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HCSD Back to School Frequently Asked Questions
July 17, 2020
We have a Special Board Meeting on August 5th at 5:00 PM where we will further discuss the details of our Return to School for All Program and Remote School Program. Staff will present our recommendation and request for approval from the Board of Trustees for our start to school plans. These plans are still being finalized and will be dependent on data from the county.
RETURN TO SCHOOL FOR ALL (RTS4A)
Q: Can core instruction be in the morning, so some families can choose to leave campus before lunch?
A: We will be discussing this concept with our teaching staff as part of the RTS4A model and whether it might be possible to “push” instruction that is more “core based”, into the morning session. This may be possible at the elementary level, but likely not possible at Crocker Middle School.
Q: Can the start of school “ramp up” slowly, with fewer kids on campus, just to train the community in new safety behaviors?
A: Yes. We are definitely looking at options with phasing in all students back to campus over time. Elementary principals are working collaboratively with staff and thinking about how to have a ramp-up to the start of the school year. Crocker Middle School will be doing the same. Once tentative plans are developed, principals will reach out to their parent groups for feedback. Principals are planning on hosting Zoom meetings with parents during the week of August 10th (dates and times TBD).
Q: How does the transition work between on-campus and distance learning, when a child (or teacher) is required to isolate?
A: Principals and staff are thinking about how to make smooth transitions between In-person School and distance learning. Should a child need to isolate due to being a case or a contact, we would temporarily move the child into Remote School programming (which uses distance learning as its foundation for teaching). We would not move a child to Remote School programming for less than 2 weeks (at this time). If a child is ill with a cold or with the flu, the child would stay home as they normally would when not feeling well and would not participate in Remote School programming.
Q: What is the plan for substitute teachers?
A: Currently, we are in the process of hiring dedicated long-term substitute teachers for each site. We are working with the County Office of Education in navigating the ways in which long-term substitute teachers can work safely and effectively at school sites.
Q: Why can’t Crocker teachers move between classrooms, while keeping the students in the same room all day?
A: This is a possibility, however the trade offs are complex. Crocker is looking at classroom locations so that there is less movement of students as they move from class to class. Directional hallways will be created and physical distancing signage will become a part of all campuses. Movement of students takes place outside (not in closed hallways). Additionally, a concern for teachers is that students would be left unattended in classrooms as teachers change rooms. Teachers prefer to remain in their classrooms with safety protocols put in place for students as they move from classroom to classroom.
Q: Will there be any guidance on the kinds of face-coverings students are required to wear?
A: Yes, according to the SMCOE Pandemic Recovery Framework, a “Face Covering” means a covering made of cloth, fabric, or other soft or permeable material, without holes, that covers only the nose and mouth and surrounding areas of the lower face. A Face Covering may include a scarf or bandana or a homemade covering made from a t-shirt, sweatshirt, or towel, held on with rubber bands or otherwise. A face-covering should not be medical-grade or use a valve device. A “Face Covering” should be considered essential clothing that is laundered at home by hand or machine washing and worn to school each day.
While the expectation is that students and staff will come to school with their face coverings, we will have safety equipment on each campus including extra face coverings.
Q: Outdoor learning seems to be a part of our campus planning. What happens during inclement weather when outdoor learning isn’t possible?
A: All outdoor learning spaces will not be the primary learning spaces for students but instead will be optional for teachers to take classes to these outside learning spaces. Teachers will sign-up for use of outdoor areas under tents. Teachers always have the option of teaching students outdoors, which will be encouraged.
Q: How can we further reduce elementary class and cohort sizes?
A: Elementary cohort sizes are being reduced by identifying families who are choosing to have their children, regardless of the design of the programs that are currently being developed for In-person School, attend Remote School. This was a first step. Class sizes will further be reduced at the elementary level by utilizing our specialists serving as classroom teachers. This was the original thinking as part of the “All Hands on Deck” model.
Q: Are you still planning on having music, iLab, library, etc. at the elementary level?
A: We do intend on continuing specialty areas, but they will not look the same as in previous years. Many specialists will push into classrooms as general education teachers. Subjects such as Music, PE, Spanish and ilab may be done through asynchronous lessons -this is still a work in progress.
The trade-offs are complex. I know as parents, you understand this. We are looking to have students back on campus as safely as possible for both students and staff. These are some of the trade-offs we are facing (LC).
