Scheduling

Scheduling for Student Success

As planning teams consider who has been most impacted by pandemic schooling and in what ways, schedules can be shaped to meet these needs. Sample scenarios follow.

Scenario A

During the 2020-21 school year, some students attended in person (“room”) while others attended virtually (“Zoom”). As the planning team looks to the 21-22 school year, they recognize that both “room” and “Zoom” students are needing engaging programming that promotes joy as well as having time for targeted instruction. Many families are working during the summer and would benefit from all-day programming.

In this scenario, summer programming has a thematic lens for engagement as well as for coherence of learning. It ensures students are engaging in a well-rounded education (e.g., social studies, science, environmental education, civic engagement, and arts education) as well as provides “learning stations” for targeted instruction. Programming is sustained: 5 days a week for 5 weeks.

*Note: If the summer school programming is supplemental or considered academic enrichment support (not core instructional time), then it could be funded through use of available 21st Century Community Learning Center grant funds.

An in-person weekly schedule for K-8 students might look like this:

Week 1: Wild for Learning! -- Kindergarten

Sample Grades K-8 Daily Schedule

Schedules have been adapted from the Louisiana Department of Education’s Summer Learning Program Guidance 2021
 

Scenario B

During the 2020-21 school year, while some students attended in person, the district offered an all-virtual option for students. As the planning team looks to the 21-22 school year, they recognize the students who opted into all virtual schooling a) may not have had in-person, social interactions with their peers in more than 12 months, b) may have experienced a significant amount of self-directed learning time while at home, and c) may no longer be accustomed to a regimented schedule.

In this scenario, summer school may focus on a) reintroducing peer interactions, b) providing a structured project-based environment where students can explore their own interests while gaining academic skills, and c) participate in a flexible schedule to help prepare them for a regular school schedule in the fall. A morning-only approach like this might be offered for 5 consecutive weeks or might be scheduled for several one-week intervals throughout the summer to help students ease back into in-person learning. An in-person schedule for these students might look like this:

K-8 Sample Weekly Plan

Thematic Lens: What’s Growing In My Community?

Schedules have been adapted from the Louisiana Department of Education’s Summer Learning Program Guidance 2021

Scenario C

During the 2020-21 school year, a group of high school students did not engage in synchronous remote learning and are behind in credits. Upon further investigation, the planning team found many of these students’ families had lost sources of income during the pandemic and students were unable to participate due to increased work schedules to support their families or were needed to supervise younger siblings while adult family members worked. Attending in-person or synchronous virtual summer school is not an option for these students due to continued work and family commitments.

In this scenario, summer school may be focused on credit recovery*. Due to the barriers these students are facing, planning teams may find that an asynchronous course approach paired with one-on-one weekly sessions with these students may be the most beneficial. An asynchronous schedule may look like this:

Perhaps asynchronous courses are offered for 4 weeks, encouraging students to complete two courses during the summer or perhaps students participate in two courses at the same time that are spread out over the full summer.

*Districts with 21st CCLC grants may consider using this funding to support credit recovery programs.

Scenario D

A district is planning to offer in-person programming for grades K-6 and will be virtual programming for grades 7-12. Through communication with families, the planning team identified a group of students who lack reliable internet access and support. This district also has a 21st CCLC grant or works closely with a partner organization with 21st CCLC funding. In this scenario, a schedule may look like this (additional requirements under the 21st CCLC grant guidelines may apply):