2020/2021 Continuity of Learning Plan - Park School

 
2020/2021 Continuity of Learning Plan - Park School
2020/2021 Continuity of Learning Plan
2020/2021 Continuity of Learning Plan - Park School
TABLE OF CONTENTS
 Intro to Mission and Vision .............................................................................................................3
 Definitions......................................................................................................................................4
 Communication ..............................................................................................................................5
    How will the school contact me? ............................................................................................. 5
    How should I contact the school? ............................................................................................ 6
 Daily Safety Logistics.......................................................................................................................7
    Is my child healthy to attend school? ...................................................................................... 7
    Drop Off and Late Arrivals ........................................................................................................ 8
    Pick Up ...................................................................................................................................... 8
    Cohorts: Who Will My Child be in Contact With During The Day? ........................................ 10
    Lunch ...................................................................................................................................... 11
 Campus Space .............................................................................................................................. 12
    Indoor Classrooms .................................................................................................................. 12
    Outdoor Classrooms ............................................................................................................... 13
 Continuity of Learning .................................................................................................................. 14
    General description of options and goals .............................................................................. 14
    Table of technology platforms ............................................................................................... 14
    Roles and Responsibilities ...................................................................................................... 15
    Grades PreK - 6 and Montessori ............................................................................................ 15
    Grades 7-12 ............................................................................................................................ 25
 Social Emotional Learning ............................................................................................................. 31
 Remote Learning Schedules .......................................................................................................... 33
 Parent Tips and Resources ............................................................................................................ 37
    Tips for supporting your child during remote learning .......................................................... 37

                                                                                                                                                  2
2020/2021 Continuity of Learning Plan - Park School
INTRO TO MISSION AND VISION
The Park School engages the whole student in a diverse and creative community
that nurtures the joy and responsibility of active learning in all, from our youngest
learners to our graduates, who leave with the skills essential to college success
and the confidence to serve and lead.

While this year has certainly presented our community with challenges, The Park
School has successfully operated through a measles outbreak and a world
war, and with ingenuity and forward thinking, we will emerge from this pandemic
stronger than ever. It is our commitment to progressive education and the caring
of the whole child that allows us to pivot and take on these challenges to continue
to serve our mission. These past few months, we have engaged all members of
our community to ensure that we are able to reopen safely and provide a joyful
learning environment, all while delivering an academically rigorous and
meaningful program. We are thankful for the innovative and creative faculty and
staff at Park, as well as the dedicated families we serve.

This year more than ever, will require a partnership between family and school,
and we look forward to working with each of you to provide the best experience
possible.

In partnership,
Lisa Conrad

                                                                                    3
DEFINITIONS
Asynchronous work: Classwork to be completed outside of live class meeting time. Students
can access this material at any time, at their own pace. This work may include homework,
recorded video lessons, or links to digital resources.

Concurrent Learning: Periods of instruction when some students are physically present and
others are participating in remote learning. Concurrent learning may occur if a student is
quarantined temporarily, but is still healthy and able to attend remotely, or if a student’s family
elects for 100% remote learning even if the campus is open for in-person instruction.

Cohorts: Groups of students who remain together throughout the day. Cohorts do not
intermingle with other cohorts. A cohort can split to attend two separate classes, but they will
not contact other cohorts during that time.

Remote Learning: Periods of instruction when students are accessing classes from home. This
might occur if a student is temporarily quarantined, but still healthy and able to attend
remotely, or if the entire school must transition to remote learning.

In-Person Learning: Periods of instruction when students are physically on campus for classes.

Social Emotional Learning (SEL): Social-emotional learning encompasses the important
recognition that our emotions impact our ability to learn. Helping students develop skills in
regulating emotion and connecting with others for social support is a key component of our
academic experience. Given the complexity of the pandemic and impact on emotional and
mental health, SEL will be integrated into all aspects of a student’s learning experience.

Synchronous work: Lessons that occur in real time with the teacher. In remote learning mode,
this means that students and teachers meet virtually through Google Meet, or another
technology platform, in real time for instruction, office hours, or small group discussion.

                                                                                                   4
COMMUNICATION
HOW WILL THE SCHOOL CONTACT ME ?
Method              Audience            Description
Email              Parents/guardians, Email will be used for daily communications
                   students, faculty, between teachers and parents/guardians and
                   and staff          students.
                                      All major communications and
                                      announcements, including those from the
                                      Principal and Director, will be provided through
                                      email.
Emergency Call and Parents/guardians, Our emergency call and text notifications will be
Text Alerts        Students, Faculty, used to inform the Park community of urgent
(Blackboard        and Staff          news
Connect)                              and announcements. Particularly those alerts
                                      surrounding campus closure will direct the
                                      community to a more detailed email
                                      communication.
Asynchronous       Students and       Faculty will communicate with students and
Technology         Families           families around coursework and content through
Platforms:                            designated technology platforms that will be
Seesaw, Google                        consistently used the duration of the year,
Classroom,                            regardless of in person or remote learning
OnCampus
Synchronous        Students and       Video platforms will be utilized to allow remote
Technology         families           learners face time with teachers and students.
Platforms:
Google Meet,
Zoom, etc
Park website       Wider community Updates, resources, news stories and general
                                      information will be added to theparkschool.org.

