Hybrid Learning. Specials teachers’ limitations on cohorts shall not exceed the limitations established under the previously-published CPS Principal Reopening Handbook.
Hybrid Learning. 1. All members will have a 45-minute unassigned, uninterrupted, prep time every day, as well as a 30 minute unassigned, uninterrupted, lunch. This includes ALL SPED personnel.
2. The District is asking elementary members (not classroom teachers) to cover elementary lunches. The WTA finds this extremely problematic. However, elementary specialists may be utilized to provide lunch coverage.
3. There will be no recording, photographing or screenshotting of any online teaching. The district will create a policy guide for families with clear expectations in this regard. Families will be required to sign and return the policy guidelines BEFORE school begins. Any violations of this policy shall be followed by a phone call from the building principal to remind the family of the school’s expectations.
4. In the hybrid model, teachers are strongly encouraged to include the at-home students as much as possible in synchronous instruction, using a variety of strategies to do so. District PD will be heavily focused on appropriate ways to include students who are accessing remotely.
5. On in-person days following the dismissal of students, members will be available in all buildings for 30 minutes. After the 30 minutes, all members may choose to leave the facility and continue their prep time at home.
6. In the hybrid model, members (with the exception of the 5 day preschool) will work from home on remote Wednesdays. Members will adhere to the daily schedule articulated in the District’s Fall Reopening Plan.
Hybrid Learning. 1. Definition: A combination of online and in-person instruction
2. Hybrid Schedule: It is the interest of both parties to review the models recommended by the District Learning Committee. The District Learning Committee’s recommendation will be reviewed by Executive Cabinet, VUEA and the Board of Education.
Hybrid Learning. The Employer and the Association will establish a joint committee for the purpose of exploring an alternative delivery model that would consider a hybrid learning opportunity for CV students. The parties shall each appoint no more than five (5) committee members. Meetings are to be held during the work day and no employees shall lose time or pay as a result of attending meetings. The committee’s goal will be to reach consensus regarding such a delivery model with the intent of implementation at the beginning of the 2015-2016 school year. Some of the issues to be considered, but not limited to these specific issues, are as follows: combination of traditional brick and mortar with on-line learning model, work hours required in order to accommodate the needs, compensation associated with such work, staffing of the positions, training and technical support, etc. No later than the end of February 2015, the committee must have a specific written agreement for implementation that addresses all mandatory subjects of bargaining. Both parties will subsequently meet with their constituents to allow them to vote on the terms for implementation.
Hybrid Learning. Definition: A combination of online and in-person instruction
Hybrid Learning a. Hybrid Learning Stage 3
i. Moving to this stage is contingent upon the Joint Labor-Management Committee on Health and Safety’s review of public health data, available physical and staff resources, and consultation with medical professionals in the Greater Boston area leading to a collective decision.
ii. Distance learning continues for all but our highest-need students.
1. The start date students in this stage has been set for 10/13/2020 to give two weeks between the commencement of school staff reporting to worksites in-person. This allows for testing and contact tracing if symptoms emerge, per the timeline of COVID-19 symptom emergence.
iii. Prior to a high-needs student’s return, the student’s Team will meet to collaboratively draft the student’s safe procedures for re-entry.
iv. On 10/13/2020, all students in sub-separate classrooms, for whom it is determined safe and appropriate to be in the building, will begin a hybrid learning model which includes up to four (4) days a week of in-person learning opportunities in small group or 1:1 appointment settings in a yet-to-be-determined structure and classroom/office location.
1. Students will report to schools for in-person learning on Monday, Tuesday, Thursday, and Friday.
a. Deep cleaning will occur on Tuesday and Friday evening with the buildings remaining empty of students and unit members on Wednesday, Saturday, and Sunday.
b. Regular cleaning of the buildings will occur on the nights that deep cleaning does not occur.
a. Students and staff will participate in distance learning on Wednesday.
b. Hybrid Learning Stage 4
i. Moving to this stage is contingent upon the Joint Labor-Management Committee on Health and Safety’s review of public health data, available physical and staff resources, and consultation with medical professionals in the Greater Boston area leading to a collective decision.
ii. All students designated as our highest-need students in Stage 3 will continue with in-person learning up to four (4) days a week in Stage 4.
iii. Our youngest learners, additional learners in need of support participate onsite with in-person instruction two (2) days a week, on Monday and Tuesday. All other students continue to participate in distance learning.
1. If the number of students reporting for in-person instruction in Stage 4 requires two cohorts of students, the second cohort will meet in-person on Thursday and Friday.
2. All students living in the same household will be in the same cohort.
iv. All ...
Hybrid Learning. 3.01 In addition to the foregoing provisions, the entirety of Article II of this Agreement will remain in full force and effect for any time in which students and staff are in the building, inclusive of any periods of Hybrid Learning.
3.02 The Hybrid model is a blended learning model in which students receive instruction both in-person and remotely. For all grade/subject/academic levels, teachers will be assigned students from Cohorts A, B, A/B, and R. The cohorts are determined by administration of each building according to standard operating plans of student assignment and scheduling; bus routes; consistent family cohort schedules; high needs designations; METCO; and IEPs. The cohort schedules are outlined in the District Reopening Plan.
3.03 When one or more cohorts is receiving in-person instruction in the classroom, the remaining cohorts will be learning remotely. While the primary focus of all teachers will be to engage with in-person cohorts, each teacher will also facilitate learning for their assigned students who are participating remotely. It is the expectation that all students progress through the curriculum together as much as possible. The teacher may accomplish this by having remote students participate in some of the in-person lessons. Remote students may also be assigned asynchronous work on their remote days. Teachers will collaborate with one another regarding best practices for hybrid instruction on an on-going basis, both directly and in meetings facilitated by administration. It is the District’s belief that the most effective way to ensure that students progress through the curriculum together is through as much direct instruction as possible in both in-person and remote settings. It is understood that participation of students not present in the building in in-person lessons will not continue beyond the end of the pandemic period, or beyond the expiration of this agreement. In the hybrid model, teachers will continue to be the primary architects of instruction for all of their assigned students; however, it is expected that the facilitation of remote instruction may vary by grade and instructional level while delivering curriculum under the frameworks. When possible, and when appropriate to a given course and level, paraeducators, tutors, and other specialists may assist in facilitating remote lessons.
3.04 While we expect that some students will require supervision in order to participate in remote learning, supervising parents/c...
Hybrid Learning. Schools and families are negotiating the learning environment each day. Some students started 100% in a virtual classroom, some families chose to go in person and others are participating in a hybrid model. Consider the nuances of the learning environment of your students. If necessary, create a plan that includes both virtual and in-person instruction or systems that can easily translate from one learning environment to the next. One of the challenges with the response to the pandemic is the increased awareness of the digital divide. There are students and families without computers or access to wi-fi. As a result, a digital learning plan must take into consideration challenges students face in a virtual environment. School is working hard to mitigate those challenges as much as possible so when planning, the teacher should consider what that might look like. This is also true when considering the behavior expectations in a virtual space. Be thoughtful about how access might impact student engagement. Both polices for the students’ behavior through class room learning and distance learning are to be applied through the Hybrid learning.
