Service Model Task Force

Q&A: Proposed Changes to the Bexley City Schools Service Model

What changes is the district considering?

After hearing and gathering community feedback on the first quarter of hybrid learning at Bexley City Schools, District leadership with the Board of Education convened a 42-person Service Model Task Force. The group consists of educators, administrators, parents, and key community partners. 

The goal for the task force was to formulate a proposal on how the district might be able to increase contact time and consistency with students without diminishing the quality of teaching & learning and health & safety efforts. 

The task force proposal of AM/PM schedule for elementary and an alternating ABABA/BABAB schedule for secondary will be presented to the board on December 10 and if adopted at a special board meeting on December 15, the changes will be implemented beginning January 5, 2021

When will parents know if recommendations from the Service Model Task Force have been approved by the Board of Education?
The Bexley Board of Education will hear the recommendations from the Service Model Task Force during a special meeting on Thursday, December 10. The board will vote on the recommendations to shift K-5 students to an AM/PM model and 6-12 students to an alternating day scheduled (ABABA/BABAB) at the December 15 meeting.

Those wishing to enroll in the Bexley eLearning Academy are encouraged to do so by the deadline, December 13. This deadline is to ensure student schedules are in place by the time the second semester begins on January 5. Changes after the deadline will be accepted and put into effect as soon as possible. For questions about enrolling, visit and/or contact Dr. Colleen Boyle, Coordinator of Curriculum and Gifted.


What is the a.m./p.m. schedule being proposed for elementary students?

Under this proposal, elementary students would increase consistency and contact time with teachers by attending in-person instruction for 3 hours every day of the week.

  • 8:10-11:10 a.m. - A.M. Group

  • 11:10 a.m. - 12:15 p.m. - Cleaning, transition, staff lunch, band and orchestra

  • 12:15-3:15 p.m. - P.M. Group

Does my student gain instructional time in the A.M./P.M. Model?
The chart/graph below shows the increased, in-person instructional time our elementary students will receive in the A.M./P.M. Model.

Does my child remain in the same cohort? 

Yes, students will remain in their A group and B group cohorts to honor the relationships created so far this year. Exceptions may be made for students who receive specialized services and any changes will be communicated by building principals. 

Is morning or afternoon better for student learning? 

While many may believe students learn better in the morning or afternoon or have a family preference, there is not consistent evidence to show one is better than the other. However, there are many studies that show contact and interaction with a teacher is one of the most determinative factors in student achievement and learning. Increasing time with teachers, whether it is in the morning or afternoon, is one of the best ways to increase student achievement. 

What does my child do when they are at home? 

Students will utilize Google Classroom to access health, science, and social studies assignments. Additionally, asynchronous learning will allow students to practice literacy and numeracy skills and engage in a deeper exploration of content. 

What does my child do when they are at school? 

Students will be engaged in focused learning on reading, language arts, and math. These key foundational skills are the building blocks of elementary education. Students will also be able to receive intervention and gifted services while in-person at school. 

Allied arts programming will also be integrated into the weekly in-person schedule with two 40-minute allied arts classes per week. Additional allied arts programming will be provided virtually on Wednesdays. 

How will the band and orchestra time work?
Band and orchestra will be offered during the transition period between the A.M. and P.M. groups. Band will happen twice a week with 35-minute sessions. Orchestra will take place once a week, with a 60-minute session.

How will the classrooms be cleaned and disinfected in between the AM and PM cohorts? 

Each teacher will be supplied with disinfectant cleaning supplies and will disinfect common surfaces such as desktops and door handles in between classes. We have continued to learn more information about preventing the spread of COVID-19 and it has become increasingly evident that surfaces are not the primary way the virus spreads. Cleaning will still be completed between groups but the cleaning process will not be as extensive as the process required at the start of the pandemic.

Middle and High School

What is the alternating week schedule? 

Under this proposal, students would attend in-person instruction every other day on an alternating day schedule in 2-week rotations. This proposal increases consistency and contact time by alternating attendance every other day and eliminating the current all remote day on Wednesday. 

  • Week 1: A Day, B Day, A Day, B Day, A Day

  • Week 2: B Day, A Day, B Day, A Day, B Day

Does my child remain in the same cohort?

Yes, all students will remain in their current cohort. 

What will my student do at home and how will I know what they should be doing? 

Each teacher will determine if the at-home cohort will participate in live-streaming or asynchronous work. Teachers will share their schedules and assignments on Canvas or through email. Parents who need access to their child’s schedule should contact their child’s teacher directly. 

Teachers may choose to live stream their lessons so that groups A and B continue to progress in their learning together. Other teachers will utilize at home time for independent work. This is consistent with current practices.

What will my student do at home and how will I know what they should be doing? How did the middle and high school land on an alternating day schedule?
The middle and high school workgroup, made up of faculty and facilitated by our principals, reviewed the current hybrid model to see what opportunities or challenges might exist by adding Wednesdays into the in-person rotation. The evaluation focused on two questions: Does the revision lead to an increase in contact time with students? 
Does the revision provide more consistency in the learning experience?

Adding Wednesdays into the in-person rotation increases contact time for teaching and learning for our students. By assigning every other school day as an "in-person day",  students have more consistent in-person contact with their teacher. Students never have to wait longer than one learning day to have in-person support from their teacher. Conversely, when alternating Wednesdays are used to provide in-person instruction based on a student's group assignment,  students experience 3 days every other week without in-person learning.

Why aren't the middle and high school moving to an a.m/p.m. schedule?
The daily schedule for a middle or high school student in an a.m./p.m. schedule would be complex:
Periods 1,2,3 in person
Work from those classes at home

Periods 4,5,6 in person 
Work from those classes at home

Periods 7,1,2 in person 
Work from those classes at home

Periods 3,4,5 in person 
Work from those classes at home

Periods 6,7, student support in person 
Work from those classes at home

This would only allow for each class to meet in person two times during the week, four times over two weeks. The alternating day schedule allows for more consistency. There's also an additional day for each class period every two weeks.

District Services

How are you planning to make sure students with an IEP are receiving all of their services in person? How are we going to support students in special education? 
Each child who receives special education services has an Individualized Education Plan and has been assigned a case manager. The case managers will continue to work closely with teachers to schedule services in-person during a student's regularly scheduled attendance time. Some students may need additional or different services with their intervention specialists or related service personnel and may have additional sessions scheduled outside of their regular assigned hours. Each child with an IEP will have a plan for each learning model. Our staff frequently monitors progress. Students who have demonstrated continued growth by receiving services through Zoom may continue to receive these services virtually. The IEP team may convene at any time to discuss a student's progress and the assigned learning model.

What technology is the district looking to acquire and why?

BCSD is in the process of getting supplementary technology for our staff and their classrooms, which would improve the live streaming experience for both students and teachers.

  • 180 webcams

  • External cameras that allow for movement and changing direction, as well as "document camera" positioning

  • 150 microphones

  • These can be placed further away from the teacher computer while capturing more of the classroom activity

  • 180 webcam tripods

  • The tripods would significantly increase positioning options for how the webcam can be used.

  • 60 monitors

  • These monitors are to be checked out to teachers for use at home who can benefit or would prefer a multiple screen setup

  • 36 laptops

  • These laptops will give substitutes and aides the ability to support online learning.

Will there be any additional transportation provided for the A.M./P.M. model?

Some families have expressed a need for transportation services and we are currently reviewing our options of what we can provide. More details will be provided if the model is adopted by the board of education.

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