                                                                                          5
HOW SHOULD I CONTACT THE SCHOOL?
Individual                        Role               Responsibilities
Apryle Schneeberger               COVID-19 Safety    Monitor continued compliance and
aschneeberger@theparkschool.org   Response           updating reopening plans and
                                  Coordinator        protocols, facilitate reopening
                                                     activities
Michelle Shadden, RN              COVID-19           Ensure compliance with safety
mshadden@theparkschool.org        Resource           protocols, monitor updates to
                                                     guidance, primary contact for DOH,
                                                     facilitate protocols for positive
                                                     cases
Lisa Conrad                       Principal          Direct education activities and
lconrad@theparkschool.org                            covid-19 policies for full school
Charles Hartney                   Director, Grades   Ensure adherence to school
chartney@theparkschool.org        7-12               education policies and equity
                                                     among students in grades 7-12
Monica Padmanabha             Director, Grades       Ensure adherence to school
mpadmanabha@theparkschool.org Montessori and         education policies and equity
                              PK - 6                 among students in grades PK - 6
Tanja Ilic                    School                 Facilitate programs for social-
tilic@theparkschool.org       Psychologist           emotional wellbeing, coordinate
                                                     with teachers/advisors, monitor
                                                     special education with assistance of
                                                     Accommodations Coordinator

Bill Rider                        Director of        Ensure access to instructional
brider@theparkschool.org          Technology         technology, troubleshoot
                                                     technology issues

                                                                                       6
DAILY SAFETY LOGISTICS
The Park School of Buffalo understands that in order for our students to have a meaningful and
lasting learning experience, they must be healthy and feel safe. As such, we are requiring all
students, faculty, and staff to wear masks, practice increased hand and respiratory hygiene, and
socially distance to the extent appropriate by age. All health and safety guidance are further
elaborated in The Park School of Buffalo Reopening Plan at https://theparkschool.org/covid-
19-resources.

IS MY CHILD HEALTHY TO ATTEND SCHOOL ?
Before leaving home, you should check your child for signs or symptoms of illness. Should your
child exhibit any of these signs or symptoms, please notify the school of absence via the
attendance line (attendance@theparkschool.org or (716) 839-1242 X 143) and contact your
healthcare provider.

 Signs and Symptoms of Illness
 Fever or Chills (above 100oF)           Headache                  Unexplained flush ears or
                                                                   face
 Cough                                   New loss of taste or      Extreme fatigue or
                                         smell                     irritability
 Shortness of breath or difficulty       Congestion or runny       Rapid or difficulty
 breathing                               nose                      breathing
 Fatigue                                 Nausea or vomiting        Frequent bathroom use
 Muscle and Body Aches                   Diarrhea

 Signs and symptoms requiring further action (contact your healthcare provider)

 Fever            Abdominal pain           Vomiting                 Diarrhea
 Neck pain        Rash                     Bloodshot eyes           Feeling extra tired

 Emergency Warning Signs and Symptoms requiring emergency care

 Trouble breathing                            New confusion               Bluish lips or face
 Pain or pressure in the chest that does not Inability to wake or stay    Severe abdominal
 go away                                     awake                        pain

                                                                                                7
DROP OFF AND LATE ARRIVALS
Where do I drop off my child?
Your child/children will be assigned a drop off location based on their age and method of arriving at
school. If you have more than one child, then you will drop off at the health screening station of the
youngest child. You will be provided with a color tag for on your dash to help health screening guide
you to your location, and a map is included to guide you on traffic patterns.

What happens at drop off?
At drop off, you will be asked a series of questions regarding your child’s health, potential exposure and
travel to quarantine states. Your child will also have their temperature taken. Any temperature above
100oF will result in a ‘not cleared’ for in person learning and you will be recommended to see your
healthcare provider. Our school nurse, will follow up with you. If your child is cleared for in person
learning, then they will continue to their first block obligation. For full drop off protocol by mode of
arrival, please consult The Park School of Buffalo Reopening Plans.

Please note, you may not leave your child on campus until they have been cleared by a health
screener.

What if my child is late to school?
If your child is late to school, you should call the front office on arrival to arrange the health screening
before your child may enter campus. In the instance of a prekindergarten friend, you will call the
Bungalow (716) 839-1242 x 127) to arrange the health screening.

Please note, you may not leave your child on campus until they have been cleared by a health
screener.

PICK UP
Where do I pick up my child?
Your child will be picked up at the same station as drop off.

What if my child has an early dismissal?
When you arrive to campus to pick up your child, call the front office (or Bungalow for a prekindergarten
friend) and notify them you have arrived.
What if my child becomes ill during the day?
Your child will be escorted to the Health Office for evaluation and the school nurse will contact you as
appropriate. For full protocol regarding management of an ill person on campus, please consult The
Park School of Buffalo Reopening Plans

                                                                                                               8
Health Screening Stations on Campus:

                                       9
Supply Lists

To further mitigate the spread of COVID-19, we are eliminating the use of shared supplies and limiting
the use of shared equipment to allow for proper cleaning and disinfection. As such, we are asking that
all students have their own supply of such items as pencils, pens, calculators, scissors, glue sticks,
etc. Additionally, to facilitate the effective use of the reimagined indoor classrooms and outdoor
classroom, all students will be provided with a dry erase board, and are required to have a yoga mat and
dry erase supplies. Full supply lists for each division can be found on the OnCampus resource board.
LS Supply List
MS Supply List
US Supply List

COHORTS: WHO WILL MY CHILD BE IN CONTACT WITH DURING THE DAY?

A cohort is a group of students who stay together throughout the day. The cohorts never intermix
during classes, and have been designed to allow for social distancing within classroom spaces, and
furthermore, social emotional and academic needs were considered when determining the cohort
members in Grades 7-12. Montessori and Prekindergarten through Grade 6 are each considered one
cohort per grade level. Park has intentionally limited admission numbers this year to accommodate
increased health and safety needs of our students.
 Grade                              Maximum Cohort Size               Cohort Descriptions
 Montessori and Pre-K               18 each                           Students are divided into two
                                                                      groups to the greatest extent
                                                                      possible given developmental
                                                                      appropriateness and building sizes

 Kindergarten                       16                                Kindergarten will form 1 cohort
                                                                      and has 2 classroom areas to divide
                                                                      for developmentally appropriate
                                                                      activities

 Grades 1-4                         ~14                               Cohorts based on grade

 Grades 5-8                         ~14                               Average cohort size is 12. Cohorts
                                                                      based on academic and social-
                                                                      emotional needs.

 Grades 9-12                        ~14                               Average cohort size is 12. Cohorts
                                                                      based on academic and social-
                                                                      emotional needs.

                                                                                                           10
LUNCH

All students will eat lunch in their cohorts in either their indoor or outdoor classroom, and will practice
appropriate hand hygiene before and after meals, as is detailed in The Park School of Buffalo Reopening
Plan.

How do I order lunch?
A Google Form will be provided by 716 for you to order lunch for your child for the upcoming week.
These forms should be submitted the Friday of the week before.

