Student school schedules
Plans for day-to-day life of students differ across districts looking to reopen schools
Student experiences this fall will differ dramatically as schools work to open their doors. The broad outlines of the “new normal” in
schools may look similar across buildings and districts: daily health screens, reduced student capacity, masks, desks spaced apart and
signs reminding kids to wash their hands. But the specifics of day-to-day life for students - when they are in school and when they are
working from home - is a tangle of schedules and plans laid out by school districts in recent weeks.
Districts have sought to prioritize primary school students and students with special needs for in-person instruction, and many districts
plan to welcome those students to school buildings on a daily basis. But for other primary school students and most secondary students
around the region, daily in-person instruction is unlikely soon.
Student schedules vary from rotating between home and school on a daily basis, to a weekly basis, to even less frequently; some plans
envision two days at school and two days at home with cleaning days in between. Some districts plan to shorten in-person school days
and ask students to complete the day with virtual learning in the afternoon. Driven by differences in staffing, space and transportation,
the planned student schedules reflect the varied ways districts plan to approach the new school year.
This breakdown of a key feature in district reopening plans - school schedules - is based on an analysis of over 30 Capital Region districts
and provides brief summaries of how student schedules are planned for the fall. The descriptions are based on plans submitted to the
state July 31 and some updates; the planned schedules are subject to change in the coming days, weeks and months if state guidance or
facts on the ground change.
District Elementary School
PK–6:
• 4 hours of daily in-person instruc-
tion focused on core subjects
• Leave school at lunch
• 1.5–2 hrs of virtual learning
Schenectady
K–6:
• Daily in-person instruction
• Use Jefferson, MS and possibly va-
cant Woestina
Schalmont
• K–4 to have elementary hours (8:45
a.m.–3 p.m.)
• 5–6 have middle school hours (7:40
a.m.–2:15 p.m.)
K–5:
• Daily in-person instruction, using all
school spaces for teaching
• School day will include a mix of di-
rect teacher instruction and indepen-
Mohonasen
dent work or livestreamed instruction
while supervised by other adult
• Students will remain in cohorts, eat
in classrooms and limit movement
through building
K–5:
• Daily in-person instruction, with
slightly shortened day
Scotia-Glenville
• Half day with teacher, half at lunch,
specials, recess and other work with
supervising adult
K–6:
• Daily in-person instruction with one
day direct from teacher and next day
livestreamed from nearby class while
Niskayuna
supervised by another adult
• K–4 at home school, 5–6 at local
middle school on 9 a.m.–3:15 p.m.
schedule
PK–6:
• Daily in-person with around 15 kids
per class
• 3 classrooms served by 2 classroom
teachers, support staff and special
education teacher rotating among
Duanesburg trio of classes
• 3 classroom groups connected via
remote conference technology for
livestreaming instruction
K–6:
• Daily in-person instruction
• Technology may be used to deliver
instruction across multiple class-
Shenendehowa
rooms
K–5:
• In-person instruction M–Th, remote
F • Grades grouped and rotate M–Th in person for one week every 3 weeks
• K–3 at “home” schools, 4-5 at middle
school
Ballston Spa • Most classes divided in two, with
extra certified staff to help with “oth-
er” classroom that primary teacher is
not in
• Math, literacy prioritized for in-per-
son instruction
• Kindergarten in-person on a rotat-
ing basis
• 1–5th grades get daily in-person
Burnt Hills- instruction in pods of 10–14 kids
Ballston Lake • Teachers rotate rooms while stu-
dents stay in class
• Technology used to connect pods
and teachers remotely as needed
K–3:
• Daily in-person instruction
• No student transitions
Saratoga 4–5:
Springs • Attend schools in person two days
per week and learn online other 3
days
• Wednesday is asynchronous for all
PK–5:
• Daily in-person instruction
• Staggered schedules and 50 percent
