For the school year 2020-2021, many school districts opted to offer virtual learning for the fall semester. Some schools reopened for in-person learning, and then had to close down due to spikes in COVID-19 cases, and some schools chose to provide a hybrid learning program.

Hybrid learning is an educational model where some students attend class in-person, while others join the class virtually from home. Educators teach remote and in-person students at the same time using tools like video conferencing hardware and software. In some cases, hybrid classes include asynchronous learning elements, like online exercises and pre-recorded video instruction, to support face-to-face classroom sessions. Some schools are preparing to transition from virtual learning to hybrid learning, provided health authorities report that it is safe to return to school in small groups.

As a parent of a 16 year old, I have questions as to how my school district will implement the hybrid model, whether or not families have options of staying on to full time virtual learning, or If I should send my daughter for in person learning.

Below are some resources and information on how to understand and prepare for the transition.

1.

For many families, back to school planning will look different this year than it has in previous years. Schools will have new policies in place to prevent the spread of COVID-19. Some are starting the school year with virtual learning components. Whatever the situation, these checklists are intended to help parents, guardians, and caregivers, plan and prepare for the upcoming school year.

The checklist includes:

• Decision making tool for parents and guardians
• Planning for in-person classes
• Planning for virtual or at-home learning
• Resources to navigate stress and uncertainty

2. (Education Week, November 11, 2020)

This article explains the many forms of a hybrid schedule. It explains how a hybrid schedule may offer schools the most flexibility, and the associated risks of putting people indoors together, even when it鈥檚 in smaller, socially distanced groups. According to the article, the logistics will not be simple and the learning curves for everyone will be steep.

3.

During this pandemic, families and their children are engaged in a variety of different school formats and , powered by Southern New Hampshire Services, hopes to provide support and resources for all families that may be grappling with a variety of learning options, including remote learning, a hybrid model and/or full-time in-person attendance.

4.

Parents of students in blended learning programs should understand the changing roles of technology and teachers, and make an effort to stay informed about edtech.

5. , with companion and sheet.

With the pandemic still spiking in many states across the country, parents are stressed and confused as to how they should plan for their gifted children’s education. In-person learning, hybrid, online schools and classes, pandemic pods, microschools, and homeschooling are among the various options that come up in the news and on social media. Which option is right for your family? How do you work with your district or school if you seek an alternative to full-time in-person instruction this year?

6. School Districts and Your State’s Department of Education

Access your school district鈥檚 and your state’s Department of Education websites where hybrid/return to school information and resources are provided. Some school districts currently have surveys to be completed in order to plan for hybrid learning; other school districts have outlined detailed information on how hybrid learning will be implemented, such as which schools are more likely to offer in-person learning first, what grades, and the schedule. You can also find out if the school district will be offering alternative options.

Additional Resources on How to Advocate for Your Child鈥檚 Education During the Transition Process:

1.

Many of parents are learning firsthand how different remote learning is from face-to-face learning. It affects content delivery, socialization, and the school-life balance. As a result, the advocacy related to remote learning may also look different. Many parents may have relied on the traditional parent-teacher conferences, physical report cards, or in-school IEP meetings to discuss how to best support their child. Now that many of these face-to-face opportunities have been limited or altogether removed from advocacy efforts, it may be a brave new virtual world that parents must navigate to receive services and supports for their student. In addition to traditional advocacy strategies, other the tools and strategies to help online advocacy be more effective are provided.

2. :

As the year begins with distance or hybrid learning at most schools, many parents are worried that pre-pandemic IEP plans may leave kids without vital services. Luckily, IEP or 504 plans aren鈥檛 set in stone. If you鈥檙e concerned your child is struggling (or that they will be once class gets underway), it might be time to make some additions to your child鈥檚 plan to incorporate remote learning accommodations. Here鈥檚 how you can help your child get the support they need, whatever this school year brings. (Also Available in Spanish.)

