News & Resources
PS 329Q Workshops
Visual Arts workshops provided by Marquis Studios. Join Teaching Artist Tishawn Gonsalves for a series of hands-on art-making workshops for students of all ages. This program is supported, in part, by public funds from the New YorkCity Department of Cultural Affairs in partnership with the City Council. Marquis Studios would like to thank Councilmember Francisco Moya for supporting arts programs at PS 329Q through the CASA initiative.
Access the virtual workshops by clicking here
Use password: PS329art
Residencies
Mixed Visual Arts - Tishawn Gonsalves - 3/6
Yoga - Paris Alexandra - 0/6
Free Virtual Summer Camps
Virtual Summer Enrichment Program
Programa Virtual de Enriquecimiento de Verano
Pandemic EBT
Pandemia EBT
K - 2 Grading Policy/Poliza de Calificaciones
K to 2 ELA Grading Policy for Remote Learning
(March to June, 2020)
|
Area of Focus |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Overall Participation
|
Does not interact on Seesaw or other learning platforms (Raz Kids, Epic, Imagine Learning)
|
Minimally interacts on Seesaw or other learning platforms (Raz Kids, Epic, Imagine Learning)
|
Frequently interacts on Seesaw or other learning platforms (Raz Kids, Epic, Imagine Learning)
|
Interacts daily on all platforms
Completes all activities / works on Seesaw, Raz Kids, Epic, and Imagine Learning |
| Reading |
Does not log in to any online reading resource (Epic, Raz Kids, Imagine Learning) to read independently
Is not able to recognize key ideas/ details (incomplete retell)
No evidence of comprehension (Unable to answer some literal and most inferential questions) Low fluency when recording reading. Does not use phonics strategies to read new words. |
Logs in to the reading resources for less than the required minutes per week (Epic, Raz Kids, Imagine Learning)
Recognizes some key ideas/ limited retell
Limited comprehension (answers some inferential questions)
Moderate fluency when recording reading. Uses some phonics strategies to read new words. |
Logs in to reading resources for the required minutes per week (Epic, Raz Kids, Imagine Learning)
Recognizes all key ideas and details with a full retell including character, setting, problem, solution from B,M,E.
Good comprehension of text--literal and inferential.
Read with sufficient accuracy and fluency to support comprehension. Uses most or all strategies from phonics to read new words. |
Logs in to reading resources beyond the required minutes per week (Epic, Raz Kids, Imagine Learning)
Recognizes all key idea and details with a full retell including character, setting, problem, solution from B,M,E including other important noticings that aid in comprehension
Excellent comprehension. Connects and synthesizes within and among texts.
Accurate fluency of within above grade level texts. Uses all grade level and some above grade level strategies to read and understand new words. |
| Writing |
Does not show any completed work.
Does not use punctuation and does not use capital letters appropriately.
Does not write a complete sentence.
Use of spelling strategies is not evident. |
Completes most writing assignments approaching grade level expectation.
Does not consistently use punctuation and capitalization.
Attempts to write sentences, although structure may not always make sense.
Uses a word wall and knowledge of phonics to spell MOST words correctly. |
Completes all writing assignments at grade level expectation.
Consistently uses capitalization and punctuation.
Writes complete sentences.
Uses a word wall and knowledge of phonics to spell ALL words correctly. |
Completes all writing assignments and submits additional pieces of writing beyond grade level expectation.
Consistently uses capitalization and punctuation correctly.
Writes complete, complex sentences.
Uses a word wall and knowledge of phonics to spell unknown words correctly using all known strategies. |
K to 2 Math Grading Policy for Remote Learning
(March to June, 2020)
|
Area of Focus |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Math
Please note that Kindergarten does not use the Dreambox platform. |
Does not log in to Seesaw or finishes only SOME of the activities correctly.
Does not log in to Dreambox or does below the amount of recommended work (less than 30 minutes per week)
Completes below Grade level work on Dreambox. Demonstrates minimal understanding and use of grade level strategies based upon evaluation of work submitted |
Logs in to Seesaw and finishes MOST of the activities correctly.
Logs in to Dreambox and does MOST of the recommended work (at least 30 minutes per week)
Completes some below and some at grade level work on Dreambox. Demonstrates some understanding and use of grade level strategies based upon evaluation of work submitted |
Logs in to Seesaw and finishes ALL of the activities correctly.
