Updated Hybrid Model

Triton's Hybrid Learning Model:

Our model has been updated to reflect new information and details we have gathered in the months since the reopening plan was finalized on August 12th. Our review and planning has continued, informed by the experiences of our own educators, students, and families as we have begun under a fully remote model, as well as in speaking with other neighboring district educators and families who opened in, or who have shifted to hybrid already. Our goal was, and continues to be ensuring that we are putting the most effective instructional model in place while balancing the significant impact on families when students are not in our classrooms. As we have said before, until we can return full in-person, there is no perfect solution.

As we have had to do throughout this process, we are needing to adjust our plans to the new realities we are experiencing that are brought upon us by the pandemic. We have had countless discussions with educators and families as we approach the shift to hybrid learning, and we have continued to adapt the plans based upon what we know works well and what we know doesn't work well. Further to that, as we continue to address staffing challenges as our educators are impacted by the pandemic, our overall picture of our capacity to implement the Hybrid model continues to change.

To that end, this revised model contains details and expectations for the Hybrid model that have changed since originally published on August 12th. It is important to note that these changes are due to new information we have received over the past 7 weeks, not because we in any way intended to mislead with our original plan. While we had every intention and belief that the model described in August would be what we could and should offer, we are now needing to adjust our plans to meet the changing understanding of what works best in the Hybrid model and the reality of our resources.

Basic Learning Structure:

In the hybrid model, students will attend school both in-person and remotely. Student attendance is required, and daily attendance will be taken, including during learning blocks/periods for those students who are remote. After careful consideration and considerable discussion among the reopening working group, and considering the feedback received through the surveys and ongoing feedback from educators and families, our hybrid model was developed based on an A/B alternating schedule for Kindergarten through grade 12. In this model, the students are split into two cohorts; A and B. Only one group will attend school in person while the other group will be learning remotely, reducing the total number of students in the school at one time to roughly half the full population.

Any remote learning under a hybrid model constitutes structured learning time that is consistent with the requirements of 603 CMR 27.08(3)(b). Structured learning time is defined in the regulations as “time during which students are engaged in regularly scheduled instruction, learning activities, or learning assessments within the curriculum for study of the ‘core subjects’ and ‘other subjects.’ In addition to classroom time where both teachers and students are present, structured learning time may include directed study, independent study, technology-assisted learning, presentations by persons other than teachers, school-to-work programs, and statewide student performance assessments.”

The cohort schedule will remain consistent each week, which was a request across the board from families and educators for planning purposes. The school day schedule for both in-person and remote school days will remain consistent with the current start/end times for all schools. All students will be learning remotely as a full class on Mondays. Cohort A will then be in person on Tuesday and Thursday, and remote on Wednesday and Friday. Cohort B will be in person on Wednesday and Friday, and Remote on Tuesday and Thursday. This will provide each group equal access to an in-person learning environment on two days per week while maintaining the 6 feet social distance. All students who live in a single household, regardless of which grade level or school they attend, have been assigned the same cohort to ensure a consistent schedule to help in planning.

There was considerable discussion about the 5th day each week, including whether to rotate, whether a cohort was in person or remote each week, as well as which day of the week to use. Ultimately, the static remote day each week versus the rotation was the preference of the reopening working group, and also supported by the family survey data as it maintained consistency. In regards to the day of the week on which that static remote day falls, we believe Monday is the best day for many reasons, but the most consistent is the fact that using that day for one group would mean losing several lost in-person days for that group due to the Monday holidays.

High priority students have greater access to in-person learning. High priority students are identified as having significant learning or social and emotional challenges that would impact their ability to make educational gains outside of a school structure. Students who may fall into this category include English Learners, students experiencing housing insecurities, students receiving a high level of specialized instruction through an IEP, and our youngest population (PreK). High Priority students have been identified by a team of teachers and administrators, and families of high priority students have been contacted to discuss the best learning environments for their child and collectively develop an appropriate plan. High priority students have been learning in school since our remote opening on September 16th. A full remote option will also be available for families who believe a fully remote model is best for their student(s), regardless of the reason.

