Teaching & Learning
As educators, we nurture children by engaging ALL students in learning essential concepts and skills that cultivate creative, healthy, caring, and analytical thinkers who participate in and contribute to a diverse society. Fairport curriculum and programs endeavor to affirm and demonstrate research-based tenets of the whole child approach to education ensuring that EVERY child is healthy, safe, engaged, supported and challenged. All instruction will continue to be aligned to the New York State Learning Standards and meet the needs of the whole child by prioritizing academics, as well as social-emotional, and physical health and well -being of our students.
To ensure high-quality virtual learning experiences, we will standardize the use of a single online learning platform, Google Classroom, to the extent possible, and develop a common, coordinated set of guidelines for teachers to follow when using the platform with students.
Students are required to attend instruction on a daily basis, even when that instruction is being provided in a virtual or distance learning environment. Daily attendance will be recorded through SchoolTool, the web-based program currently adopted by the Fairport Central School District.
All Instruction will focus on both core and elective or special area classes and will continue to be aligned to the New York State Learning Standards.
K-12 students will be given direct instruction in hand and respiratory hygiene during their initial physical education classes in the fall and will be reinforced through classroom PBIS activities.
Physical Education classes will be outside as much as possible and will follow the New York State Learning Standards and observe social distance requirements.
The FCSD Library Media Specialists will collaborate to prioritize and provide consistent instruction and resources in computer literacy, research, and digital fluency skills. Such instruction and resources will be developmentally appropriate based upon grade level and in collaboration with classroom educators in order to support curriculum and instruction.
CTE instruction will be taught by certified instructors and the District will work toward ensuring all standards are met. For virtual and hybrid instruction, the instructors will identify and teach essential content to students. When appropriate, independent work will be assigned when instruction occurs in this manner. Instructors will consider inserting current topics related to their fields, along with current industry safety and infection control practices in their instruction.
For students enrolled in BOCES programming, administrators from Fairport and BOCES will collaborate as best as practicable so students can engage in their programs and meet specific course requirements.
The District will continue providing opportunities for Work Based Learning (WBL), either in person or remote to the extent possible. WBL hours are still required, but the school may exercise discretion as the school year progresses. The WBL coordinator will coordinate with employers to accommodate safety guidelines. Knowing that opportunities may be limited, school counselors, service providers, and the WBL coordinator will work collaboratively to prioritize which students should be given WBL to meet graduation or CDOS exit credentials. Internships may take place virtually, where practical. In regard to students with disabilities, WBL experiences will need to align with IEP goals. Depending on the student and circumstance, the WBL coordinator and support team may consider placements within the school building if outside placements are not available.
Student Career Development will continue to provide in-person and/or virtual support. Virtual options will be considered (job shadowing, guest speakers, conferences, career fairs, interview skill preparation, etc.) when possible.
Upon reopening, the number of students in each of our classrooms will be reduced to adhere to CDC guidance regarding proper social distancing.
Schools will minimize the movement of students. This includes lunchtime and eliminating or conducting virtual large-group activities. Whenever possible students will utilize outside space for physical education instruction. We will adhere to 12 feet between students when engaging in physical activity, band, and chorus.
To the extent possible, students will remain in small cohorts if/when leaving the classroom, such as for recess or any necessary transition, so as to reduce their exposure to additional students.
Given the possibility that communities may experience spikes in COVID-19 cases at any point during the school year, which may prompt short or long-term school closures, our district has developed a hybrid learning model and schedule that can continue as is in a fully virtual environment.
Virtual learning opportunities will include a greater emphasis on synchronous instruction, with teachers finding ways to provide live instruction and lessons to students to ensure students are directly engaged in learning on a daily basis.
In the hybrid model, students will be scheduled for direct in-person instruction and alternating asynchronous learning activities on Monday/Thursday and Tuesday/Friday. Wednesdays are scheduled synchronous online instruction. Student schedules are intentionally planned so that students do not encounter conflicts wherein synchronous lessons for different subjects are offered simultaneously.
Asynchronous learning – these are learning experiences that the student will be expected to engage in that will NOT involve live, real-time interaction with the teacher. Examples of asynchronous learning experiences may include a pre-recorded video of the teacher providing direct instruction, a video of another teacher teaching a skill, a link to an article for a student to read and respond to, a math or science problem set to be worked on and submitted for feedback, etc.
Synchronous learning – these are learning experiences that involve live, real-time interaction with the teacher. Synchronous learning may be used, among other things, for a large group, small group, and/or individualized direct instruction, collaborative discussions, writing conferences, intervention services, student assistance, and community building/social-emotional learning experiences.