What options are available?
Ordering the Friday prior, will allow the option for the hot or sandwich meal options, as well as a choice
of drink. Order may be placed the morning of for the sandwich option.

How is lunch delivered to my child in school?
All meals will be prepared and individually packaged in the dining hall by 716 Fresh. They will deliver the
meals to your child’s classroom for contactless pickup and distribution by the teacher.

How do I order lunch if my child is a remote learner?
To order meals in advance and arrange for pickup or delivery, please contact Corey from 716 Fresh at
716fresh@theparkschool.org.

Who do I contact with questions?
For questions on MySchoolBucks or the ordering process, please contact Corey from 716 Fresh at
716fresh@theparkschool.org.

                                                                                                         11
CAMPUS SPACE

INDOOR CLASSROOMS
We will stay true to our core beliefs of progressive and experiential education while adhering
to all safety guidelines. The teachers have reimagined their classroom spaces in order to
maintain the six feet or more physical distance while continuing the essential components a
student needs to learn and have a joyful and successful school experience. All students need
space to move and explore, communicate safely with their peers and teachers, and explore
their learning in diverse ways. Our ample spaces, intentional small groups, and innovative
teachers allow us to provide such an atmosphere to grow the whole child without the use of
barriers or plexiglass shields.

 Grade Levels/Classes                            Assigned Interior Space

 Pre-K                                           The Bungalow

 Montessori                                      The Children’s House

 Kindergarten – Grade 4                          Helen Long

 Grades 5-6                                      Lower Level Library Learning Center

 Grades 7-12                                     Upper level of Library Learning Center, Knopp
                                                 Hailpern Science Center, Hamlin Hall, and
                                                 Stone Hall

 Specials (electives), Aftercare                 Kimball Hall, Rich Gymnasium, Clement Hall,
                                                 and the Dining Hall

                                                                                                 12
OUTDOOR CLASSROOMS
We are fortunate at The Park School that our students are already accustomed to an outdoor
learning environment. This is what separates us from other schools - we have been using
nature to inspire and enhance learning for over 100 years! During this time, we will utilize the
outdoor learning environment throughout the day to provide the students the opportunity
for fresh air, movement, and explorative learning. The required yoga mat will allow each
student their own space to work independently while teacher guidance and instruction is
provided. Each grade will also have a designated location outside that is specific to that class
or cohort, so all can be located easily while a comforting sense of familiarity and routine can
be established. Refer to the outdoor classroom map for a visualization of how expansive and
accommodating our outdoor classrooms are.

                                                                                                   13
CONTINUITY OF LEARNING
GENERAL DESCRIPTION OF OPTIONS AND GOALS
As we head into the new school year, we are preparing for multiple scenarios and modalities.
Whether we are in-person or conducting remote learning, we will provide students with an
exceptional education that reflects Park’s mission of active, personalized instruction that
supports the whole child. This continuity of learning plan will describe the academic program
logistics and goals.

TABLE OF TECHNOLOGY PLATFORMS
To facilitate consistent access and engagement in learning, whether on or off campus, faculty
will use the following technology platforms.

 Grade Level                     Platform                        Notes

                                                                 Facilitates parent/teacher
                                                                 communication and
 PreK, Montessori, Grades K-                                     visual/auditory feedback for
                                 Seesaw
 2                                                               students. An overview of
                                                                 Seesaw for families is available
                                                                 here.
                                                                 Balances communication with
                                                                 student, teacher and parents;
 Grades 3-6                      Google Classroom                engages students in an
                                                                 introduction to Google Suite
                                                                 tools. An overview of Google
                                                                 Classroom is here.

                                                                 Our primary learning
 Grades 7-12                     OnCampus                        management system for middle
                                                                 and upper school.

                                                                                                    14
ROLES AND RESPONSIBILITIES

School: The school will provide consistent communication regarding the student schedule,
academic learning goals, and grading policies. Faculty will be responsible for maintaining good
communication with students and families, and providing substantive feedback on work in
accordance with best practices in assessing student progress.

Student: Students are responsible for completing assigned work on time, and communicating
their needs and concerns with faculty as they may arise. Students are expected to be timely and
responsive in their communication with teachers, and abide by Park’s Life Rules including
maintaining behavioral expectations, responsible use of technology, and academic integrity
expectations outlined in the student handbooks for their divisions.

Parents and Guardians: Parents and guardians play an important role as partners of the school
in supporting the students’ educational experience. We ask parents to communicate concerns
with the appropriate faculty member or administrator in a timely manner so that needs can be
addressed. In addition, helping their students to adhere to the academic policies and
procedures will ensure that, together, we can provide wrap-around support for student growth
either on campus or in a remote learning situation.

                             GRADES PREK - 6 AND MONTESSORI

Attendance Expectation for In-Person and Remote Learning:

   •   During in-person school, students will be marked present for attendance when they
       arrive at their classroom after undergoing the health screen upon arrival. Students will
       not be marked present during the health screen; they must be present in the classroom
       for attendance. We ask parents to follow the drop-off time frame in order to ensure that
       classroom learning begins on time without interruption.
   •   Students, with parent assistance as needed, should log in each morning to participate in
       the morning meeting block. Attendance will be noted in this block.

                                                                                              15
Grading Policy:

   •   For PreK - 6, faculty will outline specific learning outcomes and standards associated
       with each content area. Students will work towards these skills and standards
       throughout the course of the class and receive a narrative assessment of their progress
       at grade reporting time.
   •   A written narrative of a students’ growth and development, academically and socially,
       highlights a student’s readiness level to meet their needs and establish goals. In PreK - 6
       and Montessori, students will not receive letter or numeric grades on their grade
       reports.

