Hybrid Instructional Model

The District’s primary structure of the hybrid instructional model requires that students be divided into three student cohorts. Students in Cohort A attend school face-to-face on Mondays and Tuesdays and engage in distance education on Wednesdays, Thursdays, and Fridays. Students in Cohort B attend school face-to-face on Thursdays and Fridays and engage in distance education on Mondays, Tuesdays, and Wednesdays. Therefore, students in Cohorts A and B receive learning opportunities that incorporate both face-to-face instruction at the school in the classroom and distance education at home through synchronous and asynchronous instruction. Students in Cohort C engage in full-time distance education all days and receive learning opportunities that include distance education at home through synchronous and asynchronous instruction.

Instructional Day

Student Schedules in the Hybrid Model

  • Students in Cohort A attend school face-to-face on Mondays and Tuesdays and engage in distance education on Wednesdays, Thursdays, and Fridays.
  • Students in Cohort B attend school face-to-face on Thursdays and Fridays and engage in distance education on Mondays, Tuesdays, and Wednesdays
  • Therefore, students in Cohorts A and B receive learning opportunities that incorporate both face-to-face instruction at the school in the classroom and distance education at home through synchronous and asynchronous instruction.
  • Students in Cohort C engage in full-time distance education all days and receive learning opportunities that include distance education at home through synchronous and asynchronous instruction.
  • On Wednesdays, all students will engage in distance education at home through synchronous and asynchronous sessions. As Wednesdays are instructional days for students, attendance must be taken in elementary schools and in each course scheduled on Wednesdays for secondary schools. Teachers will be available at designated times for virtual office hours. Wellness checks will also be conducted by teachers for designated students.

Canvas

Canvas will continue to serve as the District’s Learning Management System for all teachers and students to promote consistency with the transition from face-to-face instruction and distance education within the hybrid instructional model. Students are required to access Canvas by signing on to Clever, the District’s single, sign-on platform. Google Meet and Google Classroom and other resources may be utilized only if they are accessed by students in Canvas. Site administrators are required to continually monitor Canvas to ensure all teachers follow this requirement. 

Student Chromebook Use between Home and School

As students will be participating in face-to-face instruction and distance education with the utilization of Canvas and other technology tools; therefore, all students will transport Chromebooks between home and school. There may be situations in alignment with health and safety protocols that require a cohort and/or school to transition to full-time distance education; therefore, students must have their Chromebooks to seamlessly transition from the hybrid instructional model to full-time distance education, as necessary.

School Bell Times and Student Instructional Day

All schools will adhere to the school bell schedules that were approved in August 2020. All schools will implement a student instructional day consisting of six hours and 11 minutes, which will include face-to-face instruction and synchronous and asynchronous sessions. Schools with extended days, including but not limited to, Prime 6 Schools, Zoom, Innovative Eight Middle Schools, and some magnet schools, will continue to provide the extended days for students and teachers during the hybrid instructional model.

Progress Reports and Report Cards

During the hybrid instructional model, parents/guardians will access student progress reports and report cards through Campus Parent by clicking on the Documents Tab on the Index Menu. This method allows immediate access for parents/guardians to review students’ progress and grades. As parents/guardians have immediate access to grades through Campus Parent, schools will no longer print and distribute progress reports and the District will no longer print and mail report cards home. Parents/guardians who require a printed report may contact their student’s school to request a copy.

Non-Instructional Considerations

Academic Parent/Guardian Meetings

If possible, academic parent/guardian meetings, including Section 504 Accommodation Plans and IEP meetings, should be done virtually but may be conducted in person depending on the circumstances. Parents/guardians visiting schools for academic meetings must make an appointment and follow all visitor protocols. To learn more, view the full Hybrid Instructional Model Implementation Guide (PDF).

After-School Activities

As we begin to implement the hybrid instructional model, after-school activities are not permitted. To learn more, view the full Hybrid Instructional Model Implementation Guide (PDF).

Before and After-School Programs

The parks and recreation departments and other providers in each jurisdiction are committed to providing Safekey for students in the hybrid instructional model. Providers will work with CCSD and school principals to determine the number of students who can be accommodated, while following all health and safety guidelines. In addition, After-School All-Stars Las Vegas and Communities in Schools may also begin operations at school sites. These organizations will work directly with designated personnel and school principals to initiate planning. For more information, view the full Hybrid Instructional Model Implementation Guide (PDF).