Q: How can we further reduce Crocker cohort sizes?
Can we keep the same group of 15 kids together on the same schedule?
Would moving electives to the afternoon or via DL in a “high impact morning schedule” help with this scheduling?
Can we minimize interaction with other groups in the cohort by keeping the same group of 15 kids together for recess/lunch per trimester?
A: Crocker will continue to look at how to have small stable cohorts even within a grade level. The schedule keeps students in the same 15 students for core classes, but elective rotations will not always have the same 15 students in those classes, but they will be part of the larger 75-80 student cohort group. It’s not likely that all high impact classes can be in the morning - we just can’t schedule the students that way. A schedule has been created by having three rotating lunch and break schedules, which is part of the schedule.
Q: How can we create a school schedule that supports both families that want a full day AND families that want a pre-lunch only option?
Can we schedule high-impact, core curriculum for the morning so that families can opt-out of “higher risk” activities like lunch (larger cohorts eating together without masks) and PE (changing in Crocker locker rooms which have a finite amount of space)?
Can we schedule PE/electives/specialists for the afternoon to ensure that kids do not miss core curriculum if they leave before lunch?
Could this allow families with a broader range of risk profiles to participate in the RTS option?
Could this allow for smaller “pick up” line cohorts / mixing of students by reducing student population in the afternoon?
A: We are considering “ramping-up” the start to school and this may include options to end school before the lunch period when students first return to school. We have to work with our site educators before finalizing any specific plans to do this. We all agree that we are going to have to go slowly during the first weeks back on campus to be sure everyone is familiar with protocols and procedures -this could possibly include early dismissal times to start the year. This is still under consideration.
Q: What logistics do we need for outdoor teaching and what are rain plans for lunch/recess/outdoor teaching time?
Does the school need to purchase tents - will they big enough for a 20+ class to be under the tent and be able to hear the teacher while 6 feet distanced?
Should students buy outdoor seats with sunshades?
What will happen when it rains and all students need to be indoors for the entire teaching day, lunch and recess?
A: Ron Russo, Manager of Maintenance & Operations has met with all site administrators regarding the placement of tents, umbrellas, etc… on each campus. Tents and shade coverings have been purchased. Having students bring seats with sunshades could work too. When it rains, students will likely stay in doors or it might work to move classrooms to the multipurpose room. School sites will work to develop protocols and procedures addressing teaching when students need to spend more time in the classroom.
SAFETY
Q: Can HSF funds pay for more safety?
A: HSF continues to support all schools during this tenuous time and we continue to work with them in partnership in providing excellent programming. HCSD has the funds to pay for all the safety required on our campuses, so we would want HSF to continue to support educational programming for all students.
Q: What are the logistics for drop off and pick up at each school? What are the daily logistics for screening?
Can we consider a staggered schedule for elementary, where hundreds of students will be arriving at the same time, without any parent volunteers to help?
What are the logistics for temperature screening and symptoms screening?
Will some of it be done online prior to arrival or in person each day?
A: All school sites are looking at staggered schedules. We understand the need to have children distanced when entering and exiting the campus. We are working with our school nurse on protocols for temperature screenings when children arrive on campus and we are looking at this in conjunction with an app that parents can use daily to give us the status of their child’s health.
Q: How can we support teachers in managing classroom safety protocols?
Can we explore hiring more staff to help manage masking and physical distancing in classrooms and on the yard, since parent volunteers will not be on campus?
Can we add on-campus aide support to manage temperature checks or illnesses during the school day to reduce strain on current office staff?
A: Per the previous answer, all sites are looking at staggered schedules. We will not have parents on campuses during the beginning weeks when we start in-person learning. We believe that we have enough support staff to assist with helping children to physically distance in the play yard. Site administrators will determine procedures and protocols to reduce strain on current office staff.
Q: How can we maximize student and teacher safety if class movement is required?
If teachers are moving classes to minimize student hallway interactions, can we explore ways to help teachers, i.e. for teacher work areas to be disinfected between classes or for teachers to use portable carts for their laptops/teaching materials to reduce any strain of movement?
If students are moving classes because it is not possible for teachers to do so, can we explore ways for student desks to be disinfected between classes or for Crocker students to use non-toxic wipes to clean desk surfaces themselves?
