Technology and Connectivity

The Mayfield Central School District will continue promoting safe and rigorous academically-based educational programs during the COVID-19 pandemic. 

Our highly effective faculty and staff is committed to delivering new innovative instructional practices while cultivating new collaborations and partnerships that support and promote in-person and at-home learning for all students. 

Acquisition and implementation of new virtual learning platforms, and evidence and research-based instructional and therapeutic practices, will establish a renewed foundation for instructional delivery designed to immerse learners in instruction to the greatest extent possible. 


Our hybrid learning plan has been created in response to the COVID-19 pandemic. We surveyed students, families, caregivers and teachers to determine internet access at their homes. Once the information was received, the school district provided Wi-Fi hot spots to teachers and families that needed internet connectivity.  With our one-to-one Chromebook initiative, we are well prepared to provide rigorous learning opportunities to students in their homes. It is our hope that remote learning inspires continuous and inclusive learning opportunities to all students. We extend our appreciation to the families partnering with educators to provide students with educational experiences that build knowledge, character and fortitude.  

As a school district, it is important to be mindful that we are all learners in this experience. Our faculty and staff continue to shine in their efforts to bring sound activities and assignments to our students during this challenging time. 

Continuing Teaching and Learning 

The District will maintain teaching and learning experiences across all content areas for all learners.

Providing Access to Technology for All Students

All students, families, caregivers, faculty and staff were surveyed to determine internet accessibility. Stakeholders who did not have adequate internet access were offered free Wi-Fi hot spots. Mayfield Central School District has provided Chromebooks to all students in grades 3 through 12.  We are planning to provide other technology to students in pre-kindergarten through grade 2.  We will continue to repair devices and provide replacements as appropriate and necessary. 

Support for Educators

Mayfield Central School District will continue to support our educators with the tools, resources and ongoing professional development to deliver instruction for all students.

Essential Questions

  • How will students access instructional plans and materials? 
    • At Mayfield Elementary School, students in grades pre-kindergarten through 6 will have a mix of paper-based and web-based applications depending on grade level.
    • Students in grades 7 through 12 will work via the web-based applications listed below. 
    • For those students without internet access at home, hard copies of materials and resources will be provided (to be picked up at their school, at a day and time determined by administration). 
  • How will students receive assignments, submit work and get feedback? 
    • Mayfield Junior-Senior High School students will find their assignments, and submit for review, in Google Classroom.
    • Teachers will provide feedback via Google Classroom and/or email communication. 
    • Students in grades 3 through 6 will find their assignments, and submit them for review, in Google Classroom and/or ClassDojo.
    • Students in grades pre-kindergarten through 2 will find their assignments through ClassDojo, and paper-based directions given at packet pickup.
  • How will students collaborate with teachers and with each other? 
    • Numerous class sessions will be held via Google Meet. 
    • Screencastify, YouTube, and other applications, will be used to provide lecture-based instruction. 
  • How will educators collaborate to support each other and students? 
    • Teachers will meet remotely and in person in grade-level and departmental teams to discuss strategies and develop action plans to address student needs, as necessary. 

Goals of Remote Learning

  • Lesson objectives will be clearly communicated by the use of “I Can” statements.
  • Content and skills will be introduced and reinforced in a variety of ways. 
  • Opportunities to interact with teachers or with other students via video, audio, chat or discussions will be provided.

Instructional Delivery – Supported Technology Platforms

Teachers are encouraged to use a variety of resources to deliver and review instructional material. The list below includes many of the district-approved educational tools.

Elementary School (Pre-K-6)

  • ClassDojo
  • Google Apps for Education
  • iReady
  • IXL
  • Remind
  • Readworks
  • Screencastify

Junior High School (7-8)

  • Flipgrid
  • Google Apps for Education
  • Kahoot!
  • Newsela
  • Quizizz
  • Screencastify
  • Wakelet
  • YouTube 

High School (9-12)

  • Flipgrid
  • Google Apps for Education
  • Kahoot!
  • Quizizz
  • Newsela
  • Screencastify
  • Wakelet
  • YouTube

     What Families Can Expect?

  • A blend of screen time and “paper and pencil” activities, as deemed appropriate by teachers. 
  • Student interaction with educators using a mix of technological resources and remote “face-to-face” learning activities. 
  • Collaboration among students when feasible. 
  • Differentiated, small-group support based on specific student needs. 
  • Updates on progress provided via the Parent and Student Portals for pupils in grades 7 through 12. 