Logs in to Dreambox and does the recommended amount of work (at least 50 minutes per week)
Completes all grade level work on Dreambox. Demonstrates a deep understanding and use of grade level strategies based upon evaluation of work submitted |
Logs in to Seesaw and finishes ALL activities at above grade level expectations.
Logs in to Dreambox and completes recommended work and more (more than 60 minutes per week)
Completes all grade level work and some above grade level work on Dreambox.
Demonstrates deep understanding and use of above grade level strategies based upon evaluation of work submitted |
|
Social Studies |
No assignments completed or does not finish any activities. Does not demonstrate understanding of the concepts in the unit. |
Did not complete all assignments.
Demonstrates some understanding of the unit, but still missing key concepts. Does not explain their answer clearly. |
Completes all assignments.
Demonstrates understanding of content. Explains answer clearly and completely and provides details to support the answer. |
Completes all assignments.
Answers all questions clearly and correctly and provides details to support answers. Provides additional information about the topic. |
| Science |
No assignments completed or does not finish any activities. Does not demonstrate understanding of the concepts in the unit. |
Did not complete all assignments.
Demonstrates some understanding of the unit, but still missing key concepts. Does not explain their answer clearly. |
Completes all assignments.
Demonstrates understanding of content. Explains answer clearly and completely and provides details to support the answer. |
Completes all assignments.
Answers all questions clearly and correctly and provides details to support answers. Provides additional information about the topic. |
Grade N is equivalent to 1 and 2
Grade MT is equivalent to 2+ and above
RESOURCES:
Next Generation Math Learning Standards
Next Generation ELA Learning Standards
Learning Progressions for Narrative Writing
Calificaciones de ELA de los grados Kindergarten- 2 para el aprendizaje distante
(Marzo-Junio 2020)
| Area de Enfoque | Nivel 1 | Nivel 2 | Nivel 3 | Nivel 4 |
| Participación general | No interactúa en Seesaw y otras plataformas de aprendizaje (Raz Kids, Epic, Imagine Learning) | Interactúa mínimamente en Seesaw y otras plataformas de aprendizaje (Raz Kids, Epic, Imagine Learning) | Interactúa con frecuencia en Seesaw y otras plataformas de aprendizaje (Raz Kids, Epic, Imagine Learning) | Interactúa diariamente en todas las plataformas. Completa todas las actividades / trabajos en Seesaw, Raz Kids, Epic, Imagine Learning. |
| Lectura |
No inicia sesión en ningún recurso de lectura en línea (Epic, Raz Kids, Imagine Learning) para leer de forma independiente No puede reconocer ideas/detalles clave (recuento incompleto) No hay evidencia de comprensión. (No se pueden responder algunas preguntas literales y más inferenciales) Baja fluidez al grabar la lectura. No utiliza estrategias fonéticas para leer palabras nuevas. |
Inicia sesión en los recursos de lectura por menos de los minutos requeridos por semana (Epic, Raz Kids, Imagine Learning) Reconoce algunas ideas clave / recuento limitado Comprensión limitada (responde algunas preguntas inferenciales) Fluidez moderada al grabar la lectura. Utiliza algunas estrategias fonéticas para leer palabras nuevas. |
Inicia sesión para leer recursos durante los minutos requeridos por semana (Epic, Raz Kids, Imagine Learning) Reconoce todas las ideas y detalles clave con un recuento completo que incluye personaje, escenario, problema, solución de B, M, E. Buena comprensión del texto, literal y inferencial. Lea con suficiente precisión y fluidez para apoyar la comprensión. Utiliza la mayoría o todas las estrategias de fonética para leer palabras nuevas. |
Inicia sesión para leer recursos más allá de los minutos requeridos por semana (Epic, Raz Kids, Imagine Learning) Reconoce todas las ideas y detalles clave con un recuento completo que incluye el personaje, el entorno, el problema, la solución de B, M, E, incluidas otras notas importantes que ayudan a la comprensión Excelente comprensión conecta y sintetiza dentro y entre textos. Fluidez precisa de textos por encima del nivel de grado. Utiliza todas las estrategias de nivel de grado y algunas de nivel superior para leer y comprender palabras nuevas. |
| Escritura |
No muestra ningún trabajo completado. No usa signos de puntuación y no usa letras mayúsculas apropiadamente. No escribe una frase completa. El uso de estrategias de ortografía no es evidente. |
Completa la mayoría de las tareas de escritura acercándose a las expectativas de nivel de grado. No utiliza consecuentemente la puntuación y las mayúsculas. Intenta escribir frases, aunque la estructura no siempre tiene sentido. Utiliza un muro de palabras y conocimiento de fonética para deletrear la mayoría de las palabras correctamente. |
