Transition to Hybrid Learning

Planning Process

Process • Hybrid Design Teams at each level were created.• Teams collaborated with CCPS Departments such as Transportation,

Student Services, Child Nutrition, and Facilities.• The Office of Digital Learning and the Department of Information

Technology discussed equipment needs and teaching approaches.• Teams developed system plans for schedules, instructional approaches, and

overall logistics.• Schools developed individual school plans for classes, transitions, and

breakfast and lunch processes.• CASC and HHS Broadcast filmed a safety video.

• Returning to School for Hybrid Learning Safety Video (youtu.be)

https://youtu.be/nNW6il4QgYQ

Schedules

Sample Middle School Schedule

Sample High School Schedules

Tentative Schedule for Hybrid Weeks

Health and Safety

Screening Questions

1. Have you been in close contact with anyone who has been sick with a cough, fever, shortness of breath, chills, muscle aches, sore throat, orloss of sense of taste or smell within the last 14 days? Close contact is considered being closer than six feet to someone for 15 cumulativeminutes or more over a 24-hour time period.

2. Have you been notified of exposure to COVID-19 and tested positiveor advised by your healthcare provider or the Calvert County Health Department to self-isolate for14 days?

3. If you were advised to self-isolate for an exposure, what date did youstart self-isolation? (Ensure 14-day period has expired and theindividual does not show any signs of illness during isolation period.)

Expectations for Masks• Masks must be worn at all times unless excused for

medical reasons, as documented by a physician.• Masks must cover nose, mouth, and chin.

• Vented masks are not approved.• Gators are not approved face masks unless

necessary for medical reasons, as documented by a physician.

• Masks must be worn when using a face shield.• Mask breaks will be given during the school day.• Noncompliance with mask expectations will be dealt

with through progressive discipline.

Face Masks

• All students will be provided 4 school logo masks.

• Staff will be provided 2 masks.

• Clear masks will be provided to teachers who provide instruction to specifically identified students.

Signage

Ventilation Review• The Maintenance Department checked all HVAC

equipment in buildings to ensure that filters and coils are clean and overall ventilation, including outside air, is adequate for students and staff, based on guidance from the Calvert County Health Department.

• A ventilation study has been conducted on all buildings.• Rooms were identified with lower levels of ventilation

based on the number of occupants who will be using those rooms.

• Findings are based on HVAC equipment that currently serves the rooms and the number of students in the cohorts.

• Additional portable air scrubbers have been purchased to boost ventilation in those identified classrooms.

Lunchrooms and Lockers

• Lockers and locker rooms will not be used by students.

• Student must not congregate in restrooms.• Cafeteria staff will provide “Grab 'n Go”

meals.• Anyone using the cafeteria should be in small

cohorts.

This Photo by Unknown Author is licensed under CC BY-NC

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Classroom Setup• Classrooms will be arranged

using social distancing standards of 6 feet from seat to seat.

• Each teacher has a plexiglass barrier.

• Specialty classrooms—such as art, GTT, and business labs—may have additional plexiglass table barriers based on the furniture.

• Individual schools may choose to add additional enhancements.

Sample Room Arrangement

Classroom PPEs

• Gallon of hand sanitizer

• Disinfecting and cleaning wipes

• Spray bottle with solution

• Paper towels

Human Resources and Student Services work in conjunction with the Calvert County Health Department to implement contact tracing.

Employees must notify direct supervisor when they are exposed or test positive for COVID-19 test.

Confidentiality of staff and students is imperative.

What happens when a student or employee gets sick while in school?If a staff member becomes illwhile in a school building,he/she must notify the buildingadministrator for next steps and leave immediately.

Each school nurse will develop a process for assessing students who are not feeling well, either in an isolation room or using a mobile cart.

This Photo by Unknown Author is licensed under CC BY-NC

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Human Resources Information

Options for Staff• COVID-19 FAQs document – Provides guidance

with many frequently asked questions.• FMLA and Expanded FMLA leave for up to 60 days due

to a medical concern• Expanded FMLA (E-FMLA) - 2/3 paid leave for up to 60

days that includes leave needed due to childcare or care of immediate family member, and also 10 days of 100% paid leave due to Covid exposure.

• ADA Accommodation options.• Employees can request accommodations

considerations recommended by their medical providers

• Telework accommodation when students are not in the building.

Other HR Considerations• Hybrid planning committee considering the

number of teachers that may not be able to return to in-person teaching due to a medical concern.

• Elementary teacher survey distributed previously

• Secondary teacher survey distributed through HR during the first week in December

• Current pool of 300 available substitute teachers –includes all levels.

• Family First Coronavirus Response Act (FFCRA) is set to expire on December 31, 2020; however, CCPS has not received additional information at this time. This is the Act that allows the E-FMLA options and paid sick leave due to a coronavirus exposure.

Instructional Approach

Student Groupings

Elementary Hybrid

• (1) Those who selected to be instructed in the building and are assigned to attend school during week A

• (2) Those who selected to be instructed in the building and are assigned to attend school during week B

• Those who choose 100% virtual will have a specific virtual teacher assigned.

Secondary Hybrid

• (1) Those who selected to be instructed 100% online• (2) Those who selected to be instructed in the building and

are assigned to attend school during week A

• (3) Those who selected to be instructed in the building and are assigned to attend school during week B

ConcurrentTeaching• Is delivering direct

instruction simultaneously to face-to-face students and virtual students

• Is one approach within the hybrid model that teachers will use for a portion of an instructional block

“Instructional block” and

“class period” are interchangeable.

