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Instructional Models

The Connecticut State Department of Education, through it's guidelines outlined in Adapt, Advance, Achieve: Connecticut's Plan to Learn and Grow Together, charged districts with developing three models of instruction with the goal of maximizing in-person instruction but preparing for modifications should the data demonstrate a need for change. Additional interim guidance has been provided by the state through Addendum 4 regarding indicators for transitioning from one model to another.

Families who chose temporary remote learning, when school is in hybrid mode or full in person learning, must be aware of the following:

  • Family members are expected to supervise and support student attendance and engagement
  • The nature of the voluntary remote learning programming may not result in matching instructional hours 1:1 with an in-person learning model and as such, identification of the anticipated active instructional time
  • This voluntary family choice is clearly differentiated from the circumstance where classes are cancelled for a broader population, should public health data require it
  • In order for students to participate in school activities not related to the core curriculum (such as extracurricular activities or electives), students must be attending in school in-person and not have opted into remote learning programming
  • All students are expected to remote-in via their class links and follow their school schedule as if they were attending in person and will be expected to adhere to the times noted on their daly schedule

  • Should a family wish to change instructional models, it may take up to 5 school days to have your child transition to in-person instruction from temporary remote learning

Coventry Public Schools has prepared 3 instructional models in preparation for the 2020-2021 school year.

instructional models overview

For more detailed descriptions, please see below.