Completa todas las tareas de escritura a la expectativa de nivel de grado. Utiliza constantemente las mayúsculas y la puntuación. Escriba frases completas. Utiliza un muro de palabras y conocimientos de fonética para deletrear todas las palabras correctamente. |
Completa todas las tareas de escritura y presenta piezas de escritura adicionales más allá de las expectativas de nivel de grado. Utiliza constantemente mayúsculas y puntuación correctamente. Escribe frases completas y complejas. Utiliza un muro de palabras y conocimiento de fonética para deletrear palabras desconocidas correctamente usando todas las estrategias conocidas. |
Calificaciones de Matemáticas de los grados Kindergarten-2
para el aprendizaje distante
(Marzo-Junio 2020)
| Area de Enfoque | Nivel 1 | Nivel 2 | Nivel 3 | Nivel 4 |
|
Matemáticas Tenga en cuenta que Kindergarten no utiliza la plataforma Dreambox. |
No inicia sesión en Seesaw o finaliza solo ALGUNAS de las actividades correctamente. No inicia sesión en Dreambox o lo hace por debajo de la cantidad de trabajo recomendado (menos de 30 minutos por semana) Completa el trabajo por debajo del nivel de grado en Dreambox. Demuestra una comprensión mínima y el uso de estrategias de nivel de grado basadas en la evaluación del trabajo presentado |
Inicia sesión en Seesaw y finaliza la MAYORÍA de las actividades correctamente. Inicia sesión en Dreambox y realiza la MAYORÍA del trabajo recomendado (al menos 30 minutos por semana) Completa algunos a continuación y algunos trabajos a nivel de grado en Dreambox. Demuestra cierta comprensión y uso de estrategias de nivel de grado basadas en la evaluación del trabajo presentado |
Inicia sesión en Seesaw y finaliza TODAS las actividades correctamente. Inicia sesión en Dreambox y realiza la cantidad de trabajo recomendada (al menos 50 minutos por semana) Completa todo el trabajo de nivel de grado en Dreambox. Demuestra una comprensión profunda y el uso de estrategias de nivel de grado basadas en la evaluación del trabajo presentado |
Inicia sesión en Seesaw y finaliza TODAS las actividades a las expectativas por encima del nivel de grado. Inicia sesión en Dreambox y completa el trabajo recomendado y más (más de 60 minutos por semana) Completa todo el trabajo de nivel de grado y algunos trabajos de nivel de grado superior en Dreambox. Demuestra un profundo conocimiento y uso de estrategias superiores al nivel de grado basadas en la evaluación del trabajo presentado |
Calificaciones de estudios sociales y ciencias de los grados Kindergarten-2
para el aprendizaje distante
(Marzo-Junio 2020)
| Area de Enfoque | Nivel 1 | Nivel 2 | Nivel 3 | Nivel 4 |
| Estudios Sociales |
No hay tareas completadas o no finaliza ninguna actividad. No demuestra comprensión de los conceptos en la unidad. |
No completó todas las tareas. Demuestra cierta comprensión de la unidad, pero aún faltan conceptos clave. No explica su respuesta claramente. |
Completa todas las tareas. Demuestra comprensión del contenido. Explica la respuesta clara y completamente y proporciona detalles para respaldar la respuesta. |
Completa todas las tareas. Responde todas las preguntas de forma clara y correcta y proporciona detalles para respaldar las respuestas. Proporciona información adicional sobre el tema. |
| Ciencias |
No hay tareas completadas o no finaliza ninguna actividad. No demuestra comprensión de los conceptos en la unidad. |
No completó todas las tareas. Demuestra cierta comprensión de la unidad, pero aún faltan conceptos clave. No explica su respuesta claramente. |
Completa todas las tareas. Demuestra comprensión del contenido. Explica la respuesta clara y completamente y proporciona detalles para respaldar la respuesta. |
Completa todas las tareas. Responde todas las preguntas de forma clara y correcta y proporciona detalles para respaldar las respuestas. Proporciona información adicional sobre el tema. |
Grado N es equivalente a 1 y 2
Grado MT es equivalente a 2+ y superior
RECURSOS:
Next Generation Math Learning Standards
Estándares de aprendizaje de matemáticas de próxima generación
Next Generation ELA Learning Standards
Estándares de aprendizaje de ELA de próxima generación
Learning Progressions for Narrative Writing
Progresiones de aprendizaje para la escritura narrativa
Rúbrica de escritura narrativa
3-5 Grading Policy/Poliza de Calificaciones
3-5 Grading Policy- Remote Learning Marking Period
| Area of Focus | Level 1 | Level 2 | Level 3 | Level 4 |
|
Participation
10% of overall grade |
-Student has not interacted on google classroom or in google meetings -student has not completed weekly tasks in IXL/Dreambox |