Can we minimize hallway interaction between classes by keeping the same group of 15 kids on the same schedule at Crocker and/or staggering passing periods?
A: At this time, teachers will remain in their classrooms. We are looking at what products our middle school students can safely use to wipe or spray down their desks when changing classrooms. Please see the previous comments on teachers moving classrooms. We are looking at how to minimize hallway interactions for everyone on every campus by creating directional hallways. Please see the previous response on the Crocker schedule.
Q: What else can we do to decrease respiratory transmission?
Can we increase ventilation in all classrooms?
Can we invest in air filters and fans for all classrooms, especially if kids are rotating classrooms at Crocker since the virus can last for a few hours indoors without proper ventilation?
How will heating be managed when the weather cools down?
Can we consider Face Shields and increased PPE for teachers and staff, who are most at-risk?
A: Air purifiers with HEPA filters and UV light will be placed in all classrooms. We will need to follow the directions on how to use the air purifiers to get the greatest benefit. While not in use, classrooms will have doors and windows open. I will further investigate how to use heating systems in classrooms, as I don’t know the best current protocols. (LC)
Q: Is it safe to send our children back to school in-person?
A: Given that state guidelines allow a return to the physical school campus, each family will need to assess your risk tolerance in sending your child to school. As a school district we will follow guidelines from our county and our state in creating a school environment that is as safe as possible for students and staff.
Please see the following guiding documents: New guidance for the safe re-opening of in-person learning at schools and The Pandemic Recovery Framework for Schools.
Q: What will happen if a child is confirmed with COVID-19? A teacher? What if a family member of a child is a confirmed case? What happens to the other students in that classroom?
A: Per the new guidelines released by Governor Gavin Newsom, school districts and local county public health officials (Dr. Morrow and his office) will adhere to the following:
A school site will close a classroom if they have a 5% positivity rate of COVID-19 of students and teachers, leading to 14 days of quarantine (with our current class configurations, this would be one student/staff member within a classroom)
A school site will close when it experiences a 5% positivity rate of COVID-19 of students and teachers, leading to 14 days of quarantine (depending on size this would be 12-20 students/staff members)
When 25% of school sites within a district test positive, the school district will shut down completely (one school site in HCSD) for a 14-day period.
The county has also developed communication tools for school districts that will be used when communicating with school personnel and families when there is a case or a contact impacting school classrooms or sites.
Q: Why don’t you require teachers (and students?) to get weekly COVID-19 tests?
A: The COVID-19 Industry Guidance for Schools and School Based Programs is used as a guiding document for creating safe school environments. Per the Governor’s News Conference today:
Staff will be recommended to get tested every 2 months, 50% of staff each month as practicable – use regional locations and the Governor just pushed that health care cover COVID-19 tests; caveat: as practicable and upon availability (30 minutes drive/ 60 miles).
The state is considering deploying contact tracing to schools.
No guidance or interval for student testing.
As a district, we are encouraging a culture of voluntary testing (e.g. through the free local Project Baseline), and we are looking into providing additional convenient voluntary testing opportunities as well.
Q: If the health advice is for us all to avoid gatherings, then why is it safe to gather students together in school?
A: “Gatherings” as explained in the Pandemic Recovery Framework is defined as “any meeting or social activity outside of classroom instruction that includes more than four people.”
Additionally from the Framework: “Because COVID-19 is primarily spread from person to person, it is essential to limit gatherings of people. Note, the instruction of students at school is not considered a gathering.”
Q: What happens if a child gets dropped off, but then is clearly sick with symptoms? Where does that child go? Who is watching them?
A: In order for schools to work effectively during this pandemic, we will need to call on our “better angels” as we make individual decisions for ourselves and our students. Our teachers and staff members will need to stay home if they feel sick, just as our parents will need to keep their students home if they are not feeling well or have been exposed to COVID. We will simply need to set those expectations and count on each other to abide by them. We are creating clear plans and protocols for what to do.
Temperature checks will take place before children enter the classroom and the goal would be to send a sick child home before they enter the classroom. Should a child become ill during the school day, each site will have an “isolation” area where that child will go until a parent can take the child home. An adult on campus - yet to be determined - would watch over that child.
Please refer to the COVID-19 Industry Guidance for Schools and School Based Programs for additional information.