Parent Tips for Remote Learning:

   •   Create a unique space for your child and call it their “learning station”. It should be
       clutter free and noise free, so they can focus on their lessons and independent work.
   •   Make sure all the necessary supplies are within reach at their learning station. Your
       child’s teacher will communicate what supplies are needed.
   •   Review the daily schedule with your child and work together so they understand their
       responsibilities.
   •   Everyday make time for play, creativity, outdoor exploration, mindfulness, reading, and
       of course, snack and lunch.
   •   Teachers will communicate with you on how to have reasonable expectations for a child
       to stay on task, complete assignments, and engage safely with others.
   •   Your child’s SEL (social emotional learning) is especially important, so the school and
       parents will work together to ensure there is a sense of community, inclusion, and love.
   •   Remote learning is a specific challenge for families with young children. Even though a
       rich and focused interaction between school and home will continue, help your child
       learn about themselves at this early age. Precious family time and the gift of nurturing
       your child during these times will help to guide them in the development of oneself.

                                                                                                16
Montessori:

 In Person Daily Schedule                       Specials: Montessori students will have the
                                                opportunity to participate in special area
           8:00             Arrival
                                                classes including art, music, library, and
           8:15             MM/Work time        physical education. These classes will rotate
           9:10             Specials            throughout the ‘specials’ block in the schedule
                                                on different days.
          10:00             Snack/Recess
          10:30             Work time
          11:20             Work time
          12:10             Lunch
           1:00             Break
           1:15             Work time
           2:15             Dismissal

Remote Learning Plan for Concurrent Learners:

   •   Schedule: Students should follow the same schedule as in-person students.
       Synchronous video meetings may be available during portions of instruction/group
       activities. Teachers will record designated portions of their day and provide links to
       those recordings on Seesaw.
   •   Teacher expectation: Teachers will work with families to ensure that students have
       access to materials and guidance to support the Montessori exploration and
       engagement activities. Teachers will prepare take-home bags of manipulatives for use
       with lessons. As partners in learning, teachers will communicate with families to assess
       any challenges and work to problem-solve.
   •   Student/Parent expectation: As young students have differing thresholds for screen
       time and digital engagement, we encourage parents to support at-home student
       activities that foster creativity, inquiry, free play, and hands-on learning.

                                                                                              17
M ONTESSORI R EMOTE LEARNING P LAN

Schedule for all students:

  9:00-9:15        Morning meeting – Class        Synchronous
                   community and connection
                   time

  At parent’s      Independent work time –        Asynchronous
  discretion       students view teacher videos
                   and complete activities on
                   Seesaw provided by teacher

  At parent’s      Lunch/Play/Rest
  discretion

                   Special                        Synchronous as
                                                  needed

  1:30-3:00        Teacher check-in as needed     Synchronous as
                                                  needed

Teacher expectation: Teachers will prepare daily messages for morning meeting, and will work
with families to ensure that students have access to materials and guidance to support the
Montessori exploration and engagement activities. Teachers will prepare take-home bags of
manipulatives for use with lessons. As partners in learning, teachers will communicate with
families to assess any challenges and work to problem-solve.

Student/Parent expectation: As young students have differing thresholds for screen time and
digital engagement, we encourage parents to support at-home student activities that foster
creativity, inquiry, free play, and hands-on learning.

                                                                                          18
P RE -K:

 In Person Daily Schedule                       Specials: PreK students will have the
                                                opportunity to participate in special area
           8:00              Arrival            classes including art, music, library, and
                                                physical education. These classes will rotate
           8:15              MM/Work time
                                                throughout the ‘specials’ block in the schedule
           9:10              Specials           on different days.

           10:00             Snack/Recess

           10:30             Work time

           11:20             Work time

           12:10             Lunch

           1:00              Break

           1:15              Work time

           2:15              Dismissal

Remote Learning Plan for Concurrent Learners
   1. Schedule: Students should follow the same schedule as in-person students.
      Synchronous video meetings may be available during portions of instruction/group
      activities. Teachers will record designated portions of their day and provide links to
      those recordings on Seesaw.
   2. Teacher expectation: Teachers will work with families to ensure that students have
      access to materials and guidance to support the creative exploration and engagement
      activities. Teachers will prepare take-home bags of manipulatives for use with lessons.
      As partners in learning, teachers will communicate with families to assess any challenges
      and work to problem-solve.
   3. Student/Parent expectation: As young students have differing thresholds for screen
      time and digital engagement, we encourage parents to support at-home student
      activities that foster creativity, inquiry, and hands-on play.

                                                                                             19
P RE K R EMOTE LEARNING P LAN

Schedule:

  9:00-9:15         Morning meeting – Class community and connection        Synchronous
                    time

  At parent’s       Independent work time – students view teacher videos    Asynchronous
  discretion        and complete activities on Seesaw provided by teacher

  At parent’s       Lunch/Play/Rest
  discretion

                    Special                                                 Synchronous as
                                                                            needed

  1:30-3:00         Teacher check-in as needed                              Synchronous as
                                                                            needed

Teacher expectation: Teachers will work with families to ensure that students have access to
materials and guidance to support the creative exploration and engagement activities. Teachers
will prepare take-home bags of manipulatives for use with lessons. As partners in learning,
teachers will communicate with families to assess any challenges and work to problem-solve.
Student/Parent expectation: As young students have differing thresholds for screen time and
digital engagement, we encourage parents to support at-home student activities that foster
creativity, inquiry, and hands-on play.

                                                                                             20
G RADES K-4:

In Person Schedule

      In Person Daily                        Specials
         Schedule                            Students in K-4 will have the opportunity to
           8:00             Arrival          participate in special area classes including art,
                                             music, library, French, and physical education.
           8:15             MM/Core
                                             Students taking part in the Kadimah Scholars
           9:10             Core             Program will take part in Hebrew (instead of
                                             French) and Judaic studies classes. These classes
           10:00            Snack/Recess
                                             will rotate throughout the ‘specials’ block in the
           10:30            Core             schedule on different days.
           11:20            Core
           12:10            Lunch
           1:00             Break
           1:15             Specials
           2:15             Dismissal

K-4 Remote Learning Plan for Concurrent Learners
Students learning remotely while in-person classes are occurring will be able to view
instructional periods via video platform. Students should follow the same schedule as in-person
students. Synchronous video meetings may be available during portions of instruction/group
activities. Teachers will record designated portions of their day and provide links to those
recordings on Seesaw (Grades K-2) or Google Classroom (Grades 3-4). Concurrent learners
should not expect a fully synchronous day of video, as this is not developmentally appropriate.