Curriculum:

The curriculum implemented will remain the same, regardless of the model we are operating under, and will continue to be aligned to the state standards. There are no significant changes expected in the curriculum that would be taught under a Hybrid model, as it would simply be delivered differently.

Due to the nature of shifting to both an in-person and remote format for students, we will continue to provide access to online resources as we have in the fully remote model. While the curriculum will not change during a hybrid or remote format, students will be engaging increasingly with the online components of our curriculum, instruction, and assessment resources on their in-person days to maintain competency and comfort with the platforms.

The additional resources include:

• Instructional platforms in content areas for self-paced learning (if applicable)

• Additional online resources to support in-class instruction

Grading and reporting in a Hybrid model will remain consistent with the expectations outlined in the Full In-Person model on page 23 of the Fall Reopening Plan.

Instructional Delivery:

The instructional delivery will vary over the course of the week depending on the day as detailed on the structure above. Both synchronous (live) and asynchronous (self-paced) teaching and learning opportunities are key aspects in a hybrid learning environment. While both are important, the amount of each type of learning and instruction will vary based on the subject being taught, as well as the age of the students. When we are in a hybrid learning model, the instructional delivery will remain flexible to allow teachers to use the model that best addresses the learning objectives, and is further dependent on the content and grade level.

Mondays:

On Mondays, all students will remain fully remote as they are now and will experience a very similar day where there is a significant amount of synchronous learning expected of students. This certainly varies by grade level, with our youngest learners experiencing much less synchronous teaching via Google Meet or Zoom and our high school students having a largely synchronous day. Mondays will end with the final 90 minutes of each day being asynchronous learning as it is now, focusing on various physical education, wellness, and visual/performing arts experiences. This Monday structure will remain in place as it is now to provide an opportunity for educators to start the week collectively with all students in the same 'place' learning remotely. High priority learners will continue to learn in the school buildings during remote days.

In-Person Learning Days - Tuesday through Friday:

For in-person learning days, students will follow an established schedule similar to what is in place now, but adjusted for minor changes as outlined below.

Students will be learning in school with their teachers two (2) days per week, either Tuesday and Thursday or Wednesday and Friday. As students who are on a remote day will be completing largely asynchronous work, educators in classes with students will be able to focus on working directly with students for all general instruction, interventions, and other required services. In some instances, teachers will be instructing students in their classrooms and also those learning remotely, but this will only be when the overall subject, age of the students, or specific learning objectives for that day warrant as outlined further below.

Remote Learning Days - Tuesday through Friday:

On remote learning days, students will continue to follow an established schedule similar to what is in place now, but adjusted for minor changes as outlined in the final section of this document.

Students will be learning remotely two (2) days per week, either Tuesday and Thursday or Wednesday and Friday. On these days, the learning will be largely asynchronous as a whole, except for in those particular grades, or subjects, or individual lessons where a live lesson from the classroom where the other cohort is attending in person is appropriate. This is a change from the previously documented plan where we anticipated more live, synchronous instruction on remote days. This revised plan is informed by the experience of other schools and districts using the Hybrid model and seeks to place a priority on the time students spend in the classrooms with educators to maximize learning. This is best achieved when an educator is not splitting their time and energy between those students in person and those learning remotely on the screen. Rather than diminishing the learning experience for all students whether in person or remote, our goal is to maximize the effectiveness of in-person learning for two days each week, to be reinforced by quality asynchronous learning activities on the two additional remote days.

Students who are on a remote learning day will have a synchronous connection with a teacher and/or support staff at a minimum of once per teaching block for all grades. At the Middle and High Schools, this will translate to the literal period/block, and at the elementary level it will be at the beginning of each content instructional block, as well as involving remote students in the opening and closing connections each day as they are able to. These check-ins will be primarily for the purpose of ensuring that students are participating in the remote learning activities, and not for general instruction. In essence, these check-ins will allow teachers to ensure that students are 'in attendance' for school on that day. Assignments and activities will continue to be posted in Google Classroom for all students, and any synchronous requirements for students on remote days will remain consistent according to the schedule so that families can plan accordingly around the expectations.

