Hybrid Model

A hybrid model provides for more physical safety of staff and students and allows for 6 feet of social distancing because fewer students are in the building on any given day and class sizes are extremely small (approximately 10-12 students). Students will receive more individualized attention during the days that they are in school, and remote learning days will complement the in-person learning experiences.

The vast majority of Hamilton -Wenham families have expressed a desire for their students to return to some sort of in-person learning. A survey conducted the week of August 3 showed 81% of families GENERAL EXCELLENCE: Reopening Our Schools 9 intended to send their students to a hybrid program and 10% intended to select the fully remote option and another 9% were considering home-schooling or were not able to express an intention at the time of the survey.

In an earlier survey, conducted in July, 78% of parents indicated returning to full-time in person or hybrid learning was their first choice, with the vast majority preferring the in-person learning model. The hybrid model falls in the middle when it comes to health and safety, meeting the educational needs of students, and cost, as it will certainly help with busing expenses, logistics and safety. The hybrid model does present complex challenges in coordinating and staffing both in-person and remote experiences and planning for teacher absences and leaves.

Elementary

At the elementary level, we will emphasize the teaching of all subjects in school. It may be necessary for teachers to at times prioritize particular subject areas; however, from an overall standpoint, students will receive approximately the same balance of literacy, math, social studies, and science instruction as they would if they were in school every day.

In-person days will prioritize the introduction of new concepts. This allows students to ask questions regarding new content. Remote learning days will focus on independent practice and project-based learning connected to state standards and prior in-person instruction. Specials (art, music, PE) will happen remotely on Wednesdays as well as be offered asynchronously during remote days for each cohort. This will allow us to prioritize core instruction on in-person days.

In order to maintain community, all students will participate in remote meetings on Wednesdays. Attendance will be taken on remote days by teaching assistants supporting that cohort.

Cohort Schedule

 

 

 

 

 

 

 

 

SPECIAL POPULATIONS (ELEMENTARY)

At the elementary level special education programming, services and supports will be individualized and based on the following support structures within the hybrid model.

Pre-school: While our Integrated Preschool program will be modified, our focus continues to be on maximizing services for our youngest students, those with special needs and typically developing peers.In order to adhere to a 6-foot distancing model that maintains developmentally appropriate learning opportunities, each classroom will not exceed 10 students. We will maintain 7 seats for special education students, with remaining seats for peers.

Our special education students who typically attend a 5-day program will attend 4 days (all except Wednesday). Students who typically attend a 3-day program will be assigned to a cohort and attend 2 days. Individual needs will be considered in the assignment of part-time special education students. Peers will be assigned to either Cohort A or Cohort B and attend 2 days.

On Wednesdays, pre-school teachers will provide a morning meeting/check-in along with a schedule for parents to follow that includes extension activities through access to a learning board and additional asynchronous learning opportunities.

Moderate and Therapeutic Learning Center (TLC) program students are typically provided specialized instruction through a combination of pull out instruction and inclusion support within a general education classroom and/or across the school environment. Moderate programming includes academic and organizational support. TLC includes behavioral, academic, and organizational support. Within the hybrid model, moderate and TLC students will attend two days within a cohort and receive all services within the classroom or on team. We recognize that some students will need specialized support in an area outside of the classroom for short-term behavioral intervention. This will be determined on a case-by-case basis. In consideration of individual needs, additional time will be scheduled to support goals, remote learning activities, and organization for completion of remote assignments. The additional time will be determined on an individual basis and students will be assigned an off-cohort remote day to attend in person. This additional time will be adult supported, either by a teaching assistant or teacher.

On Wednesdays, special education staff will schedule remote office hours for parents and students to access for additional support for remote learning activities and assignments.

Intensive Learning Program (ILP) students will attend 4 days (M, T, Th F). Related therapies will be scheduled within the program classroom. Inclusion opportunities will be provided through Zoom and video activities with general education classroom partners.

On Wednesdays, program teachers will provide a morning meeting and structured schedule for parents to follow for extension activities and asynchronous learning opportunities.

Center for Academic and Social Learning (CASL) students will attend 4 days (M, T, Th, F). Related therapies will be scheduled within the program classroom. CASL students typically participate in social studies and science instruction within the grade level general education classrooms. For the period of the hybrid model, CASL students will be provided with content instruction within the program classroom.

Collaboration with general education staff in support of content instruction will take place. Inclusion opportunities will be provided through Zoom and video activities with general education classrooms or teams.

On Wednesdays, program teachers will provide a structured schedule for parents to follow for extension activities and asynchronous learning opportunities. Remote office hours will be scheduled to support students and parents, as needed.

Language-Based Learning Center (LBC) students will attend 4 days (M, T, Th, F). Related therapies will be scheduled within the program classroom. For many LBC students, content instruction in the areas of math, science and social studies typically takes place within the grade level general education classroom. For the period of the hybrid model, students in the LBC will be provided their specialized programming as well as content instruction within the program classroom. Opportunities for inclusion will take place via Zoom and video links into the general education classrooms or teams.

On Wednesdays, program teachers will provide a structured schedule for parents to follow for extension activities and asynchronous learning opportunities. Remote office hours will be scheduled to support students and parents, as needed.

Hamilton-Wenham Regional School District
5 School St Wenham, MA 01984 Phone: 978-468-5310 Directions | Contact Us | Sitemap

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