# data[].attributes.body
multi-grade classes

# data[].attributes.headline
have student support team members teach classes

# data[].attributes.subject
have student support team members teach classes

# data[].attributes.body
2 days of sync or async direct instruction, broken up by 3 days of small group in person group work or independent work in person with teacehr support

# data[].attributes.body
all times are 30 or 60 min, except breaks?

# data[].attributes.body
Create 1 - 3 remote positions that can absorb a section or two of different grade levels for when we get overflow from hybrid exodus

# data[].attributes.headline
Consider having interventionists co-teach or teach in their content area

# data[].attributes.subject
Consider having interventionists co-teach or teach in their content area

# data[].attributes.body
shorten "CORE lesson" but lengthen RTI/FLEX/targeted small group time

# data[].attributes.body
What if both campus and district leaders assumed some elements of the school-day responsibilities - whether these be teaching, small group intervention, duties, coverage, etc.

# data[].attributes.body
One teacher creates nearpod lessons that can be self-paced, taught live, or taught by another teacher synchronously in person or remotely

# data[].attributes.body
What if our in-person cohorts were split in half and had on/off weeks

# data[].attributes.headline
What if we think about using associates as flex small group/subs?

# data[].attributes.subject
What if we think about using associates as flex small group/subs?

# data[].attributes.headline
Consider having all teachers co-teach or teach Literacy and Math and prioritize those subject areas

# data[].attributes.subject
Consider having all teachers co-teach or teach Literacy and Math and prioritize those subject areas

# data[].attributes.body
classes are "normal size" but CORE is split into 2 smaller groups for instruction

# data[].attributes.headline
Schedule fewer blocks and periods during the day for depth 

# data[].attributes.subject
Schedule fewer blocks and periods during the day for depth 

# data[].attributes.body
change Wed to teaching day, but shorten day all week

# data[].attributes.headline
Offer extended in person day to vulnerable learners

# data[].attributes.subject
Offer extended in person day to vulnerable learners

# data[].attributes.body
All students come for the morning, some students stay all day for service delivery, while 1/2 day students get async or sync remote instruction in the PM

# data[].attributes.headline
flexed special ed and ESL teacher expertise across campuses to support hybrid and/or remote learners

# data[].attributes.subject
flexed special ed and ESL teacher expertise across campuses to support hybrid and/or remote learners

# data[].attributes.headline
Reconsider which staff members could provide core instruction even if it was not part of their role

# data[].attributes.subject
Reconsider which staff members could provide core instruction even if it was not part of their role

# data[].attributes.headline
What if specials/encores classes were taught in multi-grade classes and in larger class sizes (remote sync)

# data[].attributes.subject
What if specials/encores classes were taught in multi-grade classes and in larger class sizes (remote sync)

# data[].attributes.body
used lead teachers for CORE, but other teachers for all else

# data[].attributes.headline
What if we do push to incorporate PBL into a larger project based block K-6 for content standards and use small groups to focus on foundational skills?

# data[].attributes.subject
What if we do push to incorporate PBL into a larger project based block K-6 for content standards and use small groups to focus on foundational skills?

# data[].attributes.body
Share the specialists (PE, music, etc) across both campuses for remote teaching

# data[].attributes.headline
ELL, Special Education, and specialists could be distributed K-6

# data[].attributes.subject
ELL, Special Education, and specialists could be distributed K-6

# data[].attributes.headline
What if service providers (interventionsts, ESL, SpecEd) provide cross grade and cross campus supprot?

# data[].attributes.subject
What if service providers (interventionsts, ESL, SpecEd) provide cross grade and cross campus supprot?

# data[].attributes.headline
Use of specialist (art, PE, etc) across campuses

# data[].attributes.subject
Use of specialist (art, PE, etc) across campuses

# data[].attributes.body
leveraged staff across roles and campuses to ensure small cohorts

# data[].attributes.headline
ESL specialists K-6 share so that instruction can be more pinpointed and students grouped by prof. level 

# data[].attributes.subject
ESL specialists K-6 share so that instruction can be more pinpointed and students grouped by prof. level 

# data[].attributes.body
What if we shared interventionists across campuses (currently have 3 RS and 2 MS across K-6) allowing for some efficiencies in scheduling and thus some cushion in our staffing model?

# data[].attributes.headline
Have teachers teach a core content to many different grade-levels

# data[].attributes.subject
Have teachers teach a core content to many different grade-levels

# data[].attributes.body
What if we saw this as an opportunity to actually make school BETTER and more effective for both students and teachers

# data[].attributes.body
Would having encore teachers work K - 6 solve any problems? Like an "in person" art teacher and a "remote" art teacher?

# data[].attributes.headline
What if we create flex positions that can provide additional small group support but also sub without interfering with service delivery, etc

# data[].attributes.subject
What if we create flex positions that can provide additional small group support but also sub without interfering with service delivery, etc

# data[].attributes.body
tried to have CORE in the am, differentiated support in the pm

# data[].attributes.headline
reopen in January amd require everyone to be in person and remote at certain times

# data[].attributes.subject
reopen in January amd require everyone to be in person and remote at certain times

# data[].attributes.body
updare employee expectations to help folks wrap their brain around being in person

# data[].attributes.headline
identified K - 6 math and literacy teaching teams who might teach at more than 1 grade level within a given content area; each student has a 'home base' teacher and cohort who they do morning meeting with and closing circle and then work with math/literacy teachers throughout the day

# data[].attributes.subject
identified K - 6 math and literacy teaching teams who might teach at more than 1 grade level within a given content area; each student has a 'home base' teacher and cohort who they do morning meeting with and closing circle and then work with math/literacy teachers throughout the day

# data[].attributes.body
What if we focused on educating/supporting teachers to  broaden their thinking about what it means to be a K-6 educator

# data[].attributes.body
Limited the waterfall to needed only "cohorts" -- CORE mostly in the am

# data[].attributes.headline
What if we use specials/encores teachers flexibly across K-6?

# data[].attributes.subject
What if we use specials/encores teachers flexibly across K-6?

# data[].attributes.body
What if our remote model allowed for larger cohorts of students through a different approach to scheduling and sync/asyn time?

