeting via TEAMS Video (class)	9 a.m. Morning Meeting via TEAMS Video (class)	9 a.m. Morning Meeting via TEAMS Video (class)
10 a.m. ELA Activity via TEAMS Video (1:1)	10 a.m. Math Activity via TEAMS Video (1:1)	10 a.m. ELA Activity via TEAMS Video (1:1)	10 a.m. Math Activity via TEAMS Video (1:1)	10 a.m. Group Activity via TEAMS Video (1:1)
A.M. Classroom TEAMS Post – Movement Break	A.M. Classroom TEAMS Post – Movement Break	A.M. Classroom TEAMS Post – Movement Break	A.M. Classroom TEAMS Post – Movement Break	A.M. Classroom TEAMS Post – Movement Break
11:30 PT Session via TEAMS Video	11:30 Art Instruction, TEAMS Video (class)	11:30 OT Session via TEAMS Video	11:30 PT Session via TEAMS Video	11:30 OT Session via TEAMS Video
P.M. Classroom TEAMS Post – Independent Activity	1 p.m. ELA Activity via TEAMS Video (small group)	1 p.m. PE Instruction TEAMS Video (class)	1 p.m. ELA Activity via TEAMS Video (small group)	P.M. Classroom TEAMS Post – Independent Activity
1:30 p.m. Speech via TEAMS Video (1:1)	2 p.m. SEL Activity via TEAMS Video (class)	1:30 p.m. Speech via TEAMS Video (1:1)	2 p.m. SEL Activity via TEAMS Video (class)	1 p.m. – Parent Phone Call

 

All student/family contact will continue to be documented within SchoolTool.

Related Service Providers (RSPs)

• RSPs will provide appropriate teletherapy in line with each student’s IEP.
• RSPs will continue to provide teletherapy through established emails within calendar on Teams.
• We will follow the same teletherapy procedures established and outlined in our School Closure OT/PT Related Service Provider Continuity of Service Plan.
• RSPs will complete the Student Plan for Delivery of Services-Remote in partnership with parents and guardians for each student.

 

Equity

Students without access to technology or internet will be referred immediately to the building principal who will:

• engage with the CVES Technology Department and the home-school to assist with issuing a device.
• contact the family to offer support in working with outside agencies in securing internet connection. In cases where internet connection is not possible, instruction will be individualized to meet the family/student needs.

School Counselors will be available to support and meet with students who need added emotional support.

Curriculum materials will be differentiated according to student need and translated to ASL and/or different languages, as needed.

Communication

CVES will strengthen and maintain consistent communication with families, in addition to students and staff.

• CVES BOCES is prepared to provide all communications in the home language(s) of all students and families in our service area. All written plans are available in print or on the website in a format that is compliant with ADA protocols for accessibility for screen readers for the visually impaired. Interpretative services can be made available as needed.
• CVES has been posting health and safety instructions, and health resources on its website since March 2020, and will continue to update this information on an ongoing basis. This information has also been posted to the CVES Facebook pages (main page and divisional pages).
• CVES teachers & related service personal will maintain direct contact with families via phone and or email/online.
• Parents may contact building Principals via phone or email.