Updated School Program Scenarios

In all scenarios for this coming school year, we will continue to develop the key academic, social-emotional and life skills that help our students adapt to thrive in today’s changing world. 

Here we’ve outlined the overarching components for our Elementary and MS/HS programs that will be in place this coming year, regardless of the scenario we implement. 

Overarching Components: PreK-5th Grades 

  • PK, K-2 & 3-5 TEAcher teams
  • Leaning into more differentiation determined by academic readiness.
  • Leaning into a scaffolded approach to teach students responsibility and initiative while increasing the options for student voice and choice.
  • Crews for social emotional learning for each student 
  • In line with research for deeper learning, students will have an increase of appropriate constructive adversity inside the classroom to grapple with concepts and develop adaptability and perseverance skills.
  • 3-5 Teaching TEAm:
    • Colleen and Kate as math and science teachers
    • Carolyn and Katie as humanities teachers 
  • Guilds, art, and music embedded into the weekly schedule

Overarching Components: 6-12th Grades

  • Humanities team (social studies and English and Language Arts)
  • Math and science team 
    • Students placed by readiness level and math taught for foundational skill development and applied to science class
  • Spanish embedded into high school classes (science and humanities)
  • Real-world intensives as electives
  • Project-based learning
  • Student-driven, teacher-facilitated
  • All high school courses approved by the University of California a-g system for appropriate academic rigor
  • Crews for social emotional learning for each student 
  • Leaning into a scaffolded approach to teach students responsibility and initiative while increasing the options for student voice and choice.

SCENARIO #1 - TEA 10.0: Five Days Per Week with No Social Distancing

This scenario represents regular pre COVID-19 school systems and policies. In this scenario, students attend campus 5 days per week, and physical distancing is not required. Students are permitted to move freely around the campus. Assembly, class meetings, and extra-curricular activities will all be held in person. This scenario will only be possible once the State of California and Placer County give permission.

SCENARIO # 2 - Social Distancing TEA + Hybrid Model for MS/HS

Our blended learning model blends daily synchronous instruction for on campus and off campus students. We are prioritizing the Pre-K and Elementary School for on campus instruction 5 days per week.

This scenario looks at social distance requirements at school (6 ft bubble) with limited indoor facilities. Due to the space needs and academic needs in different grade levels, we will stagger days between in-person social distance school and digital days for middle school and high school to provide as much in-person time as possible while maintaining health and safety and delivery of learner outcomes. For all grades, we will prioritize the in-person experiences that are harder to facilitate digitally (i.e., science experiments). 

  • Facilities for all Grades in Scenario #2
    • We are dedicating specific spaces both indoors and outdoors to each group to mitigate how many spaces and students everyone is exposed to each day. Teachers would rotate around, as needed, to deliver on academics. 
    • We will lean into our beautiful 42-acre campus and other outdoor options to have as much open air learning spaces until the winter weather hits, at which time we have configured our indoor spaces to accommodate social distancing guidelines.
  • Fieldwork & Experts for all Grades in Scenario #2
    • We are evaluating policies to ensure we can deliver components of fieldwork in a healthy way. Examples of logistics include leaning into rural environments, science-based fieldwork, and simulations for humanities fieldwork. For example, many of our fieldwork experiences can still be implemented to include locations in the mountains, desert, ocean, and valley (i.e., Sea-to-summit, Meteorology fieldwork, Alabama Hills fieldwork, Death Valley fieldwork, Black Rock Desert, Point Reyes, TRT, etc). More gear is needed to accommodate individual gear versus previous shared gear. Experts will be increasingly utilized via virtual video calls to lean into our real-world learning while mitigating exposure. 
  • PK-5th Grade On-Campus Schedule in Scenario #2
    • Knowing that it is more challenging to deliver content virtually for PK-5th grade and that academic needs can be met in a social distanced format, we are prioritizing these grades with a 5-day per week on-campus social distance schedule. 
  • 6-12th Grades: Hybrid Schedule Example
    • A hybrid model allows us to maximize the quality of hands on, experiential learning in an in person socially distanced format, while also taking advantage of the strengths of small groups and independent inquiry and discovery possible in a digital model.
      • 6-8: Tuesday, Wednesday and Friday in person, Monday and Thursday virtual
      • 9-12: Monday, Wednesday and Thursday in person, Tuesday and Friday virtual

SCENARIO #3 - TEA@Home Upgraded

We have been collecting data from parents, students, and teachers on what is working and what isn’t during TEA@Home. Teachers will be reaching out to everyone to further understand each family’s individual needs so that we can differentiate to the best of our ability.

What we know so far:

  • Adaptability and perseverance during challenges have never been more important to learn than it is right now. Our kids have been preparing for this their entire time at TEA and we are so proud of them for their resilience.
  • Screen time needs to be balanced to ensure continued mastery of core academics, engagement, and active learning based on various developmental needs. An increase of hands-on and real-world learning will be incorporated into next year as well as opportunities to get kids off-screens. 
  • Virtual learning allows for differentiated groupings and needs to be increased for the 2020-2021 school year to not only support students but challenge them. 
  • Families have different home situations that need to be differentiated for, to the best of our ability.
  • The social-emotional component has never been more crucial and we are grateful to our crew leaders and counselors for providing excellent supports to our students.
  • Social time is critical for young learners and we have to lean into our creativity to deliver this in a virtual learning situation.
  • The increased screen time requires an increase in digital citizenship lessons that will, ultimately, benefit our students for the rest of their life. 
  • Virtual learning places parents of younger learners in an increased role and it is important to provide support from the community and teachers to help navigate the challenges. We will collaborate with TAP to set-up supports from as many angles as possible.