Emergency Remote Instruction Plan

This Emergency Remote Instruction Plan outlines the protocols Atmosphere Academy Public Charter Schools will implement to ensure the continuity of learning during emergency school closures (e.g., severe weather, public health crises, facility emergencies). This plan is designed in strict compliance with the New York State Education Department (NYSED) Commissioner’s Regulations requiring districts to detail provisions for technology, instructional methods, and specialized services.

1. Device Provisioning and Technology Access

To guarantee equitable access to digital learning, Atmosphere Academy maintains a 1-to-1 device program and an emergency distribution protocol.

• Student Devices: Every enrolled student is assigned a school-managed Chromebook. In the event of a forecasted emergency (e.g., impending severe weather), devices are sent home with students prior to the closure.
• Unplanned Closures: If a closure is sudden, the IT Department and Operations Team will establish a safe, staggered curbside pickup schedule at the 5959 Broadway campus (and other building locations) within 24 hours of the closure announcement.
• Staff Devices: All instructional and administrative staff are issued school-managed laptops equipped with integrated webcams, microphones, and necessary software to conduct remote instruction.
• Repair and Replacement: A dedicated IT Helpdesk ticketing system and phone hotline will remain operational during remote periods. Broken devices will be swapped via a scheduled drop-off/pick-up protocol at the main campus.

2. Internet Connectivity

Atmosphere Academy routinely surveys families at the beginning of each academic year and at the onset of any prolonged emergency to assess home internet access.

• Hotspot Distribution: The school maintains an active inventory of cellular Wi-Fi hotspots (e.g., Kajeet, T-Mobile Project 10Million) with data plans fully funded by the school.
• Deployment: Hotspots are distributed to families who report a lack of reliable, high-speed internet access. Distribution occurs simultaneously with emergency device pickup.
• Community Resources: The school’s family coordination team provides parents with guides to securing low-cost municipal broadband programs available to Bronx residents.

3. Instructional Models and Time Expectations

Instruction during emergency remote periods will utilize a hybrid of synchronous (live, teacher-led) and asynchronous (independent, self-paced) learning. The primary platforms are Google Classroom (for assignments and materials) and Zoom/Google Meet (for live instruction).

Daily Instructional Breakdown

• Synchronous Expectations: Teachers will conduct live instruction following a modified bell schedule to prevent screen fatigue. Sessions will include direct instruction, guided practice, and live Q&A.
• Asynchronous Expectations: Teachers will post all assignments, recorded mini-lessons, and rubrics by 8:00 AM daily. Office hours will be held daily for students requiring individual support.

4. Alternative Instruction (Non-Digital)

For students for whom remote instruction via digital technology is not available, safe, or appropriate (e.g., specific visual impairments, severe cognitive delays, or temporary power outages in a student’s neighborhood), alternative instructional methods will be deployed:

• Instructional Packets: Hard-copy workbooks, differentiated assignment packets, and necessary manipulatives will be mailed to the student’s home or made available for immediate pickup.
• Phone-Based Support: Teachers and paraprofessionals will conduct daily instructional check-ins and assessments via phone calls with the student and parent/guardian.
• Project-Based Portfolios: Students may be assigned long-term, offline project-based learning tasks that can be assessed upon return to in-person instruction.

5. Special Education and English Language Learner (ELL) Services

Atmosphere Academy remains committed to providing a Free Appropriate Public Education (FAPE) and fulfilling the mandates of Individualized Education Programs (IEPs) and 504 Plans during remote learning.

• ICT and Pull-Out Support: Integrated Co-Teaching (ICT) classrooms will continue via digital platforms, with the special education teacher utilizing breakout rooms for targeted, small-group instruction. Pull-out Resource Room services will be scheduled synchronously.
• Related Services: Speech Therapy, Occupational Therapy (OT), Physical Therapy (PT), and Counseling will transition to approved tele-practice platforms. Providers will coordinate schedules directly with parents to ensure compliance with mandated minutes.
• ELL Instruction: English as a New Language (ENL) teachers will provide targeted synchronous language acquisition sessions and adapt asynchronous materials to ensure comprehensibility (e.g., utilizing translation software, visual aids, and scaffolded texts).
• CSE Meetings: Committee on Special Education (CSE) meetings, annual reviews, and 504 planning meetings will be held virtually via secure videoconferencing to maintain compliance timelines.

6. Attendance and Engagement Tracking

NYSED requires continuous tracking of student attendance during remote instruction.

• Daily Attendance: Attendance is recorded daily in the Student Information System (SIS) based on synchronous class participation and digital logins.
• Engagement Monitoring: Teachers track assignment completion and active participation.
• Intervention Protocol: If a student is absent or unengaged for two consecutive remote days, the grade-level School Counselor and Family Coordinator will initiate outreach (phone calls, SMS, emails) to identify barriers (e.g., tech issues, illness, housing instability) and deploy necessary resources.