Student has limited or minimal not interaction on google classroom or in google meetings -student has completed some weekly tasks in IXL/Dreambox |
Student has frequently interacted on google classroom or in google meetings -student has completed a majority of the weekly tasks in IXL/Dreambox |
Student interacts daily on google classroom or in google meetings -student has completed all weekly tasks in IXL/Dreambox |
|
Content Knowledge 30% of overall grade |
Student scores 60% or below on biweekly quizzes/exams | Student scores between 61% -79% on biweekly quizzes/exams | Student scores between 80% - 97% on biweekly quizzes/exams | Student scores between 98% -100 % on biweekly quizzes/exams |
|
Computation 30% of overall grade |
Student scores 60% or below on periodic assessments -Demonstrates a lack of fluency in solving grade level facts in all 4 operations |
Student scores between 61% -79% on periodic assessments -Demonstrates limited fluency in solving grade level facts in all 4 operations |
Student scores between 80% - 97% on periodic assessments -Demonstrates fluency in solving grade level facts in all 4 operations |
Student scores between 98% -100 % on periodic assessments -Demonstrates fluency in solving grade level and above facts in all 4 operations |
|
Problem Solving 30% of overall grade |
Demonstrates minimal understanding and use of grade level strategies based a cumulative evaluation of work submitted | Demonstrates some understanding and use of grade level strategies based a cumulative evaluation of work submitted | Demonstrates a deep understanding and use of grade level strategies based a cumulative evaluation of work submitted | Demonstrates deep understanding and use of above grade level strategies based a cumulative evaluation of work submitted |
Resources:
3-5 ELA Grading Policy - Remote Learning Marking Period
| Area of Focus | Level 1 | Level 2 | Level 3 | Level 4 |
|
Participation (10%) |
Student has not completed most/any assignments Student does not participate and/or interact on google classroom or meetings |
Student has completed some assignments each week and/or most assignments are late Student has minimal interactions on google classroom and/or meetings |
Student has completed all assignments and most are on time Student has frequently interacted on google classroom and/or meetings |
Student has completed all assignments and they are submitted on time Student interacts daily on google classroom and/or in meetings |
|
Reads texts across a variety of genres outside of classroom assignments (Epic and/or myON) (30%) |
Does not log in to any reading platforms for independent reading | Logs in and reads on either platform some days of the week (1-2) for independent reading | Logs in and reads on either platform most days of the week (3-4) for independent reading | Logs in and reads on either platform everyday of the week (7) for independent reading |
|
Demonstrates reading comprehension by completing assignments according to learning progression (teacher can provide progression as needed) (30%) |
Demonstrates minimal understanding and use of grade level strategies based on work submitted | Demonstrates some understanding and use of grade level strategies based work submitted | Demonstrates a moderate understanding and use of grade level strategies based work submitted | Demonstrates a deep understanding and use of above grade level strategies based work submitted |
|
Uses details and facts from text in writing to explain thinking and respond to questions (30%) |
Writes in incomplete sentences Writes only 1 sentence Does not provide details Does not use punctuation or capital letters |
Writes in complete sentences sometimes Writes only 2-3 sentences Provides minimal details Sometimes uses periods and capital letters |
Writes in complete sentences Writes at least 3-5 sentences Provides moderate details Uses punctuation and capital letters |
Uses paragraphs Writes in complete sentences Writes 5-7 sentences Provides well developed details Uses punctuation and capital letters |
| Area of Focus | Level 1 | Level 2 | Level 3 | Level 4 |
| Social Studies | Attempts to answer 1 of the questions, did not write in complete sentences | Attempts to answer some of the questions, however, answers were incomplete and/or were not from facts in the lesson/slides | Answers all of the questions using information from the lesson/slides in complete sentences | Answers all of the questions using information from the lesson/slides in complete sentences and includes extra information that demonstrates critical thinking work. |
| Science | Attempts to answer 1 of the questions, did not write in complete sentences | Attempts to answer some of the questions, however, answers were incomplete and/or were not from facts in the lesson/slides | Answers all of the questions using information from the lesson/slides in complete sentences |
