Hybrid Learning 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.
A hybrid school model will allow the inclusion of almost all of our usually scheduled classes, except for band and chorus. The model will consist of two cohorts, A and B, that will meet in person two days and work remotely for three days. The example below is for Cohort A, which will attend school in person on Monday and Tuesday while working remotely on Wednesday, Thursday, Friday. Cohort B will be remote on Monday, Tuesday and Wednesday while attending school in person on Thursday and Friday.
In addition, all high school students will be assigned to an advisory group and have the opportunity to participate in all available interest groups or extracurricular activities online only.
While in the hybrid model, project-based learning strategies will be emphasized. College prep and Honors-level classes will be combined into one course to free up some teachers to support remote learning (additional information on this is included below). The model will allow teachers to meet with each of their teachers in-person once a week for approximately 90 minutes. Students who require academic support will receive those services in-person and remotely. An advisory model for all students will be used to keep students connected to at least one adult regularly, to support community building, and to assist with the identification of students who may need further support. All teachers will have 90 minutes of common planning time on Wednesday mornings and then be available for remote office hours, advisory or interest based groups.
This model will allow a clean transition to both a full in-person model and a full remote model. All students will report for daily attendance virtually or in-person. Grades will be issued in all courses.
SPECIAL POPULATIONS ( HIGH SCHOOL )
Moderate and Therapeutic Learning Center (TLC) students will be assigned to a cohort and participate in scheduled classes. Specialized instruction is typically provided through a combination of pull out instruction and inclusion support within a general education classroom. Moderate programming includes academic and organizational support. TLC programming includes academic, organization, and social/emotional support. Within the hybrid model, moderate and TLC students will attend two days within a cohort and receive all services within the general education classrooms or moderate/TLC rooms. 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 additional support for remote learning activities and assignments.
Language-Based Learning Center (LBC) students will be assigned to a cohort and attend scheduled classes. Specialized instruction will be provided within the general education and LBC classroom. Students will then attend an additional day for specialized instruction within the program classroom, based on individual need. Related therapies will be scheduled within the program classroom.
On Wednesdays and remote learning days, the program teacher and/or TA will provide support through scheduled remote office hours.
Intensive Learning-Academic Support (IL-AS) program students will attend 4 days (M, T, Th F). Students will be assigned to a cohort and attend scheduled classes. Students will then attend for two additional off-cohort days within the program classroom for additional specialized instruction for continued instruction within goal areas, vocational skills, and ADLs. Related therapies will be scheduled within the program classroom during the off-cohort days.
On Wednesdays, the program teacher will provide remote office hours for check-ins and a structured schedule for students to follow for extension activities and asynchronous learning opportunities.
English language learners at all levels will be assigned to a cohort. During cohort days, ESL tutors will provide ELE programming within the general education classroom or team. English language learners will attend for additional off-cohort days, as determined by individual need, for additional services to support language acquisition and completion of remote learning activities.