Schedules Advantages and Disadvantages: Planning Ahead - Fall 2020

By: Rachel Levitt Klein Dratch
KC Topics: 
Coronavirus, Instructional Leadership

Planning Ahead: Fall 2020
Scheduling for Fall 2020
May 21, 2020

Please contact Rachel Dratch (racheld@prizmah.org) and Amy Wasser (amyw@prizmah.org) for more information

Schedules

Below are possible schedule scenarios day schools across North America are considering for Fall 2020. 

This chart is designed to enable you, at a glance, to see some of the considerations you will need to take into account as you navigate what is best for your local context. We encourage you to review these options and think through the lens of multiple stakeholders. Consider what questions your parents, teachers, staff and students will have about each scenario. This is by no means the full picture, but it is a window into looking ahead and designing what is possible. You may consider creating multiple plans, based on different situations.

Schedule Option

Advantages

Disadvantages

Full day on campus

Simplest academic plan

 

Helps working parents

 

Brings us on a road closer to where we were preCOVID19

 

Will assist with identifying and supporting students dealing with social or emotional concerns

 

Will have to wait until we know it is feasible and that might be a date close to the first day of school

 

Cannot be our only plan

 

Not all students and faculty will be able to return to campus

 

May need to close again if one or more people get COVID-19 or there is a new outbreak

 

Will have to record for those students unable to return

 

What will the impact of behavior outside of school be (ie: not social distancing)

 

Full day on campus with staggered start and end times

Alleviates crowded situations for arrival and dismissal

Difficult for families and faculty to schedule

Completely remote 

No issue with building opening or closing

 

No need to buy special supplies to prepare the building

 

No need for new policies and structures for use of the building

 

Creates equity so all students can learn

 

Maintains safety all stakeholders and the community

 

Enables us to plan ahead and support parents, create supply lists and navigate a new orientation mindfully

 

Enables parents to plan ahead with this information 

May be stricter then what the local authorities are allowing and put the school at a disadvantage if other schools open their buildings

 

Will have to have a solid communication plan to show our continued value

 

Will be a hardship if parents have returned to work outside the home

 

Assessment of academic program will be needed and adjustments made accordingly especially for younger grades

 

Teachers need excellent professional development for long-term remote teaching 

 

Requires change to staffing model, including potentially letting some teachers, staff, and administrators go

 

Will need to find ways to create community in a remote setting and maintain connection

 

Mental health support will be needed

 

No in-person school visits or shadowing for potential new students

Remote summer programming

Provides activity and learning for multiple age groups

 

Could do some guidance work with juniors and senior for college placement

 

An opportunity to try new subjects 

 

Do camp style classes especially for younger students

 

Enables students of all ages to hone skills

 

Gives parents an enhanced sense of school’s value

More screen time

 

Teacher burnout if courses are taught by faculty

 

Time planning extra summer programming could take away from planning for the fall

 

Summer programming in the building 

Enables students and teachers to reconnect and create community

 

An opportunity to provide learning and activities for a variety of age groups

 

Outdoor activities are possible because of weather

 

Enables schools to test out strategies before the new school year

Must prepare the building and new guidelines around medical rules

 

Time planning extra summer programming could take away from planning for the fall

 

Will have to be able to staff this model

Only preschool and special needs intensive program return to building

Serve the population who cannot consistently benefit from remote learning 

 

Help parents return to work

 

Can have tours of the building and possibly shadow potential new preschool students

Must prepare the building and new guidelines around medical rules and sanitization

 

Staff morale and culture will need to be addressed as only part of the staff will be on campus

 

Only students in these classes allowed on campus 

Half-days in the morning or afternoon for all students 

See and connect in person with students

 

Boost to social and emotional well-being

 

Parents more willing to pay for in-person instruction

 

Avoid issues with lunch and recess since students only remain on campus for classes

 

Can include tefillah and other communal norms and begin to return to routine

 

Have time to disinfect and sanitize building in afternoons

 

Option to have after school activities outside or in partnerships with JCCs and synagogues if applicable 

 

Can have tours of the building and possibly shadow potential students

 

School and home will be equipped for learning

Not enough locations for physical distancing 

 

Will need to address transportation

 

May not be able to accommodate all students 

 

Hard for working parents

 

Might need to record classes or make them accessible for students who cannot return

 

Will need to address staffing model

 

Will need to address how to make this work for faculty who cannot return

 

Will need to be thoughtful in creating the smaller classes, keeping socialization needs in mind

 

WIll need structured at- home expectations for work in order to have learning in the afternoon

 

Half days - one group in the morning and one in the afternoon

Easier to maintain social distancing because of smaller class size

 

See and connect in person with students

 

Boost to social and emotional well-being

 

Parents more willing to pay for in-person instruction

 

Parents can plan around this

 

We avoid issues with lunch and recess since students only remain on campus for classes

 

Families can plan lunches so all children at different ages can eat at the same time

 

Can include tefillah and other communal norms and begin to return to routine

 

Option to have afterschool activities outside or in partnerships with JCCs and synagogues

 

The same teacher can teach both “sections” and create projects that can be done remotely to bring together both sections of the class

 

All students can access labs, library, art room and other perks of the building

 

Can have tours of the building and possibly shadow potential students

 

School and home will be equip for learning

 

Not enough locations for physical distancing 

 

May not be able to accommodate all students 

 

Need to address transportation

 

Need to record classes or make them accessible for students who cannot return

 

Hard for working parents

 

Need to address staffing model

 

Need to be thoughtful in creating the smaller classes, keeping socialization needs in mind

 

Need structured at-home expectations for work in order to have learning in the morning / afternoon

 

Challenging to sanitize the building between morning and afternoon sessions

 

We may have social exclusion if students in the same grade are on different schedules

Rotate days A/B

Can see and connect in-person with students

 

Boost to social and emotional well-being

 

Parents more willing to pay for in-person instruction

 

Everyone is on a similar schedule

 

Can include tefillah and other communal norms and begin to return to routine

 

Parents can plan around this 

 

We get full days of in-person learning and can teach remotely / asynchronously on the other days

 

All students can access labs, library and other perks of the building

 

Can have tours of the building and possibly shadow potential students

 

School and home will be equipped for learning

As for half days and:

 

May not have enough locations for physical distancing 

 

May not be able to accommodate all students 

 

Lunch and recess will need to be restructured

 

We may have social exclusion if students in the same grade are on different schedules

2 weeks in, 2 weeks out--MS and LS rotate or other grades rotate

 

Same pros as A/B schedule- and also:

 

Opportunities for students to connect and then have home time

 

Might enable the “best of both worlds” for creative planning and programming

Same cons as A/B schedule- and also:

 

Hard to adjust- will students and faculty adapt to every two weeks?

 

Modular Curriculum learning--unit by unit, each with different instructor 

Allows teachers to prepare units very creatively and not have to keep preparing as many new ones

 

Creates equity so all students get exposed to the same high level 

 

Promotes teacher collaboration 

Inconsistency may be difficult for students

 

How do we make sure students have adults who know them well and oversee their progress and well being?

Academic classes fully remote and only “specials” electives, art and PE in the building 

Allows for connection and community

 

Keeps the teaching equitable so all students can access classes

 

Allows for creative uses of building 

 

Can have tours of the building

How to enforce an attendance policy

 

Specials would need to also be remote for those students unable to be on campus

 

Challenging schedule for parents