Answers all of the questions using information from the lesson/slides in complete sentences and includes extra information that demonstrates critical thinking work |
Grados 3-5 Calificación de Matemática: período de marcado de aprendizaje distante
| Area de Enfoque | Nivel 1 | Nivel 2 | Nivel 3 | Nivel 4 |
|
Participación 10% calificaciones generales |
El estudiante no ha interactuado en el aula de google o en las reuniones de google El estudiante no ha completado tareas semanales en IXL / Dreambox |
El estudiante tiene una interacción limitada o mínima en el aula de Google o en las reuniones de Google El estudiante ha completado algunas tareas semanales en IXL / Dreambox |
El estudiante ha interactuado frecuentemente en el aula de google o en las reuniones de google El estudiante ha completado la mayoría de las tareas semanales en IXL / Dreambox |
El estudiante interactúa diariamente en el aula de google o en las reuniones de google El estudiante ha completado todas las tareas semanales en IXL / Dreambox |
| El conocimiento del contenido 30% calificaciones generales | Los estudiantes obtienen un puntaje de 60% o menos en cuestionarios / exámenes quincenales | Los puntajes de los estudiantes entre 61% -79% en cuestionarios / exámenes quincenales | Puntuaciones de los estudiantes entre 80% - 97% en cuestionarios / exámenes quincenales | Puntuaciones de los estudiantes entre 98% -100% en cuestionarios / exámenes quincenales |
|
Cálculo 30% calificaciones generales |
Los estudiantes obtienen un puntaje de 60% o menos en evaluaciones periódicas -Demuestra una falta de fluidez para resolver hechos de nivel de grado en las 4 operaciones |
Puntuaciones de los estudiantes entre 61% -79% en evaluaciones periódicas -Demuestra fluidez limitada para resolver hechos de nivel de grado en las 4 operaciones |
Puntajes de estudiantes entre 80% - 97% en evaluaciones periódicas -Demuestra fluidez para resolver hechos de nivel de grado en las 4 operaciones |
Puntuaciones de los estudiantes entre 98% -100% en evaluaciones periódicas -Demuestra fluidez para resolver hechos de nivel de grado y superiores en las 4 operaciones |
|
Resolución de problemas 30% calificaciones generales |
Demuestra una comprensión y uso mínimos de las estrategias de nivel de grado basadas en una evaluación acumulativa del trabajo presentado | Demuestra cierta comprensión y uso de estrategias de nivel de grado basadas en una evaluación acumulativa del trabajo presentado | Demuestra un profundo conocimiento y uso de estrategias de nivel de grado basadas en una evaluación acumulativa del trabajo presentado | Demuestra una comprensión profunda y el uso de estrategias por encima del nivel de grado basadas en una evaluación acumulativa del trabajo presentado |
Recursos:
Grados 3-5 Calificación de ELA (Artes del lenguaje inglés): período de marcado de aprendizaje distante
| Area de Enfoque | Nivel 1 | Nivel 2 | Nivel 3 | Nivel 4 |
|
Participación (10%) |
El estudiante no ha completado la mayoría / ninguna tarea El estudiante no participa y / o interactúa en el aula o reuniones de google |
El estudiante ha completado algunas tareas cada semana y / o la mayoría de las tareas llegan tarde El alumno tiene interacciones mínimas en las aulas y / o reuniones de google |
El estudiante ha completado todas las tareas y la mayoría llega a tiempo El estudiante ha interactuado con frecuencia en las aulas y / o reuniones de google |
El estudiante ha completado todas las tareas y se presentan a tiempo El alumno interactúa diariamente en el aula de Google y / o en reuniones |
| Lee textos en una variedad de géneros fuera de las tareas del aula (Epic y / o myON) (30%) | No inicia sesión en ninguna plataforma de lectura para leer independiente | Inicia sesión y lee en cualquier plataforma algunos días de la semana (1-2) para leer independiente | Inicia sesión y lee en cualquier plataforma la mayoría de los días de la semana (3-4) para leer independiente | Inicia sesión y lee en cualquier plataforma todos los días de la semana (7) para leer independiente |
| Demuestra comprensión de lectura al completar tareas de acuerdo con la progresión del aprendizaje (El maestro puede proporcionar progresión según sea necesario) (30%) | Demuestra una comprensión mínima y el uso de estrategias de nivel de grado basadas en el trabajo presentado | Demuestra cierta comprensión y uso del trabajo presentado basado en estrategias de nivel de grado. | Demuestra una comprensión moderada y el uso del trabajo basado en estrategias de nivel de grado presentado | Demuestra un profundo conocimiento y uso del trabajo basado en estrategias por encima del nivel de grado presentado |