K-4 Remote Learning Plan for all students
During remote learning, students in grades K-4 will engage in a blend of synchronous and
asynchronous learning time between the hours of 9:00am and 3:00pm. Each grade level has a
specific schedule, included at the end of this report, which outlines the content area and
activities for each time period.
Generally speaking, students begin the day with a synchronous class meeting at 9:00am. The
morning blocks which follow will include a blend of targeted instruction (whole class or small
group) and independent work time. Following a lunch break, additional instructional time or
special area content is offered, with an end of the day check in with teachers as needed.
Please refer to each grade level schedule below for specific instructional blocks

                                                                                                  21
G RADES 5-6:

  Grades 5-6 In-Person                                Specials
       Schedule                                       Students in K-4 will have the opportunity to
          8:00            Arrival                     participate in special area classes including
                                                      art, music, library, French, and physical
          8:15            MM/Core                     education. Students taking part in the
                                                      Kadimah Scholars Program will take part in
          9:10            Specials and World          Hebrew (instead of French) and Judaic
                          Languages                   studies classes. These classes will rotate
         10:00            Snack/Recess                throughout the ‘specials’ block in the
                                                      schedule on different days.
         10:30            Core

         11:20            Core

         12:10            Lunch

          1:00            Break

          1:15            Core

          2:15            Dismissal

Remote Learning Plan for Concurrent Learners
Students learning remotely while in-person classes are occurring will be able to view
instructional periods via video platform. Students should follow the same schedule as in-person
students. Synchronous video meetings may be available during portions of instruction/group
activities. Teachers will record designated portions of their day and provide links to those
recordings on Seesaw. Concurrent learners should not expect a fully synchronous day of video,
as this is not developmentally appropriate.

                                                                                                  22
Grades 5-6 Remote Learning Plan for all students

   •   Morning meeting to connect with classmates and homeroom teacher.
   •   Daily lessons of core content areas 2-3 times per week for 45-60 minutes.
   •   Small, targeted groups will meet in the afternoons, primarily for math and ELA.
   •   Friday lunch bunch (optional)
   •   Teachers will have office hours where students can make a connection with their
       teacher on an individual basis for help, questions, and/or feedback.
   •   Google classroom technology platform will be utilized.

  8:30-8:50          Morning meeting – Class community and connection          Synchronous
                     time

  8:50- 9:00         Stretch break

  9:00-10:00         Core block                                                Synchronous

  10:00- 10:30       Morning break

  10:30-11:30        Core block                                                Synchronous

  11:30-12           Small group work: core subjects                           Synchronous

                                                                               Friday – Lunch
  12-12:45           Lunch break/ Gross motor activities
                                                                               Bunch

  1:00-3:00          During this block, students will have world language,     Synchronous
                     special class, small group, and/or individual time with
                     their core teacher(s) to ask questions and receive
                     feedback. This is also a time for students to work on
                     assignments independently.

                                                                                                23
Grade 5-6 Teacher/Student Expectations:

Teacher expectation: Teachers will work with families to ensure that students have access to
materials and guidance to support the creative exploration and engagement activities. Teachers
will prepare take-home materials as needed for use with lessons. As partners in learning,
teachers will communicate with families to assess any challenges and work to problem-solve.
Student/Parent expectation: Students are expected to be present and on time for all
synchronous class blocks, just as they would in an in-person learning environment. It is
important for students to practice appropriate etiquette and to demonstrate their engagement
in the remote learning environment. Some guidelines are as follows:
   •   Attendance. You are expected to attend each class block unless your parent or guardian
       notifies the school via email that you are sick.
   •   Stay in contact. Make sure you’re connecting with your teachers consistently during
       remote instruction, whether that’s during synchronous class meetings time, through
       Google Classroom, or via email. It is your responsibility to check these platforms
       regularly.
   •   Share video. Turning video on during Google Meets allows your teacher and your
       classmates to see you during meetings, which makes engagement really easy and
       provides some face-to-face interaction at a time when we're not getting much of it.
       Students are expected to share video during all class meetings.
   •   Ask and answer questions. Making sure to chime in to ask questions during class
       sessions lets your teacher know you are engaged and interested in learning more.
       Answering questions when asked by the teacher is a clear way of demonstrating your
       engagement in the lesson.
   •   Participate in the chat. Each Google Meet has a text chat where students and the
       teacher can communicate without speaking aloud. If your teacher has asked you to
       mute yourself and you have a question or comment, typing that in the chat shows
       you're engaged. Please refrain from side conversations with peers in the chat during
       class time.
   •   Dress for school. While there is no strict dress code for the remote environment,
       students should dress for remote learning as they would for in-person learning. Clothes
       that are generally only worn around the house, like pajamas, are not acceptable for
       remote learning.

                                                                                            24
GRADES 7-12
Priorities and Considerations:

   •   Cohorts: Students will be assigned to cohorts which roughly correspond to their grade
       level. Each cohort will stay together and not intermingle with other students. When
       possible, teachers will change classes to instruct different cohorts rather than having
       students switch spaces between all classes.
   •   Program: All students will receive instruction in core subjects. Additional programming
       in art and music will be available based on a students’ cohort group. Seniors will
       participate in senior seminar to complete college applications and thesis.
   •   Advisory: For the 2020-2021 year, a student’s advisory group will consist of members of
       their cohort group. Advisory will take place during portions of the midday block opposite
       physical education classes.
   •   Attendance expectations in person and remote: In-person student attendance will be
       entered into the OnCampus system by teachers for every block of the day. As in the
       past, absences can be denoted as excused or unexcused, and both late arrivals and early
       dismissals will be entered into our system. Our in-person absentee policy and reasons
       for excused absences are unchanged. Should we go to remote learning, students are
       required to check in and attend each of their classes as scheduled, just as they would if
       we were on campus. Attendance will be taken by all teachers in a remote environment.
       Parents should notify Park’s attendance office of any student absence in advance,
       whether we are in-person or remote.
   •   Grading Policy: Grading policies in grades 7-12 are determined by individual classroom
       teachers and will be shared with students during the opening days of school. Those
       policies will be in effect for both in-person instruction and remote learning.

