Reopening F-M Schools

Fayetteville-Manlius School District 2020-21 School Reopening Plan; Hybrid/Remote Learning Information; COVID-19 Testing; Contact Tracing; Reopening Frequently Asked Questions

For COVID-19 information from the school district, including important notices, learning and childcare resources, and food distribution plans, please go to this page.

Teaching and Learning

Each school and/or district reopening plan includes a continuity of learning plan for the 2020-2021 school year. Such a plan must prepare for in-person, remote, and hybrid models of instruction. 

Fayetteville-Manlius has a continuity of learning plan that prepares for in-person, remote and hybrid models of instruction. All instruction is aligned with New York State Learning Standards and provides for equitable opportunities for instruction that are accessible to all students.

Instruction in all models includes regular and substantive interaction with an appropriately certified teacher, regardless of the delivery method. Students have regularly scheduled times to interact and seek feedback and support from their teachers. There is a clear communication plan for how students and their families/caregivers can contact the school and teachers with questions about their instruction and/or technology. Information is accessible to all, available in multiple languages based on need identified by ENL teachers and includes multiple ways for students and families to contact schools and teachers.

In-Person Learning Model

  • Students attend school on a daily basis and have a full schedule of classes and receive instruction from certified teachers.
  • Teachers and students will adhere to all Department of Health and New York State Education Department guidelines.
  • 100% in-person student attendance
  • Attendance in school five days per week

Hybrid Learning Model (Cohort A and B)

In order to comply with New York State Department of Health and state Education Department guidelines, while still providing students the opportunity for consistent in-person interaction with their teachers and peers, Fayetteville-Manlius School District students will attend school using a Hybrid Learning Model.

In the Hybrid Learning Model, on defined days some students will learn remotely and others will learn in-person at school. As required, this reduces the number of students in classrooms, on buses, in the hallways and large spaces at any given time.given available space and staffing constraints.The student population will be divided alphabetically in order to guarantee siblings within a household are on the same schedule. Siblings with different last names will attend on the same days.

The following will take place in the hybrid learning model:

  • Students attend school in person two days a week and receive remote instruction three days a week from their assigned teacher(s).
  • Teachers and students will adhere to all Department of Health and New York State Education Department guidelines.
  • 50% of hybrid students in student attendance.
  • Students attend two days per week by designated cohort.
    (Monday/Tuesday and Thursday/Friday)

    • Cohort A (last name A-K): Attends in person on Mondays and Tuesdays and participates in remote learning Wednesday-Friday.
    • Cohort B (last name L-Z): Attends school on Thursdays and Fridays and participates in remote learning Mondays-Wednesdays.
    • Wednesdays are reserved for multi synchronous learning, office hours for student and parent support, and professional development and collaboration.
    • Teachers will be developing courses and instructional delivery based on curriculum and student needs. 
    • School start and end times and bell schedules will be finalized when transportation bus routes are finalized.
    • At the elementary level, students will receive instruction in all subject areas (math, English language arts, science, social studies) and special area classes (physical education, art, music, library). Lunch and structured recess with social distancing will be scheduled for all students. 
    • At the middle and high school level, students will be scheduled for a full course load and follow a regular bell schedule. 
    • At all levels there will be opportunity for synchronous and asynchronous learning as determined by the classroom teacher and dependent on the nature of the course, grade level and subject area.
      • Synchronous learning: Learning experiences that involve live, real-time interaction with the teacher. Synchronous learning may be used, among other things, for a brief lesson introduction, small group, and/or individualized direct instruction, collaborative discussions, intervention services, student assistance, and community building and social emotional learning experiences.

      • Asynchronous learning: Learning experiences that the student will be expected to engage in that will not involve a live, real-time interaction with the teacher. Asynchronous learning experiences may take the form of a pre-recorded video of the teacher providing direct instruction, a video of another teacher (FM or otherwise) 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.

    • Students with disabilities who are enrolled in a 12:1:1 or 15:1 special education class with limited integration in general education classes and have a special education teacher as their “teacher of record”  will attend school 4 days per week.  At the elementary level, these students will attend  school for  four half days and at the middle school level and high school levels, these students will attend school  for four full days. 
    • Students with disabilities who are in general education classrooms and  have  the general education teacher  as their “teacher of record”  will follow the typical hybrid model of cohort A or B.
    • On Wednesdays, all students with disabilities will participate in remote instruction.
    • Schoology will be the learning management system and teachers will supplement with additional instructional technology programs. 

