Common use of Instructional Schedule Clause in Contracts

Instructional Schedule. A. Students will be divided into one of four cohorts (A, B, C, D). Students in Cohort A will attend 4.0 or 4.5 days for in person instruction. Students (not in Cohorts A or D) at each school shall be divided into two groups of roughly equivalent numbers (Cohort B & Cohort C). Students in Cohort D will be working remotely. B. Each student in Cohort B and C will physically attend school two days per week. During the remote learning days, students will engage in distance learning with their remote instruction teacher/paraprofessional as outlined below. Wednesdays will be remote for all Cohorts except Cohort A (in person), early release for students and afternoons shall be reserved for paraprofessional /teacher collaboration and/or to work with students remotely 1:1 or in small groups as part of typical job duties. C. In order to meet the needs of students on Individualized Education Plans (IEPs) or who are English language learners in Cohort A, some students may physically attend school on Wednesday mornings and receive in person instruction, which may include paraprofessional support. Cohort A students will at times receive support services remotely from paraprofessionals on Wednesday afternoons. D. In some circumstances, especially when teaching or providing services to designated special education or English language learner students, some of whom have elected to be in Cohort D (all remote services), ESL teachers, special educators (including special education teachers and related service providers and paraprofessionals) may need to provide English language or special education services remotely in accordance with IEPs or other mandated services. At times, this may include small group instruction or support by paraprofessionals with a mixed group of students who are in person and online, overseen by a special educator. This work will be overseen by the liaison or the special education teacher. E. In order to enable paraprofessionals to be employed to their maximum work schedule, some paraprofessionals may separately support in-person class sections or instructional groupings of students for a portion of their daily or weekly schedule and also support different remote class sections or instructional groupings of students remotely for other portions of their schedule. F. Other situations that involve connecting with in-person students and remote students simultaneously may include connections focused on building classroom culture and community and addressing social emotional needs, such as “morning meeting,” middle school team meetings, etc.

Instructional Schedule. A. Students will be divided into in one of four cohorts Cohorts (A, B, C, D). Students in Cohort A will attend 4.0 or 4.5 days for in person instruction. Students (not in Cohorts A or D) at each school shall be divided into two groups of roughly equivalent numbers numbers. (Cohort B & Cohort C). Students in Cohort D will be working remotely. B. Each student in Cohort Cohorts B and C will physically attend school two days per week. During the remote learning days, students will engage in distance learning with their remote instruction teacher/paraprofessional teacher as outlined below. Wednesdays will be remote for all Cohorts cohorts except Cohort A (in person), early release for students and afternoons shall be reserved for paraprofessional /teacher collaboration and/or teacher preparation and students to work with students remotely 1:1 or in small groups as part of typical job dutiesasynchronously. C. In order to meet the needs of students on Individualized Education Plans (IEPs) or who are English language learners in Cohort A, some students may physically attend school on Wednesday mornings and receive in person instruction, which may include paraprofessional support. Cohort A students will at times receive support services remotely from paraprofessionals on Wednesday afternoons. D. In some circumstances, especially when teaching or providing services to designated special education or English language learner students, some of whom have elected to be in Cohort D (all remote services), ESL teachers, teachers and special educators (including special education teachers and related service providers and paraprofessionalsproviders) may need to provide English language or special education services remotely in accordance with IEPs or other mandated services. At times, this may include small group instruction or support by paraprofessionals with a mixed group of students who are in person and online, overseen by . These educators and their supervisors will collaborate as necessary to ensure that such groups are manageable and that any concerns are addressed in a special educatortimely manner. This work The schedules for these groups will be overseen by shared with the liaison or the special education teacherSEA leadership. E. In order to enable paraprofessionals educators to be employed to their maximum full-time equivalent work schedule, some paraprofessionals educators may separately support teach in-person class sections or instructional groupings of students for a portion of their daily or weekly schedule and also support teach different remote class sections or instructional groupings of students remotely for other portions of their schedule. F. Other situations that involve connecting with in-person students and remote students simultaneously may include connections focused on building classroom culture and community and addressing social emotional needs, such as “morning meeting,” middle school team meetings, etc.