room capacity
Galway
• Some independent work and lives-
tream instruction in class
• 10–15 student pods and teachers
rotate between rooms
K–5:
• Daily in-person instruction, with 5th
grade in middle school
• Students stay in cohorts
Corinth
K–6:
• Daily in-person instruction
• K–3 in elementary building, each
class split in two, with teacher and
other supervising adult working to-
Mechanicville
gether to manage
• 4–5 use oversized Jr/Sr high school
classroom
• 6 in high school, split into two
rooms
K–5:
• Students split into Group 1 and
Group 2, considering family logistics
and transport needs
• Rotate between in-person instruc-
South Glens tion and remote, using a mix of syn-
Falls chronous and asynchronous modes
• Class sizes no more than 14
• If school goes all virtual: K–2 meet
virtually a min 2–3x per week, grades
3–5 meet with teacher 3–5 times per
week
• PK–1: Daily in-person instruction
• 2–5: Blended model, with students
split into two groups, rotating on A/B
schedule by cohort
• Plans allows for 5 in-person and 5
remote days for each student over
Stillwater
two-week cycle
• Elementary special education and
ELL students get daily in-person in-
struction
K–6:
• Daily in-person instruction
Waterford- • Classes may have to expand into Jr/
Halfmoon Sr High spaces
• PK–4: Daily in-person instruction at
elementary school
Middleburgh
• 5–6: Daily in-person instruction at Jr/
Sr high school
PK–5:
• Daily in-person instruction
• Small student cohorts and short-
ened instructional day
Cobleskill-
Richmondville
K–5:
• Daily in-person instruction
• Each class divided into two cohorts,
with each teacher getting another
Schoharie staff members to supervise one co-
hort while teacher is providing direct
instruction to other cohort
• Students stay in class while teach-
ers change rooms
• District is planning three scenarios: all in-person instruction, a mix, and all remote instruction
Sharon Springs
• Plan states more detailed academic schedules will posted online by Aug. 24
K–3:
• Daily in-person instruction housed
at home elementary buildings
• Classes not to exceed 15 students
• Half the day students are with class-
North Colonie
room teacher and half with special
area and enrichment teachers
• 4–6: Students get daily in-person
instruction housed at the junior high
building
PK–6:
• Daily in-person instruction
• Mix of direct teacher instruction
and some independent or livestream
South Colonie instruction with supervision
K–6:
• Daily in-person instruction
• Student cohorts of no more than 14
students
Guilderland
• K–4 students attend at home school,
5–6 at middle school
PK–5:
• Daily in-person instruction
• Students divided into cohorts and
split time between classroom teach-
Albany ers and other supervising adult
• Direct instruction focused in core
subjects and alternating between
in-person and virtual instruction for
specials
• PK: Daily in-person instruction
• K–5: Students divided into two
groups, alternating M/W and T/Th
and switching F
Gloversville • Each class no more than 16 students
• While remote, students have set
times for classes or teacher check-ins
• Remote to include mix of assigned
work and live-streamed classes
PK–12:
• All students on hybrid model mixing in-person and remote instruction
Johnstown • Students assigned homeroom teacher as daily contact for attendance
• Student schedules still to be released
• Virtual students expected to join live class meetings through Zoom
PK–6:
• Students divided into Blue and Gold
group
• Blue group attends in person M/T,
Gold attends in person Th/F
Mayfield
• Students with IEPs will attend in
person four days a week
• All students remote on Wednesdays,
with teachers providing supplemen-
tal instruction and office hours
PK–6:
• Daily in-person instruction
• Smaller class sizes and limited
Broadal- movement throughout school
bin-Perth • Plans also exist for half-day hy-
brid model if sufficient interest, with
students in person in morning and
remote in afternoon
PK–5:
• Students divided into Purple and
Gold groups for alternating schedule
• Purple group attends for in-person
instruction M/T, Gold attends Th/F
• All students remote on Wednesdays,
buildings get deep clean
• School day runs from 9:30 a.m.– 2:30
Amsterdam
p.m.