Remote Learning Model (Cohort C)

Parents and guardians who have concerns about their child’s health or impact on a family member with high-risk factors may choose to have their child engage in a Total Remote Learning Model. While the Total Remote Learning Model will be substantive, it is important to note that even the highest quality remote learning experience cannot replicate the value of in-person interactions with students in the classroom. Curricular expectations will necessarily be adjusted to focus on the essential learning standards and skills to be taught in the remote environment.

The Total Remote Learning model will be available for the 2020-21 school year or until such time that guidelines are lifted by the Office of the Governor, New York State Education Department and/or Department of Health and all students may return to school without restrictions. 

The following will take place in the total remote learning model:

  • Students receive remote instruction five days a week from their assigned teacher(s) and will not attend school in-person.
  • Teachers will remotely provide instruction synchronously and asynchronously and provide instruction using print materials that the district’s transportation department will deliver to students.
    • Synchronous learning:  Learning experiences that involve live, real-time interaction with the teacher. Synchronous learning may be used, among other things, for a brief lesson introduction, small group, and/or individualized direct instruction, collaborative discussions, intervention services, student assistance, and community building and social emotional learning experiences.
    • Asynchronous learning:  Learning experiences that the student will be expected to engage in that will not involve a live, real-time interaction with the teacher. Asynchronous learning experiences may take the form of a pre-recorded video of the teacher providing direct instruction, a video of another teacher (F-M or otherwise) 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.
  • Students will be scheduled with a grade-level teacher at the elementary level and course teachers at the middle and high school levels.
  • At the elementary level, students will receive instruction in all subject areas (math, English language arts, science, social studies). Special area classes (physical education, art, music, library) will be offered and modified to a total remote learning environment.
  • At the middle and high school level, students will be scheduled for a full course load and follow a regular bell schedule.
  • Teachers will be developing courses and instructional delivery based on curriculum and student needs.
  • At all levels, there will be opportunity for synchronous and asynchronous learning as determined by the classroom teacher and dependent on the nature of the course, grade level and subject area.
  • Students are required to engage in instruction daily and daily attendance will be taken.
  • Students enrolled in the Total Remote Learning model will remain so minimally for the entirety of a marking period.
  • Parents who would like to shift their child to the Hybrid Learning Model must notify the school district by the stated deadlines, which will be shared directly with families and publicized on the district website. This will provide time for the teachers to plan.
  • Schoology will be the learning management system, and teachers will supplement with additional instructional technology programs.

Home Instruction Option

Families who prefer to not have their child attend the Fayetteville-Manlius School District Hybrid Instruction Model nor are willing to have them participate in the Total Remote Learning model may also exercise their right to enroll their child in NYSED Home instruction 100.10. Please contact the Office of Curriculum and Instruction at 315-692-1202 to gain further information about home instruction procedures.

Each school and/or district reopening plan includes an educational program that is aligned to the New York State Learning Standards (or, for charter schools, the standards set forth in the school’s charter) regardless if instruction is delivered in-person, remotely or in a hybrid model. 

The district reopening educational plan aligns to New York State Learning Standards. In all reopening models, instruction will follow the district-developed curriculum maps that are based on current New York State Standards.

Curriculum maps are easily accessible to all teachers electronically through Rubicon Atlas curriculum software. Instructional leaders regularly monitor curriculum with teachers’ input and adjustments are reflected immediately in the electronic maps and communicated widely to staff.

Each school and/or district reopening plan provides for a program that includes regular substantive interaction between teachers and students whether delivered in-person, remotely or through a hybrid model of instruction.

Teachers will be interacting regularly and substantively with students in all three models. When students are in person, teachers will be providing direct large group instruction as well as interacting with students individually and in small groups. In a remote or hybrid model, teachers and students will utilize a variety of tools and strategies to communicate.

A learning management system will be utilized to communicate schedules, course information and assignments. Discussion boards and blogs will be utilized to exchange information and provide student feedback. Teachers will provide multi synchronous instruction as determined by course and grade level design and expectations and as developmentally appropriate.

