2020/2021 Continuity of Learning Plan - Park School
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2020/2021 Continuity of Learning Plan
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
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
3DEFINITIONS
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.
4COMMUNICATION
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.
5HOW 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
6DAILY 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
7DROP 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
8Health Screening Stations on Campus:
9Supply 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.
10LUNCH
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.
11CAMPUS 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
12OUTDOOR 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.
13CONTINUITY 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.
14ROLES 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.
15Grading 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.
16Montessori:
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.
17M 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.
18P 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.
19P 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.
20G 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
21G 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.
22Grades 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.
23Grade 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.
24GRADES 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.
25Schedule
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.
26G 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.
27Grades 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.
28Teacher 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.
29I 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.
30SOCIAL 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’
31academic, 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.
32REMOTE 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
33L 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
34G 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
35G 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
36PARENT 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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