• In-person lessons will include mix of
direct teacher instruction and inde-
pendent work or livestream instruc-
tion
• Virtual students will be expected to
participate in classwork remotely or
independently
PK–6:
• Daily in-person instruction using el-
ementary and middle school building
• Each grade level will have 5 class
sections with 10–14 students, with
Canajoharie
cohorts staying together
• Teachers rotate to classes while
students stay in place; 6th graders
will move classrooms but stay to-
gether as class
PK–6:
• Students receive three weeks of
in-person instruction, followed by one
week of remote
Fonda-
Fultonville
PK–6:
• Students receive in-person instruc-
tion every other day
Fort Plain • District exploring ways to get stu-
dents in-person instruction daily or
provide partial day sessions for stu-
dents when remote
PK–6:
• Daily in-person instruction
OESJ • PK–2 grades attend at DH Robbins
building, grades 3–6 attend at OESJ
Elementary
Middle School High School
7–8: 9–12:
• 4 hours of in-person instruction • 4 hours of in-person instruction
• Leave at lunch • Leave at lunch
• 1.5–2 hrs virtual learning at home • 1.5–2 hrs virtual learning at home
• 7th grade students attends in per- • 9th grade students attends in per-
son every other week son on daily basis
• 8th grade students attends in per- • 10–11th grade students attends in
son on daily basis person every other week
• 12th grade students in person daily
or every other week, depending on
individual needs
7–12:
• A–L students in person M/Th
• M–Z in person T/F, W all online
• Following schedule and logging on for whole class meetings and individual
checks with teacher
• Virtual days will include longterm assignments/content explorations as
assigned
6–12:
• Students will be divided into two groups for hybrid format
• Students will attend for in-person instruction two straight days, followed by
two days remote
• Some students, including special education students and English language
learners, will be prioritized for more in-person instruction
• Remote students will participate in a mix of live virtual instruction and in-
dependent work
6–12:
• Grades divided into thirds
• Each group spends 2 days in person, 4 days virtual
• Virtual students watch class live
7–8: 9–12:
• Divided in half and rotating every • Divided in half and rotating every
other day to school and the other day other day to school and the other day
at home at home
• Housed at home middle school • Housed at home high school
• Remote students expected to finish • Remote students expected to finish
assignments and respond to teacher assignments and respond to teacher
feedback feedback
7–8: 9–12:
• Daily in-person instruction • Rotating in-person every other day,
• Cohort groups of around 15 students with grades 9/10 grouped and 11/12
• Teachers always live in classrooms grouped
but some use of remote technology • In-person students kept in cohorts
to livestream lessons across multiple of around 15
rooms • Teachers may use some technology
to connect to multiple classrooms for
instruction
• In-person instruction focused on
core areas (ELA, math, social studies,
foreign language and science) and
remote will focus on electives
7–8: 9–12:
• Students divided into Group 1 and • Students divided into Group 1 and
Group 2 by name Group 2 by name
• Students attend school two consec- • Students attend school two consec-
utive days, then two days remote utive days, then two days remote
• In-person instruction to focus on • In-person instruction to focus on
core courses (English, math, science core courses (English, math, science
and social studies) and social studies
6–12:
• Grades primarily located at high school
• Grades 6/11/12 grouped, 7/8 grouped, 9/10 grouped
• Classes over 15 split into two rooms, with instruction provided through a
combination of technology and instructional personnel
6–12:
• Grades divided in half and in-person instruction two consecutive days fol-
lowed by two days remote
• Remote instruction to rely on live virtual instruction and assigned work
• Teachers assign remote work that builds on and prepares students for
in-person instruction
6–12:
• Plans still under development, per July 31 plan
• Priority students (homeless, English language learners and self-contained
special education) to receive daily in-person instruction
• Other students may attend in person on rotating basis, two day per week
• When not in person all students will be expected to attend classes through
online platforms
6–12:
• Hybrid model with two student groups by last name
• A–K attends in person Mon/Wed and L–Z on site Tues/Thurs, other days are
remote
• Remote schedules stay the same with emphasis on synchronous learning
for live instruction
• Fridays reserved for extra help for students not successful in virtual part
6–8: 9–12:
• Middle school students will be • Students divided into two groups by
divided into two groups and rotate grade level
between in-person and remote • Two days in person, two days re-
• Students attend in person for two mote
straight days, followed by two days • No lockers
remote • Livestream instruction for remote
• Students will spend most of the day students
in homeroom class
7–8: 9–12:
• Students rotating every other day • Students rotating every other day
for in-person instruction for in-person instruction
• Participate in live lessons through • Participate in live lessons when at
Google Meet when at home home
• Cohorts of students in assigned • Students will transition between
classes, with teachers traveling be- classrooms while in school
tween
6–12:
• Students split into Group 1 and Group 2
• Students rotating in-person one day and remote next
• When students are remote they will have a mix of synchronous and asyn-
