Secondary students are enrolled in at least 3 courses each semester.  These sections will be small and will be split into two smaller groups. Each group attends school for three days in a row within their cohort.  These students then have 3 days to participate in at home online schooling on google classroom.  The school schedule is broken up into three staggered blocks.

Secondary schools will need to create staggered blocks of students at each grade level.  Mode of instruction is hybrid with some direct instruction using the flipped classroom principles and online learning at home.

• Each course would have approximately 23-25 students, these will be split into cohort A & cohort B of 12-14 students each
• Specific classes would have staggered start times in the morning. CTE, Art, PE 9 or other hands-on courses could be taught in a 2-hour afternoon clock.
• Each teacher would have around 75-80 students per semester
• Each student would have 3 courses to complete each semester
• Attention would need to be paid for variations in math levels and Honors/AP courses.
• PE 2 would need to be done remotely to achieve low course numbers in PE 9.
• On PE 9 days students need to arrive dressed out.
• After the morning session, there is Extended Learning Time before lunch to accommodate intervention for students to ensure students stay on pace.
• Additional electives for students seeking more courses, could be accessed through College of Marin courses under dual-enrollment policies.
• 1 Teacher results in roughly 140 students taught during year
• In 25 school day cycle, student is with one course teacher 375 -500 minutes (25 to 8 hours per course*)

*Current HS schedules in a 25-school day cycle, student is with one course teacher 1,200 minutes (20 hours)

This schedule has a 90-minute morning block followed by a tutorial and sanitation break.  This is followed by a 90-minute afternoon block.   Students would have 4 days of in-person support and teachers would have one day of no classes offered for teachers to prepare.

• Each course would have approximately 23-25 students, these will be split into cohort A & cohort B of 12-14 students each attending once a week in either a morning block or an afternoon block.
• Each student would have 4 courses to complete each semester
• This would enable students to have more elective course in their schedules
• 1 Teacher results in roughly 200 students taught during year
• In 25-day cycle, student is with one course teacher 360 minutes (6 hours per course)

*Note, the Task Force is not confident that the 90-minute classroom clean between cohorts will meet the threshold expected by County Behavioral Health.

We wish to note that the Task Force did consider a variation of the 4×4 in which teachers only teach 3 sections.  This model results in class sizes closer to 32 or 34 students.  Therefore, this can only be considered in the unlikely event that larger group sizes are permitted by the county Health Department. With physical distancing guidelines in place during the Fall, we believe it would be logistically impossible within this model to achieve guidelines within this model.

Students take 1 in person and 1 remote course each day for 9 weeks per semester (18 weeks total).

• Teachers would teach 2 hours in morning (Group A in person, Group B online) and 2 hours in the afternoon (Group C in person, Group D online) in a rotating schedule.
• Allow for 50% live instruction in core content areas which is much higher than other models seen.
• In 25-day cycle, student is with one course teacher on average 750 minutes (12.5 hours per course)
• Allows students to have 50% of their instructional time in person.
• To limit contact, PE and Electives could be offered online if health requirements mandate no switching teachers
• Challenging to master schedule with electives included
• Students per Teacher per year is 120:1 (60 at a time) ratio if 15 person cohorts, 160:1 (80 at a time) if 20 person cohorts allowed

Students do 1 live and 1 remote course each day for 6 weeks per semester (12 weeks total).

• Teachers would teach 2 hours in morning (Group A in person, Group B online) and 2 hours in the afternoon (Group C in person, Group D online) in a rotating schedule.
• Would shorten the hours per class but would still allow for 50% live instruction in core content areas which is much higher than other models seen.
• In 25-day cycle, student is with one course teacher on average 500 minutes (8.33 hours per course)
• Allows students to have 50% of their instructional time in person.
• Easy to create master schedule with electives included
• Students per Teacher per year is 180:1 (60 at a time) per year  if 15 person cohorts, 240:1 (80 at a time) per year if 20 person cohorts 

Students take 2 in person courses each day for 6 weeks per semester (12 weeks total)..

• Teachers would teach 2 periods in the morning 1 hr each, teachers switch rooms and students stay put. Then have 2 periods in the afternoon 1 hr each with different group.
• Would allow the students to have live instruction in both classes each day.
• Remote learning would essentially be like daily homework is now.
• Would have students every day for 6-9 straight weeks. Teachers would only teach 2 preps at a time.
• Would only work if county restrictions allow teacher switching in the same day.
• Easy to create master schedule with electives included

This is an option for LEAs that feel their capacity for ensuring that students are accessing the curriculum remotely is high or improving.

Some LEAs have developed considerable expertise and have the infrastructure to continue to support distance learning for all students.

LEAs will still want to provide professional development opportunities for teachers to develop their expertise as well as monitor student access to technology and Wi-Fi.

This might be a more feasible option for some LEAs as they may not have the option of creating staggered schedules or lack classroom space to accommodate for physical distancing.

For some students and families, it will not be an option to learn from home using a hybrid or distance learning model.  Some parents and guardians may be essential workers and students will not have the supervision at home to adequately access the curriculum.

Some students and families still do not have access to Wi-Fi or devices and need to attend live/in person instruction.

LEA’s may want to develop criteria for identifying these students.  A daily schedule could be created to provide live instruction for these students with physical distancing measures in place.

The master schedule will need to be created based on the number of students who qualify under the criteria.

Some teachers may also prefer live teaching and opt to come to campus to provide instruction

This would be similar to the 30/30/30 model except the classes would be split in half, with one half attending Monday and Wednesday and the other half attending on Tuesday and Thursday.  Fridays would be a day off to allow teachers to work on curriculum, create work packets, or districts could use Fridays as a flipped learning option where students access online content in anticipation for the following week.  The extra day off would enable custodial staff to deep clean and teachers to meet together to discuss student learning.

On remote learning days students may access online content through a flipped learning instructional model or some other blended learning structure.

Variations could include:

1. Students attend Friday as well (no day off), one group would attend on the first Friday and the second group attends the following Friday and so on.
2. Half day schedule – students go home after lunch.  Students on free and reduced lunch can obtain a box lunch prior to going home.  Core subjects are taught within a three-hour block.
3. Half day schedules with VAPA/CTE and electives after lunch.  For example, for band classes-on Monday woodwinds could report, then on Tuesday, brass instruments.  CTE courses could also follow this model after lunch.

This model would be the same as above, however, classes would be split into five groups, one for each day of the week.  It may be very difficult to achieve this at the secondary level since site administrators would need to create five schools within the school in order to ensure there is no overlap in schedules.  It would also depend on FTE allotment and balancing out teacher preps.