Reading Schools Leaning Toward Hybrid Learning Plan This Fall

READING, MA — A hybrid learning model is the likeliest option for the Reading Public Schools this fall, Superintendent John Doherty said. Doherty's draft of the preliminary fall reopening plan, which must be sent to the Department of Elementary and Secondary Education by July 31, has the district leaning toward a hybrid plan.

Though the DESE recommends three feet of social distancing with masks, Doherty said that is not adequate distancing to keep students and staff safe. Implementing a full in-person model with six feet of social distancing would require the district to rent additional classroom and storage space outside the district and hire additional teachers, nurses, support staff, substitute teachers and custodial staff, Doherty said.

Some of these costs will also be incurred by the hybrid model, but there will be less staffing and spacial needs, according to Doherty.

While it is favoring hybrid learning, RPS has come up with models for in-person, remote and hybrid learning, per DESE requirements:

In-Person Learning

RISE Preschool
• As part of our space feasibility study, each classroom in each school has been given a student capacity based on the three-foot minimum distance. When possible we will balance classrooms to meet the student capacity. If necessary, we will need to create overflow classrooms.
• It is our intent to include both students with disabilities and role model students in our plan.
• Continuing to include music during the school day. Music may be remote or asynchronous.
• Depending on further guidance from DESE, Physical education may be held in the gymnasium or outdoors.
• Student schedules that include many designated movement breaks throughout the day, including opportunities to go outdoors and remove masks in a structured and safe way.
• Snacks and lunch will be held in the classroom, six feet apart.
• Elimination of shared furniture and supplies in classrooms will be necessary to provide for additional space between desks. This will require additional offsite storage.
• Cubbies will not be used by students. Students will bring all materials and coats to class. This may impact student capacity for a classroom.

Elementary Level
• As part of our space feasibility study, each classroom in each school has been given a student capacity based on the three-foot minimum distance. When possible we will balance class sizes to meet the student capacity. If necessary, we will need to create overflow classrooms.
• At the elementary level, it is our intent to keep students together in a cohort with a classroom teacher as much as possible. This model will assist with contact tracing.
• For overflow spaces when class sizes exceed the student capacity in a classroom, we will be utilizing spaces such as libraries, gymnasiums, cafeterias, outdoors and specialist classrooms to place additional classes.
• Continuing to include specials (art, music, physical education, and library classes) in students’ school days.
• Hosting specials (i.e. art, music, library) in the students’ classrooms to minimize student movement through the buildings.
• Elimination of shared furniture and supplies in classrooms will be necessary to provide for additional space between desks. This will require additional offsite storage.
• Student schedules that include many designated movement breaks throughout the day, including opportunities to go outdoors and remove masks in a structured and safe way.
• Lunch will be held in the cafeteria and gymnasium to maintain 6-foot distancing without masks. If additional spaces are needed, we will use outdoors or classrooms. Lunch arrival will be staggered to maintain proper distancing.
• Lockers and cubbies will not be used by students. Students will bring all materials and coats to class. This may impact student capacity for a classroom.

Middle School Level
• As part of our space feasibility study, each classroom in each school has been given a student capacity based on the three-foot minimum distance. When possible we will balance class sizes to meet the student capacity. If necessary, we will need to create overflow classrooms.
• Students grouped by team, who receive most instruction and lunch in that single cohort. At the middle school level, it is our intent to keep students together in a cohort with a group of classroom teachers as much as possible. This model will assist with contact tracing.
• When students need to move between classrooms, there will be staggered hallway passing times to limit the amount of cross contact with students from other cohorts. Where possible, traffic will be unidirectional.
• Elimination of shared furniture and supplies in classrooms will be necessary to provide for additional space between desks. This will require additional offsite storage.
• Middle school art and music classes will be held in the classrooms. Depending on further guidance from DESE, Physical education/Wellness classes will be held in the gymnasium when lunch is not in session, the multipurpose room, individual classrooms and/or outdoors.
• Depending on further guidance from DESE, Band and chorus classes will be held either outdoors, in the cafeteria, or auditorium.
• Lunch will be held in the cafeteria, gymnasium, and outdoors. Lunch arrival will be staggered to maintain proper distancing.
• Student schedules will include many designated movement breaks throughout the day, including opportunities to go outdoors and remove masks in a structured and safe way.
• Lockers will not be used for either physical education or for general use. Students will bring all books and coats to class. This may impact student capacity for a classroom.

