Emergency Remote Instruction Plan

 

EMERGENCY REMOTE INSTRUCTION PLANS
(ERI PLANS)

An amendment to Commissioner’s Regulation 155.17 requires school districts to add Emergency Remote Instruction provisions to their annual District-Wide School Safety Plans. The ERI Plans must address six different regulatory components:

1. 1. Policies and procedures to ensure computing devices will be made available to students or other means by which students will participate in synchronous instruction.

The Central Islip Union Free School District Board Policy #4526.6 details the issuance, maintenance, and replacement of electronic devices to ensure students will have the means to participate in synchronous instruction.

1. 1. Policies and procedures to ensure that students receiving remote instruction under emergency conditions will access internet connectivity.

The goal of the Central Islip Union Free School District is to ensure that all students receiving remote instruction will have access to internet connectivity. The Central Islip Union Free School District will continuously work to identify internet service providers to provide cost-free internet connectivity under emergency conditions for students to support synchronous instruction.

1. 1. Expectations for school staff as to the proportion of time spent in synchronous and asynchronous instruction of students on days of remote instruction under emergency conditions with an expectation that asynchronous instruction is supplementary to synchronous instruction.

All school staff of the Central Islip Union Free School District will follow their respective local contracts to support synchronous and asynchronous instruction on days of remote instruction under emergency conditions. 

1. 1. A description of how instruction will occur for those students for whom remote instruction by digital technology is not available or appropriate.

The Central Islip Union Free School District will provide educational materials to those students for whom remote instruction by digital technology is not available or appropriate.

1. 1. A description of how special education and related services will be provided to students with disabilities, as applicable, in accordance with their individualized education programs to ensure the continued provision of a free, appropriate public education.

During Distance Learning, our special education & PPS staff (which includes special education teachers, speech and language pathologists, social workers, school psychologists, occupational therapists, physical therapists and board-certified behavior analysts) will provide special education services using a variety of different strategies and online platforms based on an individual student’s needs.

Distance Learning will include tools such as instructional videos, online access to educational programs, virtual live sessions, parent consultation, and additional resources, which will be on Google Classroom for student centers.

Special education & PPS staff will collaborate with families to determine what services are needed during Distance Learning. In addition, special education staff will collaborate regularly with general education teachers in order for students to access the general education curriculum with the modifications and accommodations in their Individual Education Plan (IEP).  This document will provide families with a general understanding of the variety of services the Special Education Department will be offering during this period.

Special Education Staff will:

• Provide special education and related services in the IEP through multiple modalities: online learning websites, synchronous instruction, online instructional materials, paper packets, instructional videos, etc.
• Individualize materials to meet the needs of each student based on their Individualized Education Program.
• Individualize access to online learning programs and tools.
• Collaborate with general education teachers, related service providers, and administrators, as needed.
• Regularly collaborate with families through phone conferences and emails.
• As appropriate, provide virtual learning sessions with individual students, with parent permission.
• Provide regular/ongoing meeting times to families and students.
• Continually monitor student progress and adjust services as needed.
• Follow national and state guidance on the procedures and delivery of services for students with IEPs.

Please note: As we continue this journey in Distance Learning, the district plan may need to be adjusted as needed to make the best effort to deliver the highest quality of services in light of the circumstances.

 

• 2. For school districts that receive foundation aid, the estimated number of instructional hours the school district intends to claim for State aid purposes for each day spent on remote instruction due to emergency conditions pursuant to section 175.5 of this chapter.

 

There will be no planned change in the instructional hours claimed during the emergency, for the purposes of state aid. K-6 students will receive a minimum of 900 instructional hours yearly, estimated 5 hours daily; 7-12 students will receive a minimum of 990 instructional hours yearly, estimated 5.4 hours daily