Williamsville Central School District

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Remote Online Learning Plan

August 12, 2020

Dear Williamsville Central School District Families,

Thank you for your patience as we continue to plan and prepare for the upcoming school year.  Ahead of tonight’s Reopening Plan Presentation and Community Forum, I wanted to share information regarding our remote learning online model that will be available should you choose to keep your child out of school physically in the fall.

Please know that if you choose this model, you will be able to have your child re-enter our schools through our hybrid instructional model at any time.  You are not required to commit to the remote learning online model for a predetermined amount of time.

Detailed information regarding instruction and course work available in our full remote online learning model is available on WITS and the District’s website.  Direct registration for this option is available on the WITS homepage at https://wits.williamsvillek12.org.  Registration to begin the 2020-2021 academic year needs to be completed by Wednesday, August 19, 2020.


Dr. Scott G. Martzloff, Ed.D
Superintendent of Schools

Remote Online Learning Plan

Remote Online Learning Model

A remote online learning model will be implemented when students access their learning through a distance or virtual learning model in lieu of participation in the hybrid model. This model incorporates the following:

  • Synchronous learning - direct instruction and engagement facilitated by the teacher/educator remotely, happening in real time
  • Asynchronous learning - digital instructional materials and resources provided by the teacher/educator to students for their individual access (e.g., recorded and video-based lessons); can be revisited on multiple opportunities if desired or needed
  • Independent student practice - meaningful engagement of students as they apply the skills and strategies gained and demonstrate understanding of their learning; also includes engagement with resources and activities not requiring a device
  • Office hours/support for students and parents - opportunities for students and parents to interact directly with the teacher for any additional assistance needed or to ask questions

Instructional Delivery and Offerings

District teachers will deliver the remote learning program to students K-12. Specific courses to be offered for the middle and high school levels are reflected below.

For elementary school, grade level coursework will closely resemble what is provided to students in the hybrid instructional model.


Middle School Level

Subject Area

Courses Offered






Math 7

Advanced Math 7

Math 8


Science 7

Science 8

Social Studies

Social Studies 7

Social Studies 8


Spanish 7

Spanish 8

French 7

French 8

Phys. Ed./Health

Physical Education




Music 7




HS Courses Offered at the Middle School Level

English 9, Algebra, and Earth Science (reflected on the high school course list)



High School Level

Subject Area

Course Offered

Courses Not Offered


English 9R

English 10R – all levels

English 11R – all levels

English 12R

All elective courses

All AP courses

All SUPA courses


Algebra 1 – all levels

Geometry – all levels

Algebra 2 – all levels

Pre-Calculus – all levels

Calculus 5 (Niagara University course)

All AP courses


All Computer Programming courses


Earth Science

Living Environment – all levels

Chemistry – all levels

Physics – all levels

Environmental Science

Half-year electives

Forensics (Niagara University course, full year)

Anatomy & Physiology (full year)

All AP courses

Social Studies

Global History and Geography I

Global History and Geography II

United States History & Government

Participation in Government


All elective courses

All AP courses


All courses, Levels 1-3

All AP courses

Levels 4-5

Phys. Ed./Health

Physical Education





All classes



All classes



All classes


Studio in Art

All other art classes

Special Education

Resource Room




Determinations regarding course offerings made at the high school level ensure that a majority of classes are offered with the exception of electives and college-level courses. With college-level courses in particular, specialized training and in many cases an approved university application by the teacher is necessary to be able to teach these types of courses. Therefore, offering these opportunities is not feasible at this time.

Parent Registration for the Remote Online Learning Option

For families who would like to enroll their child(ren) into the remote online learning option, parents will complete their registration on WITS. The registration information is located on the WITS homepage.

 Resources Utilized

 G Suite for Education

The District has committed to using the Google G Suite for Education district wide as our platform beginning in the 2020-21 school year. Many aspects of this platform have been utilized across the District for a number of years, and it offers several benefits to educators, students, and families. Our stakeholders have conveyed that they concur that it was important for our District to select, develop, and maintain a singular platform for use at the elementary, middle, and high school levels.

Tools in the G Suite platform include Google Classroom, Google Docs, Google Slides, Google Meet, and much more. As a resource designed specifically for educators and students within the K-12 environment, multiple opportunities exist for the effective organization of content and resources and the delivery of teaching and learning, providing feedback to and collaborating with students, and connecting and communicating with students in interactive and engaging ways. In addition, G Suite’s streamlined yet dynamic structure allows for ease of use, accessibility, and customization. Other valuable learning and communication tools also work seamlessly with the platform, so the development of comprehensive, rich, and robust learning experiences can be achieved.

Common K-12 district resources including links/documents/tutorials were developed and updated in partnership with administrators and teachers, and these will be made available in a central location for parents, students, and staff.

 Elementary Schools

At the elementary level, weekly calendars with cross-curricular daily plans will be developed by teacher teams/grade levels/areas that articulate the learning/activities for the week. These reflect common class/grade level experiences. Teachers provide access to learning plans directly to families/students. Landing pages will be used for parents/students to view the week’s assignments and announcements. A Google Classroom will be established by individual teachers to deliver the instructional program and further extend students’ learning by presenting differentiated instruction, assignments, documents, and other resources. An array of engaging and standards-based learning activities are planned for based on student abilities, needs, and learning styles. Teachers use instructional tools and materials that are familiar to students and that they would utilize while physically at school. These tools are utilized for instruction, new learning, skill practice, enhancement, creation, sharing, and for live or pre-recorded video for direct instruction. Google Meet and Zoom will be utilized for instruction as well as connecting with students and families through video conferencing.