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Schedule

The Park School will adopt a seven-day, seven-block rotating schedule for Grades 7-12. Each
instructional block will have a 65-minute duration and will meet four days per rotation. Midday
blocks will be designated as a time for advisory, physical education, and senior seminar. For the
2020-2021 school year, seminars in grades 9-11 will be suspended.

                      A      B              C          D           E          F           G
 8:00 - 8:15       Check  Check In       Check In   Check In    Check In   Check In    Check In
                   In
 8:20 - 9:25          1      2              3          4           5          6          7
 9:30 - 10:35         3      1              2          1           2          1          2
 10:40 - 11:15     Midday Midday          Midday     Midday      Midday     Midday     Midday
 11:20 - 11:55     LUNCH LUNCH            LUNCH      LUNCH       LUNCH      LUNCH      LUNCH
 12:00 - 1:05         4      5              4          5           3          4          5
 1:10 - 2:15          7      6              7          3           6          7          6

Grades 7-12 Concurrent Learning Plan
Concurrent learning takes place when some students are in-person and some in the same class
are at-home due to health concerns or a temporary quarantine. In the event that a student
must quarantine or elects to remain at home during a period of in-person instruction, they will
have access to instruction through the video meetings conducted with in-class cameras during
key instructional times. The entire class day will not be live-streamed. However, instructional
blocks and group discussions can be available to enable connection with the at-home student.
These instructional blocks will be recorded and available for viewing on class pages in Park
OnCampus for students in grades 7-12. When not viewing a live class instructional or discussion
block, at-home students will be expected to work on classwork during school hours and check
in with instructors for additional support or questions. Concurrent students should check in
with each instructor at a minimum of once per rotation.

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G RADES 7-12 R EMOTE L EARNING PLAN

Parent Tips for Remote Learning
   • Stay engaged with the School and with your children’s teachers throughout remote
       learning to help maintain a strong partnership with us in support of your children.
   • Create a comfortable, distraction-free place for your children to attend remote learning
       classes and to complete work outside of meeting times.
   • Help your children manage their online learning by encouraging them to attend all
       classes and finish all assignments.
   • Do not join your children’s online classes and avoid being visible on your children’s
       screens during classes. You should help support your children in their school work, but it
       is also important to support your children’s autonomy.
   • Encourage your children to incorporate physical activity and healthy breaks from classes
       during the day, while practicing responsible social distancing.
   • Encourage them to participate in opportunities for social interaction with their teachers
       and peers, even if those opportunities are not mandatory. This is important for
       supporting their social-emotional well-being.

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Grades 7-12 Remote Learning Schedule
In the event that Park initiates school-wide remote learning, students in grades 7-12 will shift to
an alternate schedule developed specifically for those circumstances.

                 Monday             Tuesday           Wednesday    Thursday           Friday

 8:15-9:00       1                  5                 FLEX         4                  Seminar

 9:15-10:00      2                  6                 FLEX         3                  7

 10:15-11:00     3                  7                 FLEX         2                  6

 11:15-12:00     4                  Seminar           FLEX         1                  5

 12:00-12:30     Lunch/Break        Lunch/Break       FLEX         Lunch/Break        Lunch/Break

 12:30-1:00      Advisory           FLEX              FLEX         Advisory           FLEX

 1:00-3:00               Grade 7           Grade 8    FLEX                 Grade 7           Grade 8
                       Language          Language                        Language          Language
                     Novice & Int   Advanced Fr/Sp                     Novice & Int   Advanced Fr/Sp
                           Fr/Sp         Language                            Fr/Sp         Language
                         Hebrew            Elective                        Hebrew            Elective

That schedule will retain the seven teaching blocks of the in-person schedule, but it will move
from a seven-day rotation to a weekly schedule, M-F. Class blocks will be shortened from 65
minutes to no more than 45, which will allow students additional time to transition between
remote classes, take breaks, and balance screen time throughout the day.

Language instruction would move out of the numbered teaching blocks and into designated
slots each afternoon to allow students to be grouped by language and level rather than by
cohort. Meeting times for each level within that 2-hour timeframe are still to be determined.

Wednesday’s Flex Day, as the name suggests, will be reserved for flexible learning time, which
students can use to complete schoolwork, set up one-on-one meetings with teachers, or work
collaboratively in groups outside of class. We may also use this day for class or club meetings,
faculty office hours, additional advisory time, or special assemblies during remote learning.

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Teacher Expectations
Faculty are expected to conduct synchronous instruction during each class block and provide students
with clear instructions on completing asynchronous assignments. Faculty will provide students with
timely, substantive, and actionable feedback to support their learning in a remote environment. During
the more open-ended blocks, faculty will provide opportunities to hold office hours for individual or
small group meetings with students as needed.

Student Expectations
Students are expected to be present and on time for all synchronous class blocks, just as they would in
an in-person learning environment. It is important for students to practice appropriate etiquette and to
demonstrate their engagement in the remote learning environment. Some guidelines are as follows:
    • Attendance. You are expected to attend your classes unless your parent or guardian notifies the
        school via email that you are sick. Teachers will take attendance at the beginning of each class.
    • Stay in contact. Make sure you’re connecting with your teachers consistently during remote
        instruction, whether that’s during synchronous class meetings time, through Park OnCampus, or
        via email. It is your responsibility to check these platforms regularly.
    • Share video. Turning video on during Google Meets allows your teacher and your classmates to
        see you during meetings, which makes engagement really easy and provides some face-to-face
        interaction at a time when we're not getting much of it. Students are expected to share video
        during all class meetings.
    • Ask and answer questions. Making sure to chime in to ask questions during class sessions lets
        your teacher know you are engaged and interested in learning more. Answering questions when
        asked by the teacher is a clear way of demonstrating your engagement in the lesson.
    • Participate in the chat. Each Google Meet has a text chat where students and the teacher can
        communicate without speaking aloud. If your teacher has asked you to mute yourself and you
        have a question or comment, typing that in the chat shows you're engaged.
    • Dress for school. While there is no strict dress code for the remote environment, students
        should dress for remote learning as they would for in-person learning. Clothes that are generally
        only worn around the house, like pajamas, are not acceptable for remote learning.