How do you feel about going back to in-person learning? If your district is already providing hybrid learning, how is it working for your child?

Nearly two weeks have passed since the 2015 Bradley Seminar, and I remain energized by the abundance of community, conversation, and enthusiasm that infused our weekend in Washington, D.C. The Bradley Seminar 鈥� an annual three-day event 鈥� is a keystone of the program. Each year, the Seminar unites CDB scholars, alumni, parents, educators, and 优蜜视频 staff in a space that promotes the deep and honest exploration of important questions. The CDB community is geographically scattered – Scholars hail from both the sunny coast of California and cloudy banks of Maine as well as everywhere in between 鈥� and the Bradley Seminar is always an anticipated reunion for this diverse community of passionate learners and peers.

Our largest seminar to date, more than 130 Caroline D. Bradley scholars, alumni, and parents gathered in Washington, D.C. from March 27-29 to discuss this year鈥檚 theme, 鈥淲hat Does It Mean to be a Leader?鈥� During intergenerational conversations, we discussed questions pertaining to leadership about who we are, what we believe, and what we value. We shared stories and perspectives on leadership, and we explored the historical richness of our nation鈥檚 capital by bus, by metro, and by foot.

Helaine Klasky, Chief Communications Officer for Energy Management at GE, helped begin the conversation by delivering a keynote address on Friday night. Speaking from nearly 30 years of experience in politics, academia, and corporate professions, Ms. Klasky emphasized the value of team leadership and communication. She encouraged students to make plans for the future but to be willing to forego those plans when new and unexpected opportunities arise. Advice like this carries significance for CDB Scholars, who like so many gifted students, have a . Following Ms. Klasky鈥檚 presentation, CDB alumni and Scholars enjoyed ice breakers and ice cream, while CDB parents spent time with 优蜜视频 Board Member, Yunasa Fellow, , and gifted educator Dr. Jim Delisle, discussing the joys, challenges, and everything-in-betweens of raising a gifted teen.

Bright and early Saturday morning, the group braved brisk temperatures and explored the museums, landmarks, and terrain of Washington, D.C.

Back at the conference center, 优蜜视频 Co-Founder Jim Davis directed intentional conversations on the topic of 鈥淪acred Leadership鈥� 鈥� leadership grounded in deep meaning and connectedness which serve the greatest good. The evening was capped off by a stunning evening walking tour of several Washington, D.C. monuments.

Guest speakers Deb Delisle, Assistant Secretary for Elementary and Secondary Education for the U.S. Department of Education, and Bob Nunnally, retired U.S. Air Force Colonel, continued the discussion on leadership Sunday morning, focusing on teamwork and positive working relationships. After breakout sessions and workshops led by 优蜜视频 staff and CDB parents and alumni, the group reconvened for one last conversation on the power of leadership, concluding the weekend with our annual CDB class photos.

Every year, we look forward to the speeches delivered by the graduating class of seniors. This year鈥檚 batch of seniors 鈥� the eighth graduating class of CDB Scholars 鈥� did not disappoint. As an unexpected bonus, they regaled the group with original lyrics about the CDB Scholarship and 优蜜视频, set to the tune of “Do You Hear the People Sing?” from the musical Les Miserables:

When you chose us to be yours,

Back on that glorious fateful day,

Touching us at our very cores,

That鈥檚 the I-E-A!

As I continue to reflect on the question 鈥� What does it mean to be a leader? 鈥� the idea of hope appears again and again. A leader – whether an individual or a team working toward a common end 鈥� is someone who looks ahead, who propels forward through action, ingenuity, creativity, strategy, and hard work. We must lead as we learn; we must try new things, take risks, and accept the possibility of failure, as failure is often the most valuable catalyst for growth. In the words of poet Jack Gilbert: 鈥淎nything worth doing is worth doing badly.鈥� As we take steps forward, we do so with the belief that there is room still to move ahead. This is hope. To be a leader, one must sustain faith in a future that is yet to exist but imagined to be possible.