Remote Learning Guidelines and Support

  • Students in grades Pre-K through 2 should expect approximately one to two hours of school work per day.
  • Students in grades 3 through 6 should expect approximately two to three hours of school work per day.   
  • Students in grades 7 through 12 should expect approximately three hours of school work per day. 
  • Teachers are expected to support the education of students for a period of time each day that does not exceed their contractual obligations. 
  • Remote learning days will follow the instructional days of the school calendar. 
  • Teachers will track student progress to ensure participation and check in with students who are struggling or non-participatory. Educators will be empathic and understanding of unique circumstances faced by students and families. 
  • Student “attendance” should be taken based on participation and submission of assignments. 
  • Teachers, pupil personnel services staff and administrators will communicate with parents clear expectations regarding how families can best support their students during the period of remote learning. 
  • Building administrators will continue to support the appropriate involvement of the parent community. 
  • As noted above, the District will provide multiple ways for students to participate in learning and demonstrate mastery of Learning Standards in remote or hybrid models, especially when students do not yet have sufficient access to devices and/or high-speed internet. 
  • Remote instruction will be available to all high-risk students or students with family members of high risk. Students will need medical documentation and district pre-approval for such instances.  
  • If a family has a valid medical concern, parents should contact the school building principal and be prepared to submit documentation from their healthcare providers. We will work with those families to address their medical situation with educational options that may include remote learning.

Staff Availability

Mayfield Central School District recognizes that opportunities for “live” student-teacher interactions are a vital part of the teaching and learning process. We also realize the challenges this brings about for both students and teachers. All educators will be available and will identify how they will engage in these opportunities on a regular basis. Each teacher will communicate with students their specific availability during the school day, providing and announcing opportunities for students who need direct instruction.

How Can Parents and Guardians Support Their Student(s)?

  • Encourage their student’s participation in remote learning. 
  • Ensure that they are monitoring district communication for up-to-date information regarding the school closures and instructional continuation plans. 
  • Communicate with school staff regarding technology needs. 

Student Expectations

  • Engage in remote learning activities offered by their teachers. 
  • Ensure that they know their usernames and passwords to access learning resources. 
  • Create a remote work space and develop a plan to manage their time. 
  • Persevere through challenges and contact faculty and staff for help when needed.

Teaching and Learning

The District has developed a continuity of learning plan.  Whether faculty and students are meeting in person, remotely or when using a hybrid model, teachers will be meeting in Professional Learning Communities at least weekly by grade level and/or departments to review, interpret and discuss various data points.  Meetings will be in person and/or remote depending on the model.  Teachers will assess all students to get a baseline and then instruct accordingly.  Teachers will continue to meet to discuss the focus and adjust as needed. At the elementary level, it will be important for faculty to review vertical alignment for the grade below and above.  

Mayfield Central School District has developed educational plans that align to NYS Next Generation Learning Standards.  Teachers were already using an aligned curriculum and will continue using it with any hybrid instruction. Elementary curriculum has an on-line component that is used both in-person and remotely.  The district regularly uses several online applications that are aligned with NYS Learning Standards. These apps are all Ed-Law 2 compliant.

This reopening plan provides for a program that includes regular substantive interaction between teachers and students.  This includes in-person classroom interaction, Google Meet, one-on-one office hours hosted by teachers, apps such as ClassDojo where families can contact, interact, and share information, as well as phone calls and emails. The mode of daily interaction will depend on the model being used.        

The school calendar typically includes one or more staff-only days before students arrive at school. Acknowledging the challenges that our teachers and staff have faced this spring delivering remote instruction under stressful circumstances, the district will focus these in-service days on providing support to staff in the areas of social-emotional health and technology integration.

These days will also be utilized for student orientation. This time will allow small groups of students to meet with their new teacher and begin to establish the relationship necessary for a successful school year.

As we enter the new school year, teachers will be encouraged to spend time building relationships, supporting students with the transition back to school, and teaching social distancing etiquette at developmentally appropriate levels.  

When a remote or hybrid learning model is necessary, certain groups of students will be prioritized for in-person learning to the greatest extent possible. This includes, but is not limited to, special education students, English language learners, students who did not engage in remote learning during the spring of 2020, and students with technology or connectivity needs.

Assessing student learning gaps or areas of need will be critical. Formative assessment before a unit of instruction to assess student understanding of pre-requisite skills will be common practice. 

Acknowledging that the typical content in a given grade level or course may need to be adjusted, content will be prioritized to ensure students receive instruction for the prioritized learning standards, key understandings, and skills necessary for students’ success in future study. 

Grading practices will follow a standards-based framework designed to provide direct feedback regarding students’ mastery of course content.

NYSED is allowing for flexibility in the following areas, and the district plans to address them as necessary:


  • Student/staff ratio in kindergarten
  • Extended time for PreK/K screening to be completed
  • Waiver allowing districts to convert UPK from full-day to half-day


  • 180 minutes per week unit of study requirement
  • Delivery of Physical Education
  • Blend of hands-on and virtual science laboratory experiences
  • Remote or virtual work-based learning experiences for CTE and CDOS