The school understands that issues of access and equity in the remote environment may make it difficult
for some students and families to adhere to these expectations at all times. If you have a concern about
the above expectations for that reason, you are encouraged to reach out to Charles Hartney, Director of
Grades 7-12, and Bill Rider, Director of Technology.

                                                                                                      29
I NTERNATIONAL STUDENTS

The Park School of Buffalo has a robust international student program and we are saddened
that our international friends may not be able to join us for in person instruction due to a
number of factors. They are a large piece of who we are as a community, and as such, we will
do all that we can to ensure they have a positive learning experience remotely until they are
able to join us in person.

The schedule has been designed so that each block meets one time during the first period of
the day in the 7-day rotation so that our international students are able to join synchronously
for classes once a rotation, despite the time difference. Timing also makes it reasonable for
them to attend the second block class synchronously. Students will have access to
asynchronous learning materials, as all such materials are required to be posted in the class
page on Park OnCampus. Classes occurring outside of the first two teaching periods of each day
will provide asynchronous learning materials, such as recorded classes and videos made by the
teacher to demonstrate key concepts and skills.

Some international students meet in small English class settings to build their vocabulary and
writing skills to provide support for their core academic classes. They meet with the
International Program Directors regularly to review academic progress and check in on any
home or school concerns. Teachers will schedule a mutually appropriate time approximately
once a rotation to meet individually with international students who are not on campus.
Students will be held accountable for the same grading standards as their counterparts learning
in person, and our use of classroom technology will allow our international students to explore
and connect to campus from afar.

                                                                                                30
SOCIAL EMOTIONAL LEARNING
As a progressive school that seeks to grow the whole child, The Park School understands that providing a
physically safe environment that minimizes the spread of infection is only part of what it takes to
educate a child. Everyone in our community - students, parents, guardians, faculty, staff, alumni, and
friends of the school - are experiencing this time of pandemic, economic uncertainty, and civil unrest in
response to structural racism in unique ways. Even before the pandemic, Park emphasized rigorous
academics through a joyful, experiential approach with supports in place to ensure the social emotional
health of our community members, and has routinely and intentionally engaged the community in
extensive Diversity, Equity, and Inclusion work. At Park, the attention to the social emotional needs of
students is embedded in all we do, and as such, the responsibility to care for the mental health of
students falls to each member of the community to work in a coordinated effort to support the child’s
academic and social emotional well-being.

As was the case prior to the pandemic, The Park School will continue to use responsive classroom
techniques in Prekindergarten through Grade 6 to intentionally use teachable moments and relationship
building to foster social emotional skill development in our youngest learners. Students in Grade 7
through Grade 12 will continue to participate in advisory programming to further build:

    •   Self-awareness to understand the relationship of emotions and behavior, and build confidence
    •   Self-management to understand emotions, manage stress, set and achieve positive goals
    •   Responsible decision making to take responsibility of outcomes, employ problem solving skills,
        and self-reflect
    •   Social awareness to empathize with others and appreciate and respect differences
    •   Relationship skills to foster a sense of community that listens to and supports others

The Collaborative for Academic, Social, and Emotional Learning (CASEL), defines SEL as “how
children and adults learn to understand and manage emotions, set goals, show empathy for
others, establish positive relationships, and make responsible decisions.” CASEL’s framework
identifies five core competencies: self-awareness, self-management, social awareness,
relationship skills, and responsible decision-making.

The basis for our Responsive Classroom model in the LS classroom operates with this
framework in mind. The focus, as always, is connection, community, and relationships. If
remote learning taught us anything, it was how the SEL aspect of a student’s life experiences
are crucial to their well-being. Whether we are fortunate enough to be on campus or must
shift to our remote learning plan, we will always have our check-ins, morning meetings,
greetings, and shared time in order to help create a sense of security and community with
our friends.

The Student Support Team (SST) meets a minimum of once a seven-day rotation and in cases of
emergency. The SST is composed of our School Psychologist, Director of Grades 7-12, Director
of Montessori and PreK-Grade 6, School Nurse, and College Counselor. Faculty and staff are in
frequent communication with the members of the SST to continually adapt to students’

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academic, behavioral and social emotional needs. Additionally, the SST works with families, the
Committee of Special Education in Amherst and community organizations to further inform
best practices, determine programming, and plan development for individual students.

Should a student need to see the School Psychologist during the day, faculty or staff should call
her office (phone listing is posted by classroom phone) to make sure that she’s available to
meet with the student before they leave class, and in the case of an emergency, call her cell
phone (given in training before school reopening). The School Psychologist has sole access to
spaces such that physical distancing can be maintained, and can accommodate more than one
student at a time. The School Psychologist is available to students in-person and remotely as
needed and as deemed appropriate by the School Psychologist. The School Psychologist
provides resources and referrals to individuals as she deems appropriate.

                                                                                               32
REMOTE LEARNING SCHEDULES
EARLY C HILDHOOD , M ONTESSORI , AND K INDERGARTEN
   •   There will be a daily meeting, approximately 15-20 minutes, so the children can see
       their teacher and friends, establish the morning meeting routine, make connections
       with their classmates, and participate in engaging activities.
   •   One on one meetings will be arranged for each child and teacher to connect.
   •   Teacher-made instructional videos for particular lessons will be provided.
   •   Seesaw technology platform will be utilized.

