Milton Public Schools

As the choice model is rooted in the belief that each family and each student has unique circumstances within which they will navigate work and life this fall, we recognize that there may be cases where those circumstances shift and a request may be made to change a student from one model to the other. If that is the case, parents/guardians should consider the following information and carefully reflect on any potential change request.

****As a reminder, changing from one model to the other will result in moving the student into the class of a new teacher(s) with a new cohort of students and so such requests should only be made after careful consideration.****

All requests for a change from one model to the other should be put in writing to the building principal. The request should include an explanation for the request. As transitioning a student from one model to the other requires communication between the sending and receiving teacher(s), determining whether or not there is a seat in the needed class(es), building a new schedule with a new or multiple new teachers, ensuring that all work has been completed and turned in, and ensuring that the pace of the classes in both the existing model and the one to which the student is transitioning is insync, you should expect a transitioning period whose length will be influenced by the direction in which the child is moving. Please consult the chart below. 

A Note on Quarantines- If a student is in the Hybrid Model and is required to quarantine due to a positive COVID-19 test or because the student was a close contact, the student will receive work from his/her Hybrid Model teacher(s) to be completed at home. The reason why a child will not join the Remote Model just for the quarantine period is that doing so requires a change of teacher(s) and a reasonable transitioning period.

Unfortunately, no.

When doing the delicate work of building cohorts, we are focused on the priority of keeping families together and on the same schedule while keeping the classrooms balanced.

For that reason, we are not able to accommodate parent/guardian requests for cohorts, peers, and classroom assignments as we would be unable to accommodate every request and still keep classrooms balanced and socially distanced at 6 feet. Thank you for your understanding.  

Yes. The choice of Hybrid or Remote, within the Hybrid/Remote Choice Model is by individual child. 

Synchronous: existing or occurring at the same time. Students learning synchronously would be learning together, at the same time, regardless of their location. Ex: a lesson at a set time where the entire cohort or class attends (remotely or in person) at the same time. 

Asynchronous: not existing or happening at the same time. Students learning asynchronously would be learning at different times. Ex: a recorded lesson or assignment that the entire cohort or class must do, but they will do it at a time chosen by each individual. 

The School Building Custodians will clean each school throughout the day as needed, and do a major cleaning during the evening shift. After the evening cleaning, custodians will disinfect all classrooms using a mechanical spray, using spray-and-wipe procedures as a backup method. The disinfectant chemical used is on the EPA list of approved and recommended products. All rooftop ventilation units will be run at 100% during the day and evening to bring in fresh air into the building. All operable windows will be opened to introduce fresh air into the spaces. All bathroom ventilation systems will always remain on.  

All students and staff must complete the MPS Daily Prescreening Health Checklist every day. 

All students and staff must stay home if they have any symptoms on the Prescreening Health Checklist. 

All students and staff must wear a mask. 

All buildings have enhanced cleaning protocols and maximum ventilation. 

Students have been split into cohorts to allow for social distancing and fewer people in classrooms. 

​Yes.

The Milton Public Schools will require teachers and all students, in grades pre-K to 12 to wear masks.

These guidelines are more stringent than those set by the state Department of Elementary and Secondary Education. Exceptions will be made for those who cannot wear masks due to medical conditions, disabilities, and other health and safety factors.

A face covering that covers the nose and mouth must be worn by all individuals in school buildings, on school grounds and on school transportation, even when social distancing is observed unless otherwise directed by this policy.

Face masks must:
● cover both the nose and mouth
● fit snugly but comfortably against the sides of the face
● be secured with ear loops or ties (or elastic in the case of gaiters)
● allow for breathing without restriction
● be either disposable or able to be laundered and dried without damage or change to shape

The following face coverings are encouraged in Milton Public Schools:
● Surgical masks
● 2- and 3-layer cloth masks
● Face shields are permitted, but only in addition to a mask

The following face covering are not permitted in Milton Public Schools:
● 1 layer cloth masks
● 1 layer neck gaiters
● vented masks (masks with exhalation valves)

You can read the entire Face Covering Policy here. 

Students are expected to follow many rules in school and typically do well when rules are clear and specifically taught, modeled by adults, and reinforced through positive interactions. It would be helpful for us if families practice key safety strategies with their children this summer, including: wearing masks, engaging in frequent handwashing, and following social distance recommendations.

For all positive cases, we will follow our Milton Public Schools COVID-19 Positive Case Process. Please click the link above to read the full process. 

Yes. Prior to the start of each school year, school nurses review the immunization status of each child in their building. 

All students must present evidence of immunizations in compliance with the requirements of Massachusetts General Laws, Chapter 76, Section 15, which specifically prohibits admitting a student to school without a physician verifying that religious or medical exemptions apply. Medical and Religious exemptions must be submitted to the Health Office annually.

Children need to be immunized against Diphtheria/Pertussis/Tetanus, Measles/Mumps/ Rubella, Polio, Hepatitis B, Varicella and Haemophilus Influenzae type B (HIB-Preschool requirement only).  Children who are not fully immunized against these preventable illnesses are not allowed to attend school.