 Middle and High Schools

Middle and high schools will establish learning websites/landing pages, which reflect teachers/teacher teams and that connect directly to the teacher’s weekly assignments and announcements reflected on Google Classroom and course materials. At the middle and high school levels, teachers present course learning and resources directly to students through the use of Google Classroom. Print and video/technology resources are reflected for each teacher’s course/class. Teachers will use instructional tools and resources that are familiar to students and that they would utilize while physically at school.  Google Classroom will be used for a variety of purposes including but not limited to demonstrations; document posting/sharing; discussion forum assignments with virtual dialogue, generating and responding to questions/comments; document-based exercises; reading and responding; and PowerPoint presentations (with notes and embedded videos, links, and information on topics), and to share live or pre-recorded video for direct instruction. Google Meet and Zoom will be utilized for instruction as well as connecting with students and families through video conferencing. Other office hours will be offered to students digitally through Google Meet and Zoom. 

 Best Practices and Expectations for Remote Learning

Following is a summary of best practices and expectations for remote learning that were developed in collaboration with a range of stakeholders from the school community, including teachers, parents, building and district administrators. Feedback from parents derived from surveys and parent input were also utilized to inform these best practices. All schools and teachers/educators are expected to utilize the best practices provided.

  • A landing page or starting place is utilized for the school’s instructional plan.
  • Other links/teacher resources are accessible from this location.
  • A calendar and a weekly/daily plan are provided.
  • A variety of engaging learning resources and opportunities are provided to students.
  • Both review and new material are presented.
  • Direct instruction is delivered. Large group and small group structures are utilized.
  • Live, pre-recorded lessons and video are utilized.
  • Print materials are made available.
  • Interactive lessons are provided.
  • Meaningful practice is afforded.
  • Additional supports are provided to students, as needed.
  • Regular, substantive interaction is implemented daily as a critical component of academic, social, and emotional learning and supports.
  • Teachers collaborate in a variety of ways regarding best practices, student learning and workloads, instructional plans, and communication to students and families.
  • Expectations, tasks, and due dates are communicated/posted in a timely fashion.
  • Teachers/educators exercise flexibility, understanding, and reasonableness.
  • A process for assignments/work to be submitted and reviewed is established.
  • Meaningful feedback to students is provided.
  • Workload and assignments are balanced between and among teachers.
  • Formative assessments are utilized to support students and plan instructionally.
  • Common grading policies are developed, communicated, and implemented.
  • Teachers/educators communicate with their students and families using multiple means (e.g., phone calls, face-to-face, digital tools, emails, notes, etc.) for communication and engagement on a regular basis. A reply or response to parent/student emails is expected in a timely manner (within 24 hours). Video messages are also utilized by teachers/educators and building administrators for communication with students/ parents.
  • Messages/updates/reminders from buildings should complement District communication.
  • Parents and students direct questions to teachers and the building principal.

Digital Citizenship Practices and Expectations

We are all adjusting to new learning experiences and new types of interactions.  We all benefit when everyone shares the same expectations.  Everyone is expected to adhere to all District Acceptable Use policies, whether they are using a District-provided device or a personal device.

Students are expected to continue to give their best effort on assignments.  They will submit their own work and use online tools appropriately.  They will also keep their login information and passwords private, with the exception of sharing them with their parents, guardians, or teachers when necessary.

We will all respect the intellectual property of others.  Work created by a student is his or her own intellectual property.  Work created by an educator is his or her own intellectual property and/or the intellectual property of the Williamsville Central School District.  No work, whether printed, audio, or video, should be shared, published, or duplicated without the author’s permission.

There are expectations when interacting in a digital environment that apply to everyone participating in the conference as well as those who may be in the vicinity during the conference.  Participation in video conferencing experiences is contingent on adhering to these expectations.  Participants in video conferences and everyone in the vicinity of the video conference will:

  • wear clothing that would be appropriate for school.
  • use language that would be appropriate in a school setting.
  • be on time and ready to participate.
  • be in an environment conducive for learning, such as at a desk or table or sitting on a couch or chair.
  • keep themselves and their devices stationary during the conference.
  • respect the direction of the organizer of the conference regarding whether video is on or off and whether mics are on or muted.
  • use their own name when signing in to the conference.
  • check that the background appearing on screen is free of any items that would not be appropriate in a school setting.
  • ensure that a parent or guardian is aware they will be participating in a video conference.
  • notify any household members in the vicinity that a video conference is occurring and that their image may be seen and their voices may be heard.
  • be mindful that the chat feature may be visible by other participants.
  • respect the privacy of others by not recording or taking pictures of any portion of the conference.
  • be aware of background noise and use a headset when necessary to prevent disrupting the conference.
  • make their teachers aware of any concerns they have about online interactions.
  • be mindful of the attire of any small children who may be in the vicinity of a video conference