# data[].attributes.headline
question whether we have the capacity to bring students in for 4 days a week in person

# data[].attributes.subject
question whether we have the capacity to bring students in for 4 days a week in person

# data[].attributes.headline
Used specialists (reading/math) as core teachers, sharing an in-person cohort

# data[].attributes.subject
Used specialists (reading/math) as core teachers, sharing an in-person cohort

# data[].attributes.headline
What if math, literacy and ESL specialists teach content, so that we can teach smaller groups of students 

# data[].attributes.subject
What if math, literacy and ESL specialists teach content, so that we can teach smaller groups of students 

# data[].attributes.headline
rethink our goals and approaches for remote learning

# data[].attributes.subject
rethink our goals and approaches for remote learning

# data[].attributes.headline
we had teachers assigned to content and specific grade-levels to teach and had an homeroom to have morning meeting and closing circle

# data[].attributes.subject
we had teachers assigned to content and specific grade-levels to teach and had an homeroom to have morning meeting and closing circle

# data[].attributes.headline
we allow larger remote groups but design the schedule so that they are PRIMARILY getting small group instruction

# data[].attributes.subject
we allow larger remote groups but design the schedule so that they are PRIMARILY getting small group instruction

# data[].attributes.headline
Used ESL and SpecEd teachers as core teachers

# data[].attributes.subject
Used ESL and SpecEd teachers as core teachers

# data[].attributes.body
for in-person cohorts including students with service delivery and without

# data[].attributes.body
Assigned every adult a group small group (5-8) students and they fully owned their learning

# data[].attributes.headline
rethought the school day for both hybrid and remote learning in a way where all live instruction in core content would happen in the mornings and afternoons would be time for remote specials (perhaps across grade levels) and asynchronous learning tasks 

# data[].attributes.subject
rethought the school day for both hybrid and remote learning in a way where all live instruction in core content would happen in the mornings and afternoons would be time for remote specials (perhaps across grade levels) and asynchronous learning tasks 

# data[].attributes.headline
require everyone to have some in-person and remote responsibilities

# data[].attributes.subject
require everyone to have some in-person and remote responsibilities

# data[].attributes.headline
What if we prioritize specific subjects for in person instrction and assign other subject areas to be fully remote?

# data[].attributes.subject
What if we prioritize specific subjects for in person instrction and assign other subject areas to be fully remote?

# data[].attributes.body
What if we started with the developmental needs of students across all areas (i.e. intellectual, physical, social/emotional/relational) and built from there.

# data[].attributes.body
merged FLEX and RTI blocks -- SG and 1-1 time for a number of purposes

# data[].attributes.body
What if our specialist/encore teachers taught K-6 (remote); could this allow for us to maximize the many specialist teachers we have and thus free up some FTEs within the specialist team for other jobs?

# data[].attributes.body
so that students are only in person 2 days/week but are spending the whole time on core academics and specials/encores/sicence/ss are all remote on other days

# data[].attributes.headline
rethink start and end times and think more flexibly

# data[].attributes.subject
rethink start and end times and think more flexibly

# data[].attributes.body
The most successful teacher in each subject teaches that subject to the whole grade

# data[].attributes.body
What if we created a separate K-6 remote learning academy with a distinct teaching and leadership team?

# data[].attributes.body
Used a flip model so student do the main lesson asynchronously and then did work with a teacher in small group

# data[].attributes.headline
really pushed out the boundaries of our image of traditional school (single grade classes, single blocks for specific subject areas, teachers with very specific and narrow assignments)

# data[].attributes.subject
really pushed out the boundaries of our image of traditional school (single grade classes, single blocks for specific subject areas, teachers with very specific and narrow assignments)

# data[].attributes.headline
What if we assigned teachers to content instead of grade level (i.e. 3rd Grade Literacy Teacher, 3rd Grade Math Teacher)

# data[].attributes.subject
What if we assigned teachers to content instead of grade level (i.e. 3rd Grade Literacy Teacher, 3rd Grade Math Teacher)

# data[].attributes.body
consider interdisciplinary approaches to core content and specials

# data[].attributes.body
to only include ELA/Math so that specials/encores/science/SS are all remote  in the afternoon

# data[].attributes.body
Had classes on all 5 days, but a shorter instructional day and built in CI/CPT at the end of every day

# data[].attributes.headline
What if we shorten the day for both remote and hybrid

# data[].attributes.subject
What if we shorten the day for both remote and hybrid

# data[].attributes.headline
What if we created a K-6 remote learning academy with a distinct teaching and leadership team

# data[].attributes.subject
What if we created a K-6 remote learning academy with a distinct teaching and leadership team

# data[].attributes.body
until January