Please see the MPS Immunization Policy here. 

For more information, contact your health care provider or the MDPH Immunization Program (617-983-6800 or 888-658-2850, www.mass.gov/dph/imm)

We recognize that many families found it hard to manage multiple platforms for remote learning in the spring. MPS is exploring plans to use a single platform, Google Classroom, for remote learning in grades 3-12. Our youngest students will likely use SeeSaw, which works on any device. Through family surveys, we are assessing the number of children who will need an MPS-owned device and Internet support for remote learning. 

Yes. Between April and June, teachers took part in optional virtual professional development. Topics included: conducting virtual remote conferences, recording and editing pre-recorded remote lessons, creating engaging remote lessons, assessing students in a remote setting, and providing students virtual feedback. Over the summer, teachers had access to optional professional development in Google Classroom, assessing students, and best practices for creating engaging remote lessons.  

Students can contact their teachers during Advisory Period and Office Hours, as well as through a simple email check-in with a teacher. 
 

For now, MCAS remains scheduled, but is still being considered at the state level. Stay tuned for more information.
 

Safety drills are important and need to happen. Like everything else, we will think creatively about how to execute these drills while maintaining distancing protocols and procedures.
 

We are always looking for substitute teachers. If you are interested in being a substitute teacher with the Milton Public Schools, please contact Laurie Dunn at ldunn@miltonps.org. 
 

Federal law requires the district to provide a free and appropriate public education to all students. IEP and 504 services will be fully implemented with both in-person and remote delivery, with a focus on maintaining all students' Least Restrictive Environment. We expect to increase in-person services, especially for students identified as High Need.  If you have specific questions, please contact Director of Pupil Personnel Services Susan Maselli. 

DESE guidance states that students with High Needs attend school daily.  The Department of Elementary and Secondary Education defines this level by the student’s IEP services

• For children ages 3-5: the level of need is a total of the number of hours of service and is outlined below.

• For Students ages 6-22: For students ages 6-22, the level of need is a formula comprised of the setting in which the IEP Team has determined a service should be provided, the providers who are working with the child, and the percentage of a student’s day that is provided by Special Education staff. 

Parents can locate this information on the last page of their IEP on the document labeled PL3.

• If a student is in a hybrid model, he or she will receive his/her services a combination of in person during in school learning days and/or remotely during learning at home days. This will be established after your student has his/her master schedule of days of learning in school and days of learning at home. 

• If a student is full in person, his or her services will be provided during their instructional time at school as they are during a regular school day.  Some services may be in person, for pull out small groups, some groups may be in the general education classroom in person or via a teletherapy model. 
   

Yes, all services will be offered no matter what your student’s remote or in person schedule is.  Services will be provided both remotely and in person for students in hybrid schedules. If your student is in attendance daily, he or she will receive all his/her services during the instructional day. 
 

Yes. All MPS families will be afforded the opportunity to loan out a Chromebook from MPS. 

Families loaning a device will be able to pick up their device during set dates and times the week before school starts.  

If you would like to purchase a device for your student(s) we have recommended minimum tech specs.  This link is to the MHS Bring Your Own Device flyer. The bottom left corner of the flyer is a link to these minimum tech specs.

 If you would like to purchase a device for your student(s) we have recommended minimum tech specs.  This link is to the MHS Bring Your Own Device flyer.  The bottom left corner of the flyer is a link to these minimum tech specs.

There are no software requirements.  Teachers will be asking students to use the GSuite for education tools along with other web-based platforms/applications that can be accessed from any device that has access to the internet.
 

Yes! MPS Technology Director AJ Melanson and the Technology Task Force are planning multiple opportunities to support families on the remote learning platforms. Please visit the new Family Technology Support Help Center website, which was created after hearing the feedback that families provided. And look out for live webinars from Mr. Melanson. 

Please visit the MPS Transportation page for all updates on buses. 

Transporting Students with Disabilities

Some students with disabilities require specialized transportation as part of their Individualized Education Program (IEP).  The Milton Public Schools will work collaboratively with parents of students who are eligible for specialized transportation to determine their ability to transport their child(ren) to and from school.  A few items of note:

Parents/guardians of students for whom special transportation is provided for in their IEPs and who transport their student are eligible for reimbursement, according to 603 CMR 28.07(6). In these cases, the student maintains the right to access transportation for a disability-related need at a future date. The IEP will not be amended to reflect the temporary change in transportation arrangements, but parents/guardians will be notified in writing of this temporary change if they agree to transport their student. 

In cases where special transportation is provided for in the student’s IEP and the family is unable to transport their student, the Milton Public Schools will coordinate and provide transportation for those students, including students in out-of-district placements.

Students in a single grade will not be in one cohort, due to the complexities of the schedule. Because of leveling (Special Ed Supports, College Prep and Honors), coupled with a wide array of AP and electives, it is challenging to put cohorts in place. We are in that process now.

Due to the hybrid schedule and the daily schedule of MHS, all classes will be a blend of in-person and remote. The rotating schedule affords teachers and students the opportunity to see each other at varying times throughout the week. Some students may not be “morning learners” and to have the same class every morning could be detrimental to the student’s success. The same could be said for a student who loses concentration as the day progresses. Remember, whether you are physically in school or not, Monday- Friday from 7:50am - 2:30pm is technically a school day in the hybrid and remote models.