M ONTESSORI AND P RE K
 9:00-9:15            Morning meeting – Class community          Synchronous
                      and connection time
  At parent’s         Independent work time – students           Asynchronous
  discretion          view teacher videos and complete
                      activities on Seesaw provided by
                      teacher
  At parent’s         Lunch/Play/Rest
  discretion
                      Special                                    Synchronous as needed

  1:30-3:00           Teacher check-in as needed                 Synchronous as needed

K INDERGARTEN
                     Morning meeting – Class community and
  9:00-9:30                                                        Synchronous
                     connection time
                     Independent student work time; one on
  9:30-11:30
                     one or small group lessons with teacher
  (at parent’s                                                     Asynchronous/Synchronous
                     (15-20 minutes; 1x/week)
  discretion)
  11:30-1:00         Lunch/Play/Rest

  1:00-1:30          Specials                                      Synchronous as needed

  1:30-3:00          Teacher check-in as needed                    Synchronous as needed

                                                                                             33
L OWER S CHOOL G RADES 1-4

   •   Grades 1-4 will have a daily morning meeting to connect with their classmates and
       teacher.
   •   Daily lessons will range from 30-60 minutes depending on age/grade level and the
       teacher will adjust accordingly based on the readiness of the class.
   •   Small group differentiated lessons to reach all the readiness levels of the students will
       be provided, primarily for math and ELA.
   •   Afternoon individual sessions for students as needed or requested by parents will be
       available. During this time, students can ask questions, review work, or merely make a
       connection with the teacher.
   •   Grades 1 and 2 will utilize the Seesaw technology platform and grades 3 and 4 will use
       Google classroom.

G RADE 1
  9:00-9:30          Morning meeting – Class community            Synchronous
                     and connection time
  9:45-10:30         Small group ELA (20-30 minutes;              Synchronous
                     3x/week)
  10:45-11:30        Independent work time                        Asynchronous
  11:30-12:30        Lunch/Play
  12:30-1:00         Math lesson                                  Synchronous
  1:00-1:30          Specials/SS/Science (flexible)               Synchronous as needed
  1:30-3:00          Individual time with teacher as              Synchronous as needed
                     requested/Teacher check-in

                                                                                               34
G RADE 2
9:00-9:30         Morning meeting – Class community   Synchronous
                  and connection time
9:30-10:30        ELA/SS/Science block                Synchronous
10:30-11:30       Independent work time               Asynchronous
11:30-12:30       Lunch/Play
12:30-1:00        Math lesson                         Synchronous
1:00-1:30         Special                             Asynchronous/Synchronous
1:30-3:00         Small group/individual time with    Synchronous
                  teacher

G RADES 3 AND 4
9:00-9:15          Morning Meeting – Class             Synchronous
                   community and connection time
9:15-10:00         ELA block                           Synchronous
10:00-11:00        Independent work time               Asynchronous
11:00-11:30        3rd grade Math lesson               Synchronous
11:30-12:00        4th grade Math lesson               Synchronous
12:00-1:00         Lunch/Play

1:00-1:30          Special                            Asynchronous/Synchronous
1:30-2:00          Science/SS block (M and Th. –      Synchronous
                   Grade 3; Tu. and Fri. Grade 4)
2:00-3:00          Small group/individual time with   Synchronous
                   teacher

                                                                                 35
G RADES 5-6
                      Morning meeting – Class community and
  8:30-8:50                                                           Synchronous
                      connection time

  8:50- 9:00          Stretch break

  9:00-10:00          Core block                                      Synchronous

  10:00- 10:30        Morning break

  10:30-11:30         Core block                                      Synchronous

                      Small group work: core subjects
  11:30-12:00                                                         Synchronous

  12:00-12:45         Lunch break/ Gross motor activities             FRIDAY – LUNCH BUNCH
                      During this block, students will have world     Synchronous
  1:00-3:00           language, special class, small group, and/or
                      individual time with their core teacher(s) to
                      ask questions and receive feedback. This is
                      also a time for students to work on
                      assignments independently.

G RADES 7-12
                 Monday             Tuesday            Wednesday      Thursday           Friday

8:15-9:00        1                  5                  FLEX           4                  Seminar

9:15-10:00       2                  6                  FLEX           3                  7

10:15-11:00      3                  7                  FLEX           2                  6

11:15-12:00      4                  Seminar            FLEX           1                  5

12:00-12:30      Lunch/Break        Lunch/Break        FLEX           Lunch/Break        Lunch/Break

12:30-1:00       Advisory           FLEX               FLEX           Advisory           FLEX

1:00-3:00                Grade 7           Grade 8     FLEX                   Grade 7           Grade 8
                       Language          Language                           Language          Language
                     Novice & Int   Advanced Fr/Sp                        Novice & Int   Advanced Fr/Sp
                           Fr/Sp         Language                               Fr/Sp         Language
                         Hebrew            Elective                           Hebrew            Elective

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PARENT TIPS AND RESOURCES

TIPS FOR SUPPORTING YOUR CHILD DURING REMOTE LEARNING
Lower School
   • Establish routines and expectations for your child.
   • Take an active role in your child’s learning. Assist them in logging into the device and various
       applications, and walk them through instructions when needed.
   • Create a comfortable, distraction-free place to work. Make sure all the necessary supplies are
       available for a successful lesson.
   • Partner with your child’s teachers and school. Communicate regularly and reach out if
       challenges arise or even to share moments of triumph.
   • Help your child to plan and own their learning. Play a supportive and encouraging role while
       guiding them toward developing independent skills.
   • Provide opportunities for your child to play. Keep hands busy, feet moving and minds engaged.
   • This is a wonderful opportunity to teach about personal responsibility around the house by
       helping out.
   • Provide quiet, reflective time each day.
   • Manage stress and anxiety by slowing down, turn challenges into opportunities, find the beauty
       in one’s day while noting the benefits of being in this at home situation.
   • Abide by our Lower School Technology Contract regarding use of the school-provided device.

Middle/Upper School
   • Help your children manage their online learning by encouraging them to attend all classes and
       finish all assignments.
   • Create a comfortable, distraction-free place for your children to work and attend online classes.
   • Do not join your children’s online classes or be visible on your children’s screens during classes.
   • Encourage your children to incorporate physical activity and healthy breaks from classes during
       the day, while practicing responsible social distancing.

Parent Tips for Online Learning from The Institute of Digital Media and Child Development
Distance Learning Resources from Education Reimagined
Seven Tips for Parents to Support Remote Learning by Larry Ferlazzo

SEL Resources:

    •   Countering COVID-19 Stigma and Racism
    •   Confident Parent Confident Kids site for parents supporting SEL
    •   Building Positive Conditions for Learning at Home from the American Institutes for
        Research

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