Q: What happens if a child in RTS is out sick (COVID or non-COVID) or needs to be quarantined for a period of time?
Will they be moved into a DL class (assuming they are well enough to still participate)? If so, do they stay in DL for the remainder of the trimester or can they move back to the in-person class once recovered?
A: Should a child need to isolate due to being a case or a contact, we would temporarily move the child into Remote School programming (which uses distance learning as its foundation for teaching). We would not move a child to Remote School programming for less than 2 weeks (at this time). If a child is ill with a cold or with the flu, the child would stay home as they normally would when not feeling well and would not participate in Remote School programming.
Remote School and Distance Learning
Q: Can you clarify the difference between “Distance Learning” and “Remote School”?
A: The term Remote School refers to a program that uses Distance Learning as its foundation for teaching and learning. Programming in Remote School is primarily delivered online. Remote School will look different for elementary students and for middle school students. The program is being facilitated by Maureen Sullivan, Director of Instructional Technology and Coordinator of Remote School.
Q: Are there new state mandates for Distance Learning?
A: Yes! Absolutely! Matthew Lindner, Director of Educational Services will give a detailed report regarding Distance Learning in HCSD at the August 5th Special Board Meeting. State requirements include:
Students and families must have access to devices; schools can support this.
There must be daily, live interaction with teachers and other students.
Assignments must be equivalent to in-person assignments, should be engaging within the constraints of distance learning, and assignments should be challenging.
Students with additional needs (homeless, foster youth, English Learners, those receiving Special Education services) must receive additional and appropriate support.
Learning is a non-negotiable.
Q: Why can’t teachers share a livestream of their class instruction to distance learners logged in from home?
A: At this time we want teachers to focus on the students in their classrooms. Schools that are using live streaming in many cases because they have A/B Cohort groups and it’s the only way to deliver the same content to all students. We are fortunate to have the resources in place to have all our students in school at the same time while following frameworks from the county and state (previously linked).
Q: Why does distance learning seem to be an afterthought in district planning? Why isn’t it a priority?
A: Distance Learning has never been an afterthought. If the question is referring to the presentation at the July 3rd Board Meeting, the intent in that presentation was to specifically address the RTS4A model. That was the directive given to the superintendent from the Board of Trustees at the June 23rd meeting.
According to California Education Code 43503.b. Distance Learning Shall Include:
(1) Confirmation or provision of access for all pupils to connectivity and devices adequate to participate in the educational program and complete assigned work.
(2) Content aligned to grade level standards that is provided at a level of quality and intellectual challenge substantially equivalent to in-person instruction.
(3) Academic and other supports designed to address the needs of pupils who are not performing at grade level, or need support in other areas, such as English learners, pupils with exceptional needs, pupils in foster care or experiencing homelessness, and pupils requiring mental health supports.
(4) and (5) Meeting needs of students with IEPs with accomodations for distance learning. Meeting the needs of students who are learning English and Dual Language instruction.
(6) Daily live interaction with certificated employees and peers for purposes of instruction, progress monitoring, and maintaining school connectedness. This interaction may take the form of internet or telephonic communication, or by other means permissible under public health orders.
Matthew Linder will give a full report on Distance Learning in HCSD at the August 5th Board Meeting.
Q: Will distance learning be taught in parallel to in-person instruction? Can a child easily go back and forth between the two modes of instruction?
A: Distance learning should be of similar quality and expectation as in-person learning. Every effort will be made to ensure this is possible. It may not look exactly the same, and it shouldn’t as distance learning and in-person learning are not the same, but the district will make them as similar as possible to support students who need to transition between the two.
Clarification: Should we need to move all students to distance learning due to a county mandate then students will receive distance learning from their classroom teachers. Teachers will prepare for this. If a child is in Remote School, the child will remain in Remote School for a minimum of one trimester and will not go back and forth between Remote School and In-person instruction.
Q: What are educators doing this summer to improve distance learning instruction and delivery?
A: Many educators are attending workshops on how to create effective learning environments in a remote instructional setting and on how to deliver instruction if we need to go back to a distance learning model. Educators will receive additional professional training on this when they come back in August, as educators are not required to attend summer training.
Q: Will DL students be grouped into multi-grade “classrooms”? What does that instruction look like?