chronous days
• Students have daily check-ins with teachers
6–8: 9–12:
• Students receive in-person instruc- • 9: In-person instruction every
tion two days per week Monday for each core class, remote
• Grade 6 will follow regular sched- instruction four days per week
ule but stay in same classroom and • 10: In person Tuesday for core class-
grades 7–8 will focus on core classes es
when in person • 11: In person Thursday for core
• Remote instruction will be three classes
days per week and include foreign • 12: In person Friday for core classes
language and special area classes • 6–12 special ed classes are in per-
son 4 days per week and remote on
Wednesdays
7–12:
• Students get in-person instruction every other day on rotating A/B days,
with virtual learning when not on campus
• Students must follow regular schedule when virtual and participate in
classroom activities
• Attendance taken every period both in person and remote
7–12:
• Students assigned to either Green Team or White Team, attending every
other day for in-person instruction
• Students at home will Zoom into live classes
6–8: 9–12:
• Daily in-person instruction • Hybrid model with half of students
• Small student cohorts and short- in person and half remote
ened instructional days • Shortened instructional days
• Students rotate every other day in
person and remote, with teachers
supporting remote learning and tar-
geting instruction for students at risk
of not meeting targets
6–8: 9–12:
• Daily in-person instruction • Grades 9 and 11 grouped and 10 and
• School will run from 7:50 a.m.–1:38 12 grouped
p.m. • Students rotate two days at school,
two days at home
7–12:
• Hybrid model at Shaker High School
• Students attend AM/PM shifts, with 7–8 in person 3.5 hours in morning vir-
tual for the rest of the day
• 9–12 divided into A/B cohorts, attending in person 3.5 hours on rotating ba-
sis, two days in person, two days remote
7–8: 9–12:
• Students grouped into thirds, ro- • Students grouped into thirds, ro-
tating one day in person, two days tating one day in person, two days
remote remote
• Remote time to include combination • Remote format to include combi-
of independent work and live virtual nation of independent work and live
instruction virtual instruction
• Student schedules remain the same
whether remote or in person
• Grade 7 at middle school from 10 9–12:
a.m.–4:15 p.m. • Students divided into two groups,
• Students divided into two groups, alternating with students in person
alternating with students in-person one day and at home one day
one day and at home one day • When remote students will be ex-
• Grade 8 at the high school pected to participate in live classes
• Students in cluster groups of no
more than 14 students at all grades
6–8: 9–12:
• In-person instruction two days a • All direct instruction will be virtual
week, focusing on core classes when • All students will be on campus at
in person least once a week
• A third day of in-person for students • 9th graders, ELLs and some other
who need academic support, music students will attend in person twice
lessons, enrichment or language a week
support • Self-contained special education
• Students remain cohorts of 12–15 attending in person daily
6–12:
• Students divided into two groups, alternating M/W and T/Th and switching
F
• While remote, students have set times for classes or teacher check-ins
• Remote to include mix of assigned work and livestreamed classes
7–12:
• Students divided into Blue and Gold group by last name
• Blue group (A–I) attends in person M/T, Gold (J–Z) attends in person Th/F
• All students remote on Wednesdays, with teachers providing supplemental
instruction and office hours
7–12:
• Students grouped into cohorts based on core subjects (English, math, sci-
ence and social studies)
• Students will attend in person every other day, engaging in remote activi-
ties when not at school
• At-school students remain in class for core subjects and teachers rotate
rooms
• Seniors have option for hybrid or all-remote learning model
6–12:
• Students divided into Purple and Gold groups, with students attending in
person M/T or Th/F
• All students remote on Wednesday for deep clean
• Secondary school day schedule to begin 7:50 a.m.–1:35 p.m.
• Shortened school days enables all-remote students direct time with teach-
ers
• Virtual students will be expected to join virtual lessons or complete inde-
pendent work
7–12:
• Students divided into four groups: grades 7–8 split into two groups, and
grades 9–12 split into two groups
• Students rotate on four-day schedule, with one day of in-person instruction
every four days
• Remote students will have one day of independent work and assignments
and two days of live
virtual instruction
7–8: 9–12:
• Students receive three weeks of • Students will attend one day the
in-person instruction, followed by one first week of school in person based
week of remote on last name
• When working remote students will • Students will spend three weeks
be expected to join live virtual class- remote, then one week partially in
es at set times person in four-week rotation
• Working remote students will be
expected to join live virtual classes at
set times
7–12:
• Students will attend for in-person instruction every other day
• Grades 7–9 will attend on A days, grades 10–12 will attend on B days
• Remote students will participate in a mix of live virtual lessons and inde-
pendent work
• Students when in person will switch classrooms
7–12:
• Hybrid model with students attending for in-person instruction two days
on, followed by two days remote
• Students expected to follow schedule on remote days and accountable for
attendance on all days