Drinking Fountains

Drinking fountains located in the classrooms, outside, and in other areas of the school will not be utilized. For more information, view the full Hybrid Instructional Model Implementation Guide (PDF).

Field Trips

Field trips are not permitted. For more information, view the full Hybrid Instructional Model Implementation Guide (PDF).

Parent/Guardian and Volunteer Engagement

Parents/guardians and volunteers will not be permitted on campus to volunteer and/or assist in classrooms. For more information, view the full Hybrid Instructional Model Implementation Guide (PDF).

Playground Equipment

Playground equipment will not be utilized. For more information, view the full Hybrid Instructional Model Implementation Guide (PDF).

Scheduling

Arrival and Dismissal

  • School teams will develop and implement an entry and exit plan by assigning school staff duty stations to maintain student safety and supervision during arrival and dismissal.

Elementary Level

  • Students will be assigned specific gates and doors for arrival and dismissal, based on arrival and dismissal options (i.e., bus riders, walkers).
  • Bus lanes and pick-up and drop-off sites will be clearly marked with appropriate signage and reminders to socially distance and to ensure everyone is wearing a cloth face covering.
  • During dismissal, students who ride the school bus will be dismissed last (i.e., after walkers) to ensure buses arrive after the bell.
  • School teams will develop assigned seating in the multipurpose room, with appropriate social distancing for students who are not picked up at dismissal.
  • Parents/guardians are not permitted onto the school campus (i.e., fields, blacktop) to wait for their children after school to eliminate crowds.

Secondary Level

  • Students will be assigned specific gates and doors for arrival and dismissal, based on arrival and dismissal options (i.e., bus riders, walkers, and drivers). During dismissal, students who ride the bus will be dismissed last (i.e., after walkers) to ensure buses arrived after the bell.
  • Secondary students cannot go to other schools and wait for their siblings to be dismissed. Arrangements will need to be made with families to mitigate this issue.
  • To learn more, view the full Hybrid Instructional Model Implementation Guide (PDF).

Passing Periods

Elementary Level

  • Teachers will escort students during transitions.
  • Students will walk in a line, maintaining appropriate social distancing while walking forward.
  • School-wide hallway procedures will be clearly defined and implemented.

Secondary Level

Restroom Protocols

Elementary Level

  • Students will use the restroom independently (i.e., no full-class restroom breaks will be permitted).
  • Each classroom and/or grade will be assigned a designated restroom and appropriate signage will be displayed.
  • Appropriate markers will be placed outside of the restrooms for students to socially distance until the restroom is available.

Secondary Level

  • Students will use the restroom independently and teachers will only issue one restroom pass at a time.
  • Each hallway and/or grade will be assigned a designated restroom and appropriate signage will be displayed.
  • Appropriate markers will be placed outside of the restrooms for students to socially distance until the restroom is available.
  • To learn more, view the full Hybrid Instructional Model Implementation Guide (PDF).

Logistics – Building Utilization

Elementary Level

  • Students will be assigned a personal workspace with personal instructional supplies (i.e., manipulative bags, individual sets).
  • Students will use their District assigned device, whenever possible.
  • Based upon school needs, leadership may determine that all available technology be used.
  • Adherence to proper social distancing and cleaning protocols shall be observed, including minimum spacing between computers and students and disinfecting equipment between groups of students.

Secondary Level

  • Seating assignments will be required in each classroom and desks and tables cannot be utilized by another student until properly sanitized.
  • Desks and tables will be properly distanced and clearly marked to indicate which desk should be used each period.
  • Students will use their District assigned device, whenever possible.
  • Based upon school needs, leadership may determine that all available technology be used.
  • Adherence to proper social distancing and cleaning protocols shall be observed, including minimum spacing between computers and students and disinfecting equipment between groups of students.
  • To learn more, view the full Hybrid Instructional Model Implementation Guide (PDF).

Supporting Students with Individual Education Programs (IEP)

Students with disabilities must be provided equitable access to instruction. Click here to read the practical guidance provided for school personnel regarding the District’s obligation to provide a free and appropriate public education (FAPE) to students with disabilities.

Supporting English Language Learners (ELL)

Language development can be supported through both face-to-face instruction and distance education by integrating learning activities connected to the four language domains and incorporating the established WIDA language development standards K-12 ELD Standards. For more information, view the full Hybrid Instructional Model Implementation Guide (PDF).

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