A: They might be depending on the number of students who are participating in Remote School. Topics or curricular areas that can be addressed together, such as morning meetings or Social-emotional learning activities will likely be done together; grade-level specific learning will likely be done in small groups with some of the time being live with teachers and some of the time with students working independently on their own.
Q: If my children opt into Remote Learning for Trimester 1 are they guaranteed a spot at their home school if they return to school for Trimester 2?
A: This is a difficult question to answer right now. It will depend on the grade level and the number of students per classroom at a given school site. When we have a better idea on the actual numbers of students per classroom we will share that information with families before asking them to commit to Remote School on In-person School. We will have a better idea on numbers in early August.
Q: Will my remote learner be on a grade level classroom roster? e.g. Would a South 2nd grader be assigned a South 2nd grade teacher and classmates even if they opt into Remote School? Will there be weekly opportunities to connect with their RTS 2nd grade counterparts through Zoom or other digital platforms?
A: At this time, students who are opting for Remote School will be assigned a Remote School teacher and will not be on the roster for a classroom. We absolutely can look for opportunities for students participating in Remote School to connect with classmates who are at school.
Q: Does the school need assistance to purchase additional technology or PPE for specialists who cross classes/cohorts to remain safe?
How can we use additional technology/livestream to best allow children (especially Crocker students) and staff to stay with their class and not have to move to DL, in case they are quarantined or test positive, but continue to be able to engage in classroom activity from home (i.e. if they are asymptomatic or have mild symptoms, etc)?
With the increased reliance on technology in both the DL and RTS environment, do we need additional technology support staff or remote parent volunteers to keep classes running smoothly and help teachers or students troubleshoot tech issues?
Can we work with HSF to use funds or create a special fund-a-need parent campaign if required?
A: HSF continues to be a very important partner to the district. We simply could not be doing the type of work we need to be doing right now with the use of technology should we have not had their assistance. We are working with HSF in being sure that ALL students in the district have their own device that can be used at home or at school. Ideas for fund-a-need are always welcomed!
Our support staff has been tremendously helpful over the spring and summer months. We do feel that we have the right amount of technical support to help with both Distance and In school learning. We have already purchased webcams to pilot in classrooms understanding that we may need to use this technology should one student need to isolate because of being a case or a contact. This is something we will need to further address with our educators.
Q: How much time will be given to live-video/synchronous learning?
A: It will depend on the grade-level. Not everything will be live or synchronous. Students will not be expected to be in front of their computer the entire school day but will have a schedule of times when they are expected to be on and participating in lessons, discussions, projects, etc.
Q: Why is synchronous/live-streaming of classes not seriously considered?
A: This may happen, but it is unlikely that it will be a continuously running stream of classroom activity. It could be possible that the camera is on for the lesson and then is off afterward when students are working independently or in virtual small groups. Staff members are actively participating in a number of professional development opportunities where these very topics are being considered and addressed.
Q: Would you consider live streaming for Crocker or Upper Elementary students?
A: We will have more conversations with staff on this idea along with the details of what this would look like and what the expectations would be in place for students and staff.
Q: Are grade levels going to be combined in elementary?
A: Yes. This is simply unavoidable if we are going to lower class sizes. The number of combinations at each elementary school site will vary. Grade levels may be combined in Remote School - this is something we will need to address once we know the numbers of students who will be participating.
Q: How many grades will be grouped together?
A: We anticipate having two grade levels in a combination class both in Remote School and In-person classes.
Q: How will one teacher do synchronous learning for multiple grades without sacrificing quality of education as compared with their in-person peers?
A: It will be done in small groups; students will have time when they are working with a teacher and time when they are working independently. Combination classes have worked successfully in HCSD and in other districts. The way we teach our students this coming year is going to look vastly different than it has ever looked before. We are all learning new strategies to teach our students in new ways. Our teachers are absolute professionals and will do what it takes to work with our students in providing positive outcomes for each student.
Q: Are Distance Learning teachers trained in the Montessori/mixed age method of teaching?
A: All HCSD teachers (whether teachers participating in Remote or In-school teaching) receive support to teach in small groups. Some may have Montessori backgrounds, but it is not required. HCSD provides a lot of support and training to teachers, but Montessori is not one of those areas at this point. We are not training teachers in this area right now. We do have staff that are taking a lot of training this summer - learning about multiple strategies for teaching and learning.
Q: What resources/training will be provided before August 24th?