| Usa detalles y hechos del texto por escrito para explicar el pensamiento y responder preguntas (30%) |
Escribe en frases incompletas Escribe solo 1 frase No proporciona detalles No utiliza signos de puntuación o mayúsculas. |
Escribe en frases completas a veces Escribe solo 2-3 frases Proporciona detalles mínimos. A veces usa puntos y letras mayúsculas |
Escribe en frases completas Escribe al menos 3-5 frases Proporciona detalles moderados. Utiliza puntuación y letras mayúsculas |
Usa párrafos Escribe en frases completas Escribe 5-7 frases Proporciona detalles bien desarrollados. Utiliza puntuación y letras mayúsculas |
Grados 3-5 Calificación de estudios sociales y ciencias: período de marcado de aprendizaje distante
| Area de Enfoque | Nivel 1 | Nivel 2 | Nivel 3 | Nivel 4 |
| Estudios Sociales | Intentos de responder 1 de las preguntas, no escribió en frases completas | Los intentos de responder algunas de las preguntas, sin embargo, las respuestas fueron incompletas y / o no fueron hechos de la lección / diapositivas | Responde a todas las preguntas usando información de la lección / diapositivas en frases completas | Responde a todas las preguntas utilizando información de la lección / diapositivas en frases completas e incluye información adicional que demuestra el trabajo de pensamiento crítico. |
| Ciencias | Intentos de responder 1 de las preguntas, no escribió en frases completas | Los intentos de responder algunas de las preguntas, sin embargo, las respuestas fueron incompletas y / o no fueron hechos de la lección / diapositivas | Responde a todas las preguntas usando información de la lección / diapositivas en frases completas | Responde a todas las preguntas utilizando información de la lección / diapositivas en frases completas e incluye información adicional que demuestra el trabajo de pensamiento crítico. |
Clusters Grading Policy/Poliza de Calificaciones
Grading Policy for Clusters
| MT | 4 | Students have handed in all assignments and participated in enrichment activities (I.e. Flipgrid, participating in Google Meets, etc) |
| MT | 3 | Students have handed in all assignments and communicated with teachers through ClassDojo, email and Google Meets. |
| MT | 2.5 | Students have handed in assignments, however they are not following directions. |
| NS | 2 | Students have attempted to hand in assignments, although parts are incomplete. |
| NS | 1 | Students have not completed any assignments and have not communicated with Cluster teachers. |
Póliza de calificaciones para clusters (música, arte y educación física)
| MT | 4 | Los estudiantes han entregado todas las tareas y participado en actividades de enriquecimiento (Flipgrid, participando en Google Meets, etc.) |
| MT | 3 | Los estudiantes han entregado todas las tareas y se han comunicado con los maestros a través de ClassDojo, correo electrónico y Google Meets. |
| MT | 2.5 | Los estudiantes han entregado tareas, sin embargo, no están siguiendo instrucciones. |
| NS | 2 | Los estudiantes han intentado entregar tareas, aunque las partes están incompletas. |
| NS | 1 | Los estudiantes no han completado ninguna tarea y no se han comunicado con los maestros de música, arte y educación física. |
Remote Learning FAQ
Frequently Asked Questions for Families About Remote Learning
Note from Chancellor Carranza:
Dear Families,
As we weather an unprecedented health crisis with COVID 19, our top priority is the health and safety of our students, families and staff. We are rapidly transitioning over 1 million students across over the City to remote learning to ensure students are still learning during this time. These are unparalleled scenarios for our students, families and staff. I’m incredibly grateful to our school communities for their flexibility as we launch remote learning and to our schools and staff for stepping up to this challenge with an unwavering commitment to our students.
With remote learning, teachers can deliver lessons online, and students can complete assignments, projects, and assessments just like they would in the classroom. Remote learning both creates an opportunity for students and teachers to interact online and allows students to continue learning subjects and material that are a key part of their curriculum. I’m hopeful that the connections with peers and teachers will help create familiarity and comfort for our students in this unfamiliar time.
Remote learning will start on Monday, March 23. As we transition together to a new normal, we know there will be questions and complications that will come up, and we’re committed to partnering with you to make this shift as smooth as possible. Below we’ve laid out answers to the Frequently Asked Questions for Families that we will continue to update as we learn more.