High School Level
• As part of our space feasibility study, each classroom in each school has been given a student capacity based on the three-foot minimum distance. When possible we will balance class sizes to meet the student capacity. If necessary, we will need to create overflow classrooms.
• To reduce number of passing times, a block schedule will be implemented.
• When students need to move between classrooms, there will be staggered hallway passing times to limit the amount of cross contact with students from other cohorts. Where possible, traffic will be unidirectional.
• Depending on further guidance from DESE, band and chorus classes will be held either outdoors or in the auditorium.
• Depending on further guidance from DESE, Physical education/Wellness classes will be held in the gymnasium when lunch is not in session, the multipurpose room, individual classrooms and/or outdoors.
• Elimination of furniture and supplies in classrooms will be necessary to provide for additional space between desks. This will require additional offsite storage.
• Lunch will be held in the cafeteria, field house, and outdoors. Lunch arrival will be staggered to maintain proper distancing.
• Student schedules will include many designated movement breaks throughout the day, including opportunities to go outdoors and remove masks in a structured and safe way.
• Lockers will not be used. Students will carry everything to class. This may impact student capacity for a classroom.
• For this model, we may need to review supervised entrances to each school, staggered arrival and dismissal times for bus students and other students with specific congregating areas that follow six-foot distancing.

- Will any of your students be learning fully remotely? Yes

- Anticipated percent of students learning remotely: 8 percent or about 325 students. This is based on survey data that was administered the week of 7/19.

Hybrid Learning

As described in the DESE guidance on the fall, 2020 Special Education Services, the following students should remain in-person as much as possible during both hybrid and remote learning:

• Preschool age students with disabilities and role model students.
• Students with significant and complex needs
o Students already identified as "high needs" through the IEP process on the IEP form entitled "Primary Disability/Level of Need-PL3." Such students must meet at least two of these criteria:
▪ Services provided outside of the general education classroom;
▪ Service providers are special education teachers and related service providers;
▪ Special education services constitute more than 75% of the student’s school day;
• Students who cannot engage in remote learning due to their disability-related needs;
• Students who primarily use aided and augmentative communication;
• Students who are homeless
• Students in foster care or congregate care; and/or
• Students dually identified as English Learners.

What hybrid learning will look like:
• Across the district, we will follow an "A Week / B Week" hybrid model based on predetermined class assignments. Students will be assigned to the “A Cohort” or “B Cohort” by the building principals.
• Students will attend school during their assigned cohort week, for four full days (Monday-Thursday).
• Friday will be a half day remote learning day for all students, regardless of the cohort. This day will be used for remote learning, additional cleaning in the schools, extra services for high needs students, planning and training for staff and meetings. Specialists (Art, Music, PE, Health, Library, Computer) will post asynchronous lessons every Friday for different groups of students (to be assigned by Principal). Other than Fridays, specialists will not teach remote and will be used as an additional teacher in satellite rooms. The specialists will be teaching live when cohorts are in school.
• Most classroom teachers at the elementary and middle school level will be following a similar model where they will teach their cohort in-person one week and remote the alternate week. High School classroom teachers may have a different setup depending on the courses that they teach. All special education teachers, related service providers, and paraeducators at all levels will be in-person both weeks to deliver the services on a child's IEP, teach in person classes and provide support for satellite classes. Specialists will also be in person both weeks to teach in person classes and work with the classroom teacher in satellite classes. This setup enhances opportunities for interdisciplinary collaboration between classroom teachers and specialists.
• When students are in-person, classes will be divided evenly and a satellite classroom will be created with another adult in that classroom. Where possible the classrooms will be adjacent to each other. The primary classroom teacher will be in one room broadcasting his/her class into the other room with a video camera and videoconferencing tool (i.e. Zoom or Teams). Students in each classroom will be six feet apart with appropriate safety and health regulations followed. The teacher may go between rooms to facilitate instruction.
• When students are in their remote learning week, they will be instructed remotely by their classroom teacher(s) with a combination of synchronous and asynchronous lessons. Students will have a specific schedule each day with teachers.
• Each level will handle the classroom assignments a little differently:
o Preschool-We will explore, due to lower class sizes, if all preschool classes can meet in-person both weeks.
o Kindergarten-There will be specific differentiation in time and standards taught between full day kindergarten and half day kindergarten.
o Elementary-Each grade level will have at least one class in each cohort, to allow families at the
elementary level to be able to be on the same or different weeks.
o Middle School-One team per grade level will be in each cohort.
o High School-Grades 9 and 10 will be in one cohort and Grades 11 and 12 will be in the other cohort.
• The model above will allow for greater physical distancing and smaller in-person class sizes in each classroom.
• This model provides the opportunity to meet with students in-person to set goals and expectations for remote learning time, to provide supplies for remote learning, and to check in with students on concepts covered and tasks completed during remote learning.
• In the event of a suspected outbreak, 10 days of at-home learning will allow for symptoms of COVID-19 to surface prior to a return to in-person learning.
• Lunch will be held only outdoors, in the gymnasium and cafeteria for proper six-foot distancing without masks. Lunch arrival will be staggered to maintain proper distancing.
• Based on DESE Guidance, Band and Chorus at the middle and high school will be held in the cafeteria, multipurpose room, outside or the auditorium. Band and chorus rooms will be repurposed for additional classroom satellite space.
• Depending on further guidance from DESE, Physical education/Wellness classes will be held in the gymnasium when lunch is not in session, the multipurpose room, individual classrooms and/or outdoors.
• Library may be repurposed for additional classroom space.
• For this model, we may need to review supervised entrances to each school, staggered arrival and dismissal times for bus students and other students with specific congregating areas that follow six-foot distancing.

