Term 3 Planning

It remains our belief that a safe and healthy in-person learning opportunity is the best way to teach and reach students who are facing significant barriers to success with virtual learning. While we have experienced setbacks, including the Washington Teachers’ Union’s decision to back out of a tentative agreement, DCPS is closely monitoring public health metrics and continuing to plan for Term 3.

We commit to keeping you informed on this planning process and will update this section on a regular basis.

Key Dates

  • November 18 — CARE Classrooms Phase I opening
  • November 18 through December 4 — Reopen Community Corps Kick-Off meeting #1
  • December 2 — CARE Classrooms Phase IIA opening
  • By December 7 — Reopen Community Corps meeting #2
  • December 9 — CARE Classrooms Phase IIB opening
  • By December 11 — Reopen Community Corps meeting #3
  • December 11 — Elementary school Term 3 reopening plans submitted
  • January 6 — CARE Classrooms Phase III opening
  • Early January — Reopen Community Corps meeting #4
  • February 1 — Term 3 begins

Reopen Community Corps

We know individual school communities are best positioned to respond to the needs of their unique school communities and, most importantly, students furthest from opportunity.

The Reopen Community Corps is a diverse group of school-level stakeholders consisting of parents, teachers, school staff, community members, and/or students. Convened at every elementary school, they will support and advise a school leader in understanding learning models and impacts on the community for reopening strong for In-Person Learning and CARE classrooms in Term 3.

Individual school leaders have the flexibility to create a Corps that reflects the needs of their school community. Suggested participants include:

  • School Principal or their designee   
  • The Washington Teachers Union (WTU) Building Representative  
  • The Local School Advisory Team (LSAT) Chair or their designee from the LSAT  
  • One Teacher member of LSAT (other than the Building Representative) or other teacher/staff 
  • One parent member of the LSAT (or PTA) or other parent(s)
  • One member of the School Chapter Advisory Committee (SCAC) (other than the Building Representative)  
  • Community Representative(s)
  • Student Voice(s) Represented 

Each school’s Reopen Community Corps will meet four times between now and January with the goal of reviewing instructional models for in-person learning and determining what grades will be served. Individual reopening plans will be shared with school staff and families in January for further engagement.

The purpose of the Reopen Community Corps is to gather real-time feedback to inform school-level planning and processes with an eye toward equity. To help meet that commitment, there are four baseline expectations for in-person learning schools must recognize:

  • Prioritize in-person seats for elementary students with the highest need based on current selection criteria.
  • Teachers will lead in-person learning classrooms.
  • Student schedules should include cohorts to prioritize live instructional time.
  • Safety of students and staff is paramount and all DCPS health and safety protocols must be adhered.

And within the baseline expectations, school leaders and Reopen Community Corps will engage on two key questions when they meet in November and December.

  • Instructional Model: How can the instructional model meet the baseline expectations and the school’s unique goals?
  • Grades/Classes: What is the best way to select which grades/classrooms to open for in-person learning (IPL) and CARE Classrooms for Term 3?

Example of Elementary In-Person Learning Models

Model A: One Teacher Instructs One Cohort All WeekModel B: One Teacher Instructs In-Person and Virtually All Week (Often with Support Staff)Model C: Two Teachers Rotate to Instruct 2 Days In-Person and 3 Days VirtuallyModel D: One Teacher Instructs 2 Cohorts of Students (In-Person and Virtual)
Students come to school 4 or 4.5 days per week for all instruction.Students come to school 4 or 4.5 days per week.Students come to school 4 days per week and have two teachers (e.g. humanities/STEM or English/Spanish).Students come to school 2 days per week (M/T or Th/F).
The teacher is responsible for the in-person students across all subjects up to the class cap.Students learn content simultaneously either at home or in-person from the same teacher.Each teacher teaches in-person 2 days and virtually 2 days.Their teacher teaches A cohort in person M/T and B cohort Th/F.
All other students would be instructed virtually by other teachers. ​Teacher teaches their whole class with some students reporting in school and the rest participating virtually.Teachers instruct other half of cohort virtually.The days the students are not in school they engage in the Combined model with their teacher.