Our Schools Start Here series of guides dives into the resource side of ESSER strategy and planning, including concrete examples of staffing and scheduling models.
Explore concrete examples of possible student groups, schedules, and staff roles for various hybrid models
Continuously-changing local circumstances will likely require districts and schools to shift between different teaching and learning models during the 2020-21 school year. Figuring out the practical logistics of this work can be complicated. Exactly when these transitions occur throughout the school year and what these transitions look like will largely depend on public health conditions. For the growing number of districts beginning the school year fully remote, this time can be leveraged as an opportunity to proactively plan for what safely easing your students and staff back into a hybrid model might look like.
ERS COVID Comeback Models are adaptable blueprints for crafting hybrid schedules, staff roles, and districtwide structures that are ready-to-implement when local public health conditions allow.
For help choosing and adapting models based on the staffing, facilities, and resources available within your district's unique context, check out the Decision Points Guide and video explainer.
Use or adapt this remote learning companion to help prepare for cohesive teaching and learning plans that are provide consistent routines, are flexible for changing times, and cultivate student-staff relationships.
ERS created these models with input from educational experts from across the country as part of a project with CCSSO.
Prioritize in-person learning for the youngest students, who may otherwise struggle with remote instruction.
High demand for remote options can increase the feasibility of accomodating families who want/need in-person options.
Teacher teams can be set up to provide a mix of remote and in-person learning for elementary students.
Prioritize consistently serving students with the highest needs for in-person support.
Groups of students alternate attending school in person throughout the week.
Prioritize in-person learning for students in pivotal transitional grade levels, such as 9th grade..
Groups of students alternate between remote and in-person instruction every other week.
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