Remote Learning

In the event that students who return to in-person school need to shift to fully remote learning, we are prepared to ensure that teachers and staff are prepared to support students in a fully-remote setting. Remote learning for all students in the event of school closure will include the following at all levels:

• Weekly structured schedules with a combination of daily synchronous lessons, asynchronous work, and offline work.
• Attendance in remote learning will be mandatory, similar to an in-person school setting.
• Students will be assessed and graded.
• Expectations will be created for online engagement for students, including expectations surrounding use of cameras and microphones, contributing to class discussions, and grading/feedback expectations related to engagement in lessons.
• Protocols for reporting and resolving technology failures and acquiring necessary educational materials to support learning.
• Expectations for services for English Learners and Students with IEPs to receive their services will be established and implemented.
• The remote school day will follow a typical school day (depending on the student’s grade level) of remote work. This work will include direct instruction in the major disciplines (math, science, ELA, social studies, world language) as well as opportunities for specialties (art, drama, music, library, and other electives). There will also be opportunities for students to connect with teachers through office hours or other small group settings.
• Daily Remote learning will look like:
o "Synchronous" lessons, meaning students will have direct access to a live teacher via lessons in
Google Classroom. We will be using Zoom and Microsoft Teams for videoconferencing.
▪ Students may stop interacting with the teacher during this time to complete a problem
or assignment, but the teacher will be supervising student learning during this time.
o "Asynchronous" work meaning the student's learning will be guided independently or with the
aid of a parent or other caregiver. This includes time completing homework or projects or
receiving additional services.
• To help facilitate our online learning, we have purchased a significant amount of technology and
curriculum tools that will help support staff and students during the upcoming school year. Some of the platform and tools are:
o Video conferencing tools such as Microsoft Teams and Zoom
o Replacement laptops
o Additional devices for families that need additional technology support for remote learning
o Wireless Hotspots for families that do not have internet access
o Online Curriculum Resources such as National Geographic Curriculum Tools and Envision Math
Tools purchased at middle school and high school level
o Assessment Tools such as Edulastic and Lexia Intervention and Early Literacy Screening Tool
o Other online tools that support remote work and systems

See the full draft summary here.

The community will have an opportunity to give feedback and ask questions on the plan through community forums on the following dates and times:

Monday, July 27-6 p.m.(Zoom Link Below)
https://readingpsma.zoom.us/j/91169089611?pwd=emI5VkF6V3VaMXR4UlZNNmxPK0NNdz09

Tuesday, July 28-4 p.m. (Zoom link below)
https://readingpsma.zoom.us/j/99870593271?pwd=ZStra2xSYUI0TGlXLzdxVXRDc0JRQT09

Wednesday, July 29-11 a.m. (Zoom link below)
https://readingpsma.zoom.us/j/94127205800?pwd=cllNZ04wakZxVytyeUYvcUxJS3N1UT09

Thursday, July 30-8 a.m. (Zoom link below)
https://readingpsma.zoom.us/j/99614294985?pwd=c3pmREVCSENDN2xhd1BJT1FjMzZ5UT09

Each forum will last one hour. Preregistration is not necessary to attend the meetings. Just click the link above for the date(s) that you would like to attend. In addition, there will be a presentation of the plans to the Reading School Committee at their meeting on Wednesday, July 29 at 7 p.m. A meeting link will be sent out this week. The School Committee will vote on the final plans at their meeting on Aug. 6th at 7 p.m.