A: Teachers will receive professional development focused on safety procedures and protocols, new curriculum, best practices in remote or distance learning, designing lessons, new technology tools, use and expectations to provide seamless learning experiences, and collaboration time with colleagues. Teachers will also receive ongoing collaboration and/or PD time each day.
Q: Are there new apps to enable more interactive teaching/student interaction?
A: Yes! There is no shortage of apps out there. The key is to select applications that suit your purpose and needs and can ideally be used for multiple purposes and across content areas. It is important to balance consistency and variety to keep students engaged, motivated, and learning.
Deciding on Models for Returning to School
Q: Why aren’t you choosing an A/B cohort model, with fewer students on campus every day?
A: This is an option that was seriously considered in the initial Return To School planning. Although many school districts seem to be choosing such a model, the actual day-to-day mechanics remain unclear. Some models are suggesting that teachers would teach a full day of in-person instruction each day, while simultaneously managing the education of a different cohort of students at home. We believe that such a model is unlikely to deliver quality distance learning during the days that students are not on campus, and the practical result is likely to be long sets of worksheets and other homework for most of the educational experience.
Once it began to appear possible to consider having all kids on campus every day, enthusiasm in the planning committee rapidly turned to exploring that option instead. It is believed that the educational experience of in-person instruction would be far superior to an A/B cohort model, and because the 4 Pillars from the Pandemic Recovery Framework will be followed to the greatest degree possible when bringing all students back to campus we felt this was the best option moving forward.
Q: Isn’t HCSD an outlier district in having all students return to campus every day with a Return to School for All Model?
A: It is true that most local districts are not planning a model of having the entire student population on campus every day. This is generally the case because, when you look at the requirements for physical distancing, and you look at the physical campus buildings and staffing available, most districts are unable to fit their population on their campuses under the health guidelines.
Hillsborough is fortunate to be well resourced, with small class sizes compared to most local districts. Many districts would love to copy HCSD’s Return To School For All (RTS4A) plan, but simply can’t afford the resources to implement our model. However, there are a few districts (such as local Woodside, or southern California’s Montecito) that have similar resources to HCSD, and they are also planning on having all of their students on campus every day (should state guidelines allow).
IMPORTANT LINKS:
COVID-19 Industry Guidance for Schools and School Based Programs
Link to “ Important Information from HCSD” communication to Parents
Pandemic Recovery Framework for Schools Webpage at the County Office of Education
7/6 Communication from Superintendent Carlomagno (includes Board Meeting recording, Board Meeting Presentation Slides, and parent survey link.)
7/3 Communication from Superintendent Carlomagno and Board President Geddis (Includes Return To School Model, updated school calendar, and draft bell schedules)
GLOSSARY OF TERMS
GLOSSARY OF TERMS
Asynchronous Learning: learning occurs at different times and at a different pace without real-time interaction between student and teacher
Cohort: an academic cohort consists of a group of students working together in the same class, progressing through the same academic curriculum
COVID-19: a mild to severe respiratory illness that is caused by a coronavirus; is transmitted chiefly by contact with infectious material (e.g. respiratory droplets) or with objects or surfaces contaminated by the causative virus, and is characterized especially by fever, cough, and shortness of breath and may progress to pneumonia and respiratory failure.
Distance Learning: a method of teaching and learning where teachers and students do not meet in a brick and mortar classroom but instead use online resources and virtual classrooms
HCSD: Hillsborough City School District
Hybrid Model: combines face-to-face and online teaching into one cohesive experience. A portion of the students are in-person on-campus learning, while the other portion of students work online or remotely.
Personal Protective Equipment (PPE): personal protective equipment, commonly referred to as "PPE”; worn to minimize exposure to hazards that cause serious injuries or illnesses
Social (or Physical) Distancing: maintaining a greater than usual physical distance from other people or avoiding direct contact with people or objects in public places during a pandemic in order to minimize exposure and reduce the transmission of infection
Social Emotional Learning: is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
Social Emotional Wellness: is the ability to identify and manage emotions, express empathy, form healthy relationships, make responsible decisions and cope with stress
Staggered Schedule: a school schedule that allows for staggered drop-off/pick up times and school class schedules in order to accommodate social distancing recommendations.
Synchronous Learning: learning that occurs concurrently with other students that happens live or in real time.
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