At this time, we have a plan that will allow all students to attend their selected classes, with one exception: Due to health and safety concerns, we are unable to offer the Child Study class.
 

Yes, that is the expectation. Students and teachers will log on and attendance will be taken. The amount of synchronous/live time may vary depending on the lesson for that day and might include independent work or breakout sessions. 

Starting last spring, teachers have been exploring different types of assessments that could lend themselves to a remote learning model. These include student-led conferences, portfolio defense, capstone projects, exhibition of learning through presentations, and written reflections. Stay tuned for more information.
 

We understand that labs will be a challenge, and we are currently exploring lab simulation activities that will give the students the opportunity to complete the labs in a safe manner. Additionally, the College Board has developed and provided a wide array of online activities and support materials for all AP classes. 

Middle School: The Hybrid Choice Model

At the middle school level, students who opt for the Hybrid Model will engage with their teachers in-person for part of the time and remotely for part of the time. The aforementioned safety and facilities measures will be in place, explicitly taught, and reinforced.

Students will be divided into Group 1 and Group 2 and scheduled as shown below. The rotating structure allows students to see their teachers in-person at times and remotely at other times. Lessons will be planned so that students work towards understanding of the learning standards called for in the MA Department of Elementary and Secondary Education Curriculum Frameworks. At home learning will also include a mix of practice, extensions, application, and asynchronous (prerecorded) sessions. Students will engage in deep learning via extended assignments, project-based learning, and remote collaborative and independent opportunities. Students with high needs in special education programs (NECC and REACH) will be offered the option to attend every day. Additional supports will be developed and implemented for other students who might require them such as English Language Learners, students who qualify for free/reduced lunch, and students with special needs and/or who qualify for a 504 plan.

Summary of Middle School Hybrid Model:
❖ Students will be divided into two groups- ​Group 1 ​and​ Group 2

➢ Group 1 is At School Learning for 4 class periods on Day 1 and Day 3
➢ Group 2 is At School Learning for 4 class periods on Day 2 and Day 4
➢ On the days opposite those noted above, students are At Home Learning

❖ At School Learning will be planned to capitalize on students being in-person
❖ At Home Learning includes: well planned, connected independent and collaborative learning experiences that include practice, extension, and application

Middle School: The Full Remote Learning Choice Model

At the middle school level, students who opt for the Full Remote Learning Choice Model will engage with Milton Public Schools teachers live (synchronously) in a regular, predictable manner every day for at least some of their class periods. During asynchronous learning (not live), students will engage in deep learning via extended assignments, project-based learning, and remote collaborative and independent opportunities. All lessons will be planned so that students work towards understanding the learning standards called for in the MA Department of Elementary and Secondary Education Curriculum Frameworks. Students are expected to attend all live sessions and attendance will be taken.

Summary of Middle School Full Remote Choice Model:

• ❖  Students will be divided into two groups- ​Group 1 ​and​ Group 2

  • ➢  Group 1 will be taught Synchronously on Day 1 and Day 3 for four periods before lunch and Asynchronously on Day 2 and Day 4 before lunch.

  • ➢  Group 2 will be taught Synchronously on Day 2 and Day 4 for four periods before lunch and Asynchronously on Day 1 and Day 3 before lunch

  • ➢  Both groups will be taught together Synchronously after lunch every day.

• ❖  Synchronous (live) teaching sessions will be planned in order to capitalize on live

  teacher sessions.

• ❖  Asynchronous teaching sessions will include well planned, connected independent and collaborative learning experiences that include practice, extension, and application.

Full Remote:

A daily schedule will be followed and will include all seven classes. All classes will begin live. The split between synchronous and asynchronous learning will vary depending on daily lesson goals. Daily student attendance will be taken. Structures for monitoring student progress, providing students with feedback, and grading will be established. All teachers will utilize a common platform, Google Classroom, for instruction and communication. Independent work will foster critical thinking, problem solving, exploration, and reading to reduce screen time.

Teachers will assign homework in the hybrid model. This may not always take the form of a paper assignment; it could include projects or web platforms such as Study Island. Students are always expected to read daily as part of their homework. 

We will work with students and families on an individual basis. At this time, paper grade level packets are not in our plans, but some items may be printed for families as needed for students who struggle with too much time on a device. Please reach out to your child’s principal or classroom teacher for support.
 

Yes, remote learning will take place during normal school day hours. Students who attend in-person in the morning will participate in specialists and independent work time in the afternoon. Students who attend remotely in the morning will participate in remote instructional blocks with classroom teacher(s) in the afternoon.
 

Teachers will follow the district programs and grading practices, giving students multiple opportunities to show how they are performing against grade-level objectives. Report cards are standards-based, and teachers will assign work with the goal of helping students progress. 
 

Because we are unable to clean play structures continuously over the course of the day, our plan is to keep them closed when school begins. We will follow state guidance and alert parents to any change in policy.