During Remote Snow Days the following grade level schedules and modes of instruction will be in effect: 

• Electronic Devices will not be sent home. Work will be sent home in advance by teachers and/or sent to parents via email by 9:00 am on Remote Snow Days

• Classroom teachers will send an email link to parents providing a Google Meets/Zoom invite where they will be available to provide synchronous and asynchronous instructional assistance from 10:00 AM to 11 :00 AM

• AIS and Special Subject Area Teachers will send an email link to parents providing a Google Meets/Zoom invite where they will be available to provide synchronous and asynchronous instructional assistance from 1 :00 PM to 2:00 PM

• Each Remote Snow Day the special subject area teachers will work with a different group of grades.

• The special subject area teachers will coordinate with the regular classroom teachers to send instructional materials home with the respective grade levels.

• Special Subject Area Teachers will send an email link to parents providing a Google Meets/Zoom invite where they will be available to provide synchronous and asynchronous instructional assistance for the appropriate scheduled time.

• ​Music Teacher - Grades 3-4

• Library & Technology Teacher - Grades 1-2

• ​Art Teacher - Grades PK-K

• Physical Education Teachers -PK-K

• Art Teacher - Grades 1-2

• Library & Technology Teacher - Grades 3-4

• Music Teacher - Grades PK-K

• Physical Education Teachers - Grades 1-2

•  Art Teacher - Grades 3-4

•  Library & Technology Teacher - Grades PK-K

• Music Teacher - Grades 1-2

• Physical Education Teachers - Grades 3-4

All work completed by the next day will count as attendance and/or showing up on Google Meets/Zooms will count for attendance credit 

On Remote Snow Days all students in grades 5-12 will follow Schedule 1 or Schedule 2 according to the two- hour delay schedules provided below. 

Synchronous and/or asynchronous work will be provided to students from their respective classroom teachers through Google Classroom and/or Zoom. 

Attendance credit will be given to students who participate remotely through Google Classroom/Zoom or by submitting the activities and assignments assigned on the Remote Snow Day when they return to school on the following regular in-person school day. 

• Homeroom: 9:35-9:40​

• ​Period 1: 9:43-10:21​

• Period 2 :10:24-11 :02​

• Period 5:  11 :05-11 :47​​

• Period 5 lunch: 11:05-11:35​ ​

• Period 6: 11:38-12:20​

• Period 6 lunch:  11:50-12:20​ 

• Period 7:  12:23-1 :05​

• Period 8: 1:08-1:50​

• Period 9: 1 :53-2:35​ 

• Homeroom : 9:35-9:40​

• ​Period 3: 9:43-10:21​

• Period 4 :10:24-11 :02​

• Period 5:  11 :05-11 :47​​

• Period 5 lunch: 11:05-11:35​ ​

• Period 6: 11:38-12:20​

• Period 6 lunch:  11:50-12:20​ 

• Period 7:  12:23-1 :05​

• Period 8: 1:08-1:50​

• Period 9: 1 :53-2:35​ 

Synchronous learning: is when classes occur on set schedules and time frames. Students and instructors are online at the same time in synchronous classes since lectures, discussions, and presentations take place at specific hours. All students must be online at that exact time in order to participate in the class. 

Asynchronous learning: lets students complete their work on their own time. Students are given a timeframe during which they need to connect to their class at least once or twice. The good news is that in asynchronous courses, you could hit the books no matter what hour of day (or night). 

• All students will follow their "Remote Emergency Day" school schedule including study halls and lunch periods.

• Students cannot enter a class's virtual session until the beginning of the period and they must exit once the period is over or when the teacher ends the session.

• Students should attend a virtual session in a quiet location.

• Students are to stay on mute until the teacher directs them to unmute.

• Students are to be respectful in all chats and other types of digital correspondence.

• Students are to be respectful during class. This means, listen to the teacher and your classmates.

• Students are to use the virtual class sessions to learn new materials, revisit assignments, and ask for help.

• Students are not allowed to record contact time sessions.

• If a student witnesses a classmate not meeting an expectation, they are to notify their teacher immediately.