Teachers will offer office hours as opportunities to communicate individually with students and may offer online video whole class conferences. Teachers and students may additionally communicate through district email, phone and traditional written mail correspondence.

Equity must be at the heart of all school instructional decisions. All instruction should be developed so that whether delivered in-person, remotely, or through a hybrid model due to a local or state school closure, there are clear opportunities for instruction that are accessible to all students. Such opportunities must be aligned with State standards (or, for charter schools, the standards set forth in the school’s charter) and include routine scheduled times for students to/interact and seek feedback and support/from their teachers.

The district will provide equitable access and opportunities for all students whether instruction is delivered in-person, remotely or through a hybrid model.

In all models, teaching and learning will be based on New York State Learning Standards. Teachers will share relevant learning materials, schedules and assignments (as appropriate) using the district’s learning management system. Additionally, teachers will utilize email, phone calling and traditional mail to communicate with students. Instruction will include synchronous and asynchronous components, use of high-quality videos, and provide multiple opportunities for student feedback and assessment of learning.

Teachers will schedule office hours and additional student conference times so that students can seek feedback and support.

  • Special Education Services for Students with Disabilities in the Total Remote Model

The delivery of special education programs and related services to students with disabilities who are participating in Total Remote Learning will ensure that these students have access to a free and appropriate public education to the maximum degree practicable.

This will be achieved by using a variety of resources provided in collaboration with general education teachers to ensure educational materials are accessible, adapted, modified and appropriate in accordance with students’ IEPs.

Lessons, tasks and activities will focus on student’s IEP goals and may include pre-recorded lessons, synchronous teaching and teacher-designed learning activities. Students will have access to daily contact with their Special Education program manager. Related services will be provided virtually in a teletherapy model and/or through print materials as outlined on students’ IEPs and after collaboration with parents.
Students in special programs will receive virtual learning opportunities from the program teacher (KSD, Connections, BESD, TSD, FSD, ISD, MOVE, CSD).

  • English as a New Language (ENL) Services for Students in the Total Remote Model

In addition to being assigned to a general education teacher for instruction, each English Language Learner will also be assigned to an ENL class that fits the student’s schedule and instructional needs. Students will be assigned a specific time to log on for ENL instruction with an ENL teacher.

Schools must create a clear communication plan for how students and their families/caregivers can contact the school and teachers with questions about their instruction and/or technology. This information needs to be accessible to all, available in multiple languages based on district or charter school need, widely disseminated, and include clear and multiple ways for students and families to contact schools and teachers (e.g., email, online platform, and/or by phone). 

The district recognizes the critical importance of communication among all stakeholders to the success of students. Families and caregivers will be able to communicate with the school and teachers using the learning management system, telephone and video calling, email, and the district website.

Additionally, the district employs the SchoolMessenger notification system to communicate with families and caregivers. Communication will be offered in multiple languages based on family needs identified by the district’s ENL teachers. 

As districts and charter schools develop instructional models under the three delivery methods (in-person, remote and hybrid), attention must be paid to how students are assessed and further, how student progress will be communicated to parents/guardians and caregivers.

Student assessment and monitoring of student learning and progress are essential components of all three delivery methods. In all models, teachers will establish student course expectations, rubrics and grading practices that will be clearly communicated to students and parents/guardians. Students will receive regular feedback on their progress via assignment feedback, rubric completion, benchmark assessments, quiz and test grades, and course grades. 

To communicate student progress to families and caregivers, a standards-based report card is completed quarterly for every student in grades kindergarten through 4.

The report card indicates performance on key indicators in such areas of reading, language arts, science, social studies and social emotional areas. These indicators are all based on established state standards.

In grades 5-12, students and parents/guardians receive a quarterly achievement-based report card that gives numeric grades in all courses. 

Districts that contract with eligible agencies, including CBOs, to provide Prekindergarten programs must attest that they have measures in place to ensure eligible agencies with whom they contract will follow health and safety guidelines outlined in NYSED guidance and required by the New York State Department of Health. The district must also ensure their eligible agencies have a Continuity of Learning plan that addresses in-person, remote, and hybrid models of instruction. 

Not applicable.