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I've been doing conflated cohorts for two weeks at THS

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I've been doing conflated cohorts for two weeks at THS

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It has worked better than I was expecting. But these are high schoolers jammed in the same room. They're less twitchy in general than middle-schoolers. I've got 21 who are supposed to be coming to class and only 15-16 who actually are.

One benefit for me personally is that conflated cohorts have helped my ELPA21 scheduling. On Day 1 at the high school, I go over the practice test and expectations, then on Day 2 they take the test for that domain. With the A/B cohorts I'm administering the test twice and keeping the remote cohort busy twice. This is not everyone's experience, but it's how it's been working for me.

If no adjustments are made to the plan for middle schools to conflate cohorts, then high schools AND middle schools could potentially go to a 123 / 456 alternating schedule. At the moment high schools are doing 123/123/456/456 just like middle school. It would be nice to not have such a big gap between Day 2 and Day 1. Currently the HS has had to keep the same format as MS because of itinerant teachers like me who work at both. This concern also affects any possibility of moving to a 1-6 schedule as it has to work for ELL, music, etc. It works if all schools do it.

However, this would yet again more changes to the established MOI, and each adjustment requires time out of teaching for explaining for how it will work. Families who don't get the information don't know to send their kids on the days expected.

It also seems fairly clear having students 3-feet apart and not in cohorts is a violation of the guidelines from the health department (though it was strangely worded in my opinion).

Also, OSD uses their "Friday" (a Wednesday) for remote-only students. For whatever that might be worth.

Random thoughts on the subject.

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Covid Numbers are rising.  We can't go 4 days a week with increased kids in the classroom.  Did the school inform parents about the risks? How can we in good conscious do this to students and staff?

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Covid Numbers are rising.  We can't go 4 days a week with increased kids in the classroom.  Did the school inform parents about the risks? How can we in good conscious do this to students and staff?

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80 minute classes are too long for our ADHD kids.  Are all kids getting mask breaks-outside breaks during their blocks?  

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80 minute classes are too long for our ADHD kids.  Are all kids getting mask breaks-outside breaks during their blocks?  

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LESS STAFF MEETINGS!!!

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How do we continue to support students in need? If kids are all caught up should we exit them from Fridays and bring in others that are falling behind?

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You may already have a plan for this, but having a PowerPoint to share with students during advisory on Monday to explain lunches. A lot of students are asking how it will work, will the seats be the same, do they have to stay in the commons or can they be outside the entire time, etc.

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Changing to an ACT schedule would create a lot of very fast transitions and desk cleaning.

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Changing to an ACT schedule would create a lot of very fast transitions and desk cleaning.

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More exposure time in hallways, more time for issues in hallways, kids that are more crazed from all the transitions. Lets try to keep this as mellow as possible for everyone.

Good point.  At least can we alternate days so we see the class period every other day?  5 days in a row with no contact makes teenage brains forget what was taught the week before.

Agreed, I think 6 periods on an ACT would be minimal instruction/connection time and lots more cleaning/exposure. And I do like the idea of going back to every other like before (kids requested that, too). Same bell schedule but back to 123 M/W & 456 T/Th.

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With so many students in the room and needing to prioritize health, safety and instruction/management to in-person students, I feel the remote students will have to become more asynchronous (less zoom time). Support for this to get through the rest of the school would alleviate a lot of stress.

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With so many students in the room and needing to prioritize health, safety and instruction/management to in-person students, I feel the remote students will have to become more asynchronous (less zoom time). Support for this to get through the rest of the school would alleviate a lot of stress.

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I think having the students in the building four days will help those who are either failing or have a D (bc they don't turn work in). My concern is the small group who will remain at home. Should Friday's be dedicated to those students?

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Let's move to a different schedule. 1-6 on an ACT time line

Yes, I agree.  These 80 minute periods while still have serious restrictions is just TOO LONG for kids to sit and keep their focus - even with brain breaks.

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What type of support can you give us?

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Can/will there be a cut off date for changes to MOI? It takes a lot of time to re-do seating charts (or arrangements), update substitute information, etc. I anticipate families either requesting to move into hybrid or out...

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Can/will there be a cut off date for changes to MOI? It takes a lot of time to re-do seating charts (or arrangements), update substitute information, etc. I anticipate families either requesting to move into hybrid or out...

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Just a concern about the next 2 Fridays. Some of the people who are concerned with using their rooms believe that it is a little bit inequitable. Is there a way you can possibly choose different classrooms next Friday so those that have to give up their rooms this Friday can work uninterrupted next week?

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Once students come in four days, how will Fridays look like?

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Once students come in four days, how will Fridays look like?