• If you are having difficulties email your teacher or guidance counselor.

• Teachers should be instructing students virtually via Google Meet or Zoom, which can be accessed in your Google Classrooms.

• Please make sure all students are on your Google Classroom rosters, including study halls.

• Teachers should begin the meeting at the assigned start time of the class and end the session at the regular end time of the class.

• Teachers should use the lesson structures as they would regularly use. If students are working independently, they should stay on the Google Meet/Zoom until the class is over.

• Teachers should take attendance via Schooltool based on who attends the Google Meet/Zoom.

• For study halls, teachers should stay on the Google Meet/Zoom in case a student needs assistance with work they are completing.

• All case managers and service providers will reach out and teach the students, provide support, and evaluate if additional assistance is needed. Our special education teachers will provide services during the virtual classes and within the students' Learning Management Systems. 

• Our special education teachers will adapt all digital and hard copy instructional assignments (when applicable) to provide accommodations and modifications. 

• Finally, our related service providers (school counselors, social workers, school psychologists, and speech therapists/pathologists) will provide services for their students during virtual teletherapy sessions and phone calls. 

• Specifically, the Roscoe Central School District is providing equitable access for students with disabilities to pa1iicipate in the continuity of learning provided to all students by completing the following: 

  • General Education and Special Education teachers collaborate through our Learning Management Systems, virtual lessons, and during the creation of hard copy assignments to provide equitable instruction that is aligned with our students' IEP goals, accommodations, and modifications for our integrated co-taught classes.

  • Self-contained classroom Special Education teachers will continuously differentiate their educational materials (digital and hard copy) in alignment with our students' IEP goals, accommodations, and modifications.

  • Related service providers are aligning their teletherapy, telephonic sessions, and asynchronous sessions to their students' specific IEP goals, modifications, and accommodations.

• Our Special Education teachers and Related Service Providers are progress monitoring our students' IEP goals and are providing educational accommodations and  modifications. Examples of the provided accommodations and modifications are as follows: 

  • Assignments and assessments read (via Google Hangout Meet/Zoom virtual sessions and • phone calls).

  • Recorded directions.

  • Extended time for assignments and assessments.

  • Students were taught and are using a text to speech application with our Chromebooks.

  • Students were taught how to share their virtual session (Google Hangout Meet) screen so the teacher can supp01i in real time.

  • Enlarged text.

  • Modified curriculum.

  • 1: 1 specialized instruction using Google Hangout Meet virtual sessions and phone calls.

• ENL teachers collaborate with their co-teachers through our Learning Management Systems​ and during the creation of in person hard copy assignments to provide equitable instruction, accommodations, and modifications that are aligned with our students' language acquisition and English Language proficiency needs according to Part CR 154. 

• ENL teachers will provide accommodations, modifications, and assignments for our students who participate during in person and virtual "Stand-Alone classes" to support their language acquisition and English Language proficiency needs according to Part CR 154.

• Our ENL teachers are providing the following instructional strategies and/or tools to support our MLL students' development of English language proficiency: ​

  • Translated digital and hard copy assignments and assessments

  • Google translate to support with translation

  • Scaffolded assignments to support with comprehension

  • Extended time for assignments and assessments

  • 1: 1 specialized instruction using Google Hangout Meet/Zoom virtual sessions and phone calls

• School Schedule- All departments/grades will use traditional assignments and Google Classroom. The work will include materials that focus on the New York State Learn ing Standards that will prepare our students for the New York State Regents Examinations and/or their respective courses' standards-based expectations.

• Academic Expectations- Students will be held accountable through our traditional grading practices including grade averages generally consisting of assessments and activities that will calculate learning, effort, and attendance. It is expected that all students actively and fully participate in the coursework and complete assignments with academic integrity.

• Attendance- Attendance will be taken during all remote class sessions and attendance credit will be given for those students who submit the completed work assignment the following school day. Students are expected to attend all scheduled classes. Consistent with the importance of classroom participation, unexcused absences or remote assignments not completed could affect a student's class participation grade for the marking period.