Key support for families:
- To request a device for their students to participate in remote learning, please complete this survey. Call 718-935-5100 and choose option 5 if for any reason you cannot complete the survey online. We ask everyone to fill out the survey as soon as you can so we can connect you to a device if you need it.
- For information on creating an account, review the instructions on the NYCDOE website
- For curriculum, assignment or instruction questions, please contact your school’s parent coordinator.
In unity,
Chancellor Richard A. Carranza
accessing remote learning and supporting my student
1. How will my student access remote learning materials?
Every New York City public school student will be given the necessary tools and materials for remote learning. Your school will communicate with you about their platform for remote learning. To keep students connected and meeting academic requirements when learning remotely, the NYCDOE has created student accounts for every student. The account gives you access to Google Classroom and Microsoft Office 365. Review the instructions on the NYCDOE website for more information. If you are unable to access your student’s student account, contact your school’s parent coordinator. See below re: devices
2. How can I contact my student’s teacher if I have questions?
Each school has established its own way to communicate with families, such as email, Microsoft Teams, or other tools. Your student’s school will let you know the best way to contact teachers. If you need help, contact the school’s parent coordinator. Visit schools.nyc.gov/find-a-school if you need contact information.
3. How do I get an internet-enabled device if I do not have one?
Many schools are distributing their existing inventory of laptops and tablets, and we are extending that window for pickup to make sure families have what they need. We are also asking families to complete a survey sharing their best contact information over the next few weeks as well as whether they have access to a smartphone, a laptop/tablet/computer, the internet, or none of the above. We will use the information to prioritize device distribution and inform families of pickup location.
ACADEMIC POLICY AND PLANNING
4. How will attendance affect my student’s grades?
Schools have a system for monitoring student attendance. Schools must base students’ grades primarily on their academic performance. Students cannot fail their courses because of absence. If your student’s school includes attendance in grade calculations, they will not include absences due to COVID-19 in their grade calculations. Moving forward, schools will not include attendance in any grade calculations for the rest of the year.
5. What if my student is not able to complete their work for remote learning?
Remote assignments carry the same weight as in-person assignments. Students are expected to participate in their school’s remote learning sessions just like they are expected to attend school. Grades will be assigned for remote work and academic progress will be monitored by teachers during remote learning with flexibility to adapt this policy to remote learning conditions where students may not all have the same degree of access to devices or other supporting materials. If your student is sick or unable to join remote learning for any reason, you should contact your student’s parent coordinator for guidance and support.
6. How will schools grade student work with the transition to remote learning?
While schools participate in remote learning, teachers will grade student work as usual and in alignment with the school’s grading policy with flexibility to adapt this policy to remote learning conditions where students may not all have the same degree of access to devices or other supporting materials. Students are expected to complete the work and activities assigned by their teachers by their due dates. Each school has its own policies for how and when students complete late work. Contact your student’s teacher or parent coordinator l if you need more information about your school’s grading policies during remote learning.
7. How will the transition to remote learning impact promotion decisions?
For grades Kindergarten through 8, schools review many pieces of student work to determine if students are ready for the next grade level. For grades 9 through 12, schools make promotion decisions based on credit and exam completion, with flexibility for remote learning conditions where students may not all have the same degree of access to devices or other supporting materials. Promotion decisions must be based on academic progress and not attendance. Families should expect schools to make promotion decisions in June as they normally would. Contact your student’s teacher if you are concerned about their progress and need additional support.
8. How will this affect students who are in the process of earning high school credits?
Remote learning will focus on preparing students to be successful in their courses and Regents exams. Students will receive credit at the end of their courses if they have earned a passing grade.
9. How does the transition to remote learning impact physical education instruction?
There are no exceptions to the physical education requirements. Students will participate in physical education instruction as part of remote learning so that they can continue to develop their knowledge and skills. Your student’s physical education teacher will communicate the expectations for participating in physical education remotely.
10. How will the response to COVID-19 impact high school students who expect to graduate at the end of this school year?
Schools will make every effort to keep students on track toward graduation. This includes supporting students to master their courses and preparing them for exams in June. Remote learning plans will help students continue with their regular courses.
At this time, NYSED has not changed the graduation requirements in response to COVID-19. Your school will communicate with you about the graduation options available to your child. Students who do not meet requirements by the end of the school year will have the opportunity to attend summer school to continue working toward a diploma.