While the primary expectation for student learning on these remote learning days will be asynchronous assignments and activities, as noted above, there will be times where a teacher may include synchronous instruction for the whole class, including those in-person and those learning remotely. In general, instruction requires two-way communication between students and educators because learning is relational. However, in some cases teaching of a concept to both those in-person and those learning remotely may work and be a better alternative. This may be a routine expectation when the age of the students and subject/content being taught lends itself to such a model, or it may be an occasional experience based on a specific concept. As noted above, teachers will use the model that best addresses the learning objectives for the age of their students, their specific lessons, or their subject matter.

Outside of general instruction, those students receiving specific interventions, supports, or services in a 1:1 or small group setting may have those services provided synchronously during a remote learning day. Depending on the service or intervention being provided, this may be a mix of in-person and remote students, or with students learning remotely only.

Again, student attendance and engagement is required as part of the participation in both asynchronous and synchronous learning. We are sensitive to the fact that unforeseen circumstances may occur leading to a student missing a synchronous activity or lesson, so teachers will work with student(s) and their family to make alternative arrangements as necessary.

Student Schedules

Since this document is being adjusted two weeks into the school year, students and families are aware of their schedules. For that reason, this document doesn't attempt to provide sample schedules since they vary so greatly by school and grade level, but notes the minor changes to be expected once we shift to Hybrid. The minor adjustments are being made to accommodate needs based on students returning to in-person learning in the buildings.

Most importantly, as noted above, the student day will be scheduled and structured for all students, including those who are in school as well as those who are learning remotely. For that reason, students who are learning remotely will be required to check-in periodically throughout the day to ensure they are not marked absent for that particular day. Failure to check-in for each block or period could result in a student being marked absent for that day. As always, if there are extenuating circumstances on a particular day, please reach out to your child's teacher and arrangements will be made to ensure they are not negatively impacted.

For Mondays, at all grade levels, the current schedule will remain in place as all students remain remote. Mondays will remain a largely synchronous day where all students are on the same schedule for the full day.

At the elementary level, the schedule will have to adjust for Tuesday through Friday to accommodate lunches. Currently with all students in remote, lunch is at a static time to help families with multiple children. However, once we shift to having students in the building, we need to have rotating lunches to accommodate multiple sittings, which will mean the schedules will vary by grade level. The various teaching and intervention blocks will still be included in the schedule for all students, but the order and timing for each will vary by grade level. Each grade level schedule will remain consistent each day of the week, Tuesday through Friday. However, multiple children in the same household will have different schedules if they are in different grades.

At the Middle and High School level, the schedule will remain largely intact. However, the order of days will adjust to reflect the alternating days when students are in-person. Currently, the daily order is sequential, and all classes meet for a shorter period on Monday and then longer blocks are split over the remaining days. When in remote or full in-person, that means students have a long block for every class, every other day. When we shift to hybrid, keeping the same schedule would mean a student meets for half their classes 2 times per week in person, and the other half meet two times per week remotely, never in-person. By changing the order, all students have one period/long block with each class in-person, and one remotely each week. While this may be entirely confusing for many, middle and high school students and families will better understand this change.

Next Steps:

As a reminder, we have established the following designated intervals for reassessing our ability to return to in-person learning. This updated plan was prepared in conjunction with the first decision point on Wednesday, September 30th. The decision made on September 30th was to delay a transition to Hybrid and remain in Remote learning.

Subsequent to that vote, a meeting was held on Wednesday, October 7th and the School Committee continued their review of the potential shift to Hybrid, including the timeline for further review. A meeting was scheduled for Wednesday, October 14th with an anticipated vote on that night for a potential shift. While no formal date was determined, if the vote was made to move to hybrid, it would likely occur the week of Monday, October 26th.