Instructional Block

Lesson Framework

• The overall structure of the lesson

• How a teacher breaks the class into different segments to support the goals for the lesson

Sample “I Do, We Do, You Do” Lesson FrameworkConcurrent or

Non-Concurrent? Face-to-Face Students Online Students Breakdown of Time

Concurrent Teaching Opening the lesson 5 minutes

Concurrent Teaching I Do – Direct Instruction & Modeling 10 minutes

Concurrent Teaching We Do – Guided Practice 15 minutes

Non-Concurrent You Do – Independent PracticeYou Do – Independent

Practice 20 minutes

Concurrent Teaching Check for Understanding, Clarification, and/or Procedures 5 minutes

Non-Concurrent Additional Independent PracticeAdditional Independent

Practice15 min HS30 min MS

Concurrent Teaching Final assessment of student learning for the lesson and closing of the lesson 5 minutes

Sample “Flip Flop” Lesson FrameworkConcurrent or

Non-Concurrent? Face-to-Face Students Online Students Breakdown of Time

Concurrent Teaching Opening of the lesson and direct instruction 10 minutes

Non-Concurrent Small group instruction and/or discussion directed by the teacherIndependent task assigned by

the teacher 20 minutes

Non-Concurrent Independent task or small group task assigned by the teacherSmall group instruction directed

by the teacher 20 minutes

Concurrent Teaching

Check for Understanding, Clarification, and/or Procedures 5 minutes

Non-Concurrent Additional Independent Practice Additional Independent Practice 15 minutes HS30 minutes MS

Concurrent Teaching

Final assessment of student learning for the lesson and closing of the lesson 5 minutes

Technology Setup

• Docking Station• Extra Monitor• Teacher Laptop• HoverCam (web

camera)• Speakers

Materials and Equipment Usage

Planning to create a safe classroom environment is key and must be taken into consideration when developing• Classroom procedures;• Learning activities that use materials and manipulatives;

and• Small group work and activities.

If all safety requirements are followed, hands-on learning and manipulative-based activities can occur. Consideration should be given to the amount of set up, take down, and sanitizing that must occur compared to the instructional benefit.

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Performance and Project-Based Classes

• Students use hand sanitizer before and after using materials and equipment.

• Supplies and materials can be shared with cohorts of students.

• Social distancing must be maintained in the gym. • Students will not sing or play wind instruments in

classrooms.

Planning Considerations

Skills and Content• What do I want my students

to know and be able to do?• How do I get them there?• What are the priorities

for specific standards/topics within the curriculum?

How It All Fits Together

Classroom Setup Options

Norms & Routines for Safety

Lesson Framework

Professional Development & Support

• Training on equipment and best practices for concurrent teaching• January 8 – Training for 3rd - 6th grade teachers• January 15 – Training for 7th and 8th grade teachers• January 22 – Training for HS teachers

• Handbook with links to resources and CCPS procedures• Content-specific examples from supervisors• Building-specific training and guidance for logistics and safety

requirements

ProposedTimeline

Elementary School

January4 – 8 – Virtual Instruction for all students7 – 2-hour PM asynchronous day for training8 – All elementary teachers return to the building8 – All PPEs in classrooms8 – Training for teachers in grades 3-511– Pre-K– 2nd graders return to school19 – 3rd – 5th graders return to school (B Week Cohort)25 – 3rd – 5th graders return to school (A Week Cohort)

Middle SchoolJanuary4 – 8 – Virtual Instruction for all students8 – All secondary teachers return to the building 8 – All PPEs in classrooms8 – Training for 6th grade teachers15 – Training for 7th and 8th grade teachers19 – 6th graders begin (B Week Cohort)25 – 6th graders begin (A Week Cohort)February1 - 7th – 12th graders begin (B Week Cohort)8 - 7th – 12th graders begin (A Week Cohort)

High SchoolJanuary4 – 8 – Virtual Instruction for all students8 – All secondary teachers return to the building8 – All PPEs in classrooms22 – Training for HS teachers25 – HS students begin the face-to-face time scheduleFebruary1 - 7th – 12th graders begin (B Week Cohort)8 - 7th – 12th graders begin (A Week Cohort)

Next Steps• Refine the return to school

plans• Determine school specific

plans• Prepare resources and

training materials• Await final approval from

the Board of Education

Questions

Slide Number 1Slide Number 2Process Slide Number 4Sample �Middle School ScheduleSample High School SchedulesTentative Schedule for Hybrid WeeksSlide Number 8Screening QuestionsExpectations for MasksFace MasksSignage�Ventilation ReviewLunchrooms and LockersClassroom SetupSample Room ArrangementClassroom PPEsHuman Resources and Student Services work in conjunction with the Calvert County Health Department to implement contact tracing.��Employees must notify direct supervisor when they are exposed or test  positive for COVID-19 test. ��Confidentiality of staff and students is imperative.What happens when a student or employee gets sick while in school?Slide Number 20Options for StaffOther HR ConsiderationsSlide Number 23Student GroupingsSlide Number 25Slide Number 26Lesson FrameworkSample “I Do, We Do, You Do” Lesson FrameworkSample “Flip Flop” Lesson FrameworkTechnology SetupSlide Number 31Materials and Equipment UsagePerformance and Project-Based ClassesPlanning ConsiderationsProfessional Development & SupportSlide Number 36Elementary SchoolMiddle SchoolHigh SchoolNext StepsSlide Number 41