11. How can I support my high schooler with activities to prepare for college and career?
Students can use the DOE’s learn from home guidance for college and career planning to find resources about career exploration, understanding the financial aid process and student success programs at colleges. Students can also do virtual visits of college campuses.
Your school will also inform you how to connect with your school counselor for additional support with your student’s college and career plans.
SPECIAL EDUCATION
12. How will my child receive instruction?
If your student is recommended for integrated co-teaching, special class, or special education teacher support services, your school will make every effort to have them continue to receive instruction from the same special education teacher(s) and/or teacher team(s) and classroom paraprofessional(s) that usually teach them. Someone from your school will contact you to discuss how instruction will be delivered.
13. Will my child’s IEP meeting still take place?
Yes. IEP meetings will be conducted by phone.
14. Will I be able to make a referral for initial evaluation or reevaluation?
Parents can make a referral by emailing the principal or specialeducation@schools.nyc.gov, or by calling 311. Assessments may be conducted remotely.
15. Will my child still receive their related services?
Related services will be provided via teletherapy, or video-conferencing where clinically appropriate. Providers and schools will contact families to discuss the service plan for each student. Providers will also give families information about activities that can be done at home to reinforce the related services work.
16. Will my child still have access to assistive technology?
Schools will work with families to ensure that devices are provided to families of students recommended for Assistive Technology, and will contact families to make those arrangements.
17. Preschool, Charter Schools, and Non-Public Schools?
Charter schools and non-public schools will contact families to discuss their plan for serving students while schools are closed. Students will receive SETSS, SEIT, and related services remotely, whenever appropriate, in the same manner such services are provided to students in district schools.
MULTILINGUAL / ENGLISH LANGUAGE LEARNERS
18. How will my student receive services?
Every school will create a remote learning plan to ensure that English language learners and former English language learners receive targeted instruction in English with the appropriate amount of supports in their home language. Your school will continue to consider your student’s specific strengths and needs, such as their current level of proficiency in English and the academic areas where they need the most support. These services will be provided by and in collaboration with an appropriately certified teacher.
19. How can I change the language on my device to my preferred language?
You can change the default language and settings to a preferred language on most computers, phones, and tablets. This option is commonly found under the “Settings” section of your device.
- To change the language on your iPhone, iPad, or iPod touch, follow these directions.
- To change the language on your Android device, follow these directions.
20. How can I translate online content into another language?
Google Translate is a free, online application available on most devices. It can also be used without internet connection once downloaded onto your device. Google Translate can be used to translate text, handwriting, speech, and websites in over 100 different languages.
Follow these directions to download Google Translate:
- On your computer, install the Google Chrome web browser if you have not already. Google Chrome includes the Google Translate feature.
- For iPhones and iPads, download the Google Translate app from the app store.
- For Android devices, download the Google Translate app on Google Play.
ASSESSMENTS AND ACCOUNTABILITY
21. How will this impact New York State tests for grades 3-8?
The English Language Arts and math exams have been suspended by the New York State Education Department (NYSED).
22. How does the response to COVID-19 impact students taking Regents exams?
Students in Regents courses should plan to take Regents exams in June. Students are always permitted to take the Regents exams for their courses, regardless of their performance or attendance.
For science Regents exams, students must usually complete a 1,200-minute laboratory requirement. The New York State Education Department has waived this requirement this year. Students should complete the activities assigned by their science teachers, but they will not be required to complete 1,200 minutes of in-person laboratory experience.
23. How will the response to COVID-19 impact the NYC School Survey?
The NYC School Survey is in progress and is continuing. If you have your survey already, you can fill it out on paper or online at NYCSchoolSurvey.org. If you have not received a survey or code, you can get yours by calling 1-877-819-2363. You can also use the code lookup tool by going to NYCSchoolSurvey.org on the survey login page and clicking on one of the surveys where you see “Take the survey NOW.” The deadline to complete the survey is April 8th. If schools re-open later in the spring, we may extend the survey.
Remote Learning Readiness Checklist
Consider these tips to best prepare you and your child for remote learning:
- Get familiar with each of the digital tools your child will use while learning from home.
- Review your school’s expectations for completing assignments and appropriate behavior on internet-enabled devices.
- Set up a space for your child to use that considers their unique learning styles.
- Create a routine and daily schedule that will support your child’s success while learning from home.
- Make a list of activities that you and your child can use in addition to their classwork.
- If you don’t have access to an internet-enabled device, fill out this survey to be connected to one!
