Going Fully Remote and Where We Stand
BY SOPHIA SAGHIR '24
As COVID-19 cases surge across Massachusetts, Governor Baker has reimposed statewide restrictions to slow the spread. Such measures include limiting the maximum number of people allowed at outdoor gatherings to twenty-five people; reducing the capacity of businesses, gyms, libraries, museums, offices, and houses of worship from fifty to twenty-five percent; and mandating mask use while in public settings. Even school districts that previously offered a hybrid learning program for the 2020-21 school year have switched to a remote learning format due to the risk of in-school transmission. As of December 1st, 23% of Massachusetts districts are completely remote according to the Department of Elementary and Secondary Education.
Acton-Boxborough Regional High School had its own taste of fully remote learning from November 23rd through December 4th and December 21st to 23rd. One contributor to the decision was the sudden increase of COVID-19 cases in the building; before the first closing, the high school reported six positive cases in one week. The brief period also offered practice adjusting to a different schedule, preparing students for potential long-term remote learning.
However, the primary concern and reason for the fully remote period was the large number of students and teachers who needed to quarantine as close contacts. When quarantining, students could not participate in synchronous classes—with the exception of the Wednesday Zoom classes—forcing them to learn asynchronously for 14 days. A parent expressed that “with the number of cases going up, it becomes more likely that students are identified as a close contact… With the current hybrid program, there is very limited support when students go to quarantine.”
A leadership team consisting of department leaders and administrative staff created the long-term remote schedule. “It's really been about getting students in front of their teachers as much as we possibly can,” said ABRHS principal Larry Dorey. “We know from a lot of students, the asynchronous days have not been as successful as the in-person days, so that's why we flipped from that [in the long-term fully remote schedule].” Daily Zoom classes provided students with structure and communication with teachers during remote learning. Still, the team also kept in mind the consequences of lengthy screen time and ensured that the schedule would drop a different subject class each day.
On the other hand, although education is a priority for teachers and the leadership team, Mr. Dorey notes that “as a building principal, the safety of our students and our staff will always be [his] number one priority.” Fortunately, the administration has followed up on their words: the majority of students and faculty feel safe going to school, and parents feel safe sending their children to school. They understand and trust that the school is taking every precaution against COVID-19 by mandating mask wearing, small class sizes, hand and surface sanitizing, and social distancing. Furthermore, families have put their faith in the administration to decide when to transition to a long-term fully remote schedule.
While no one is sure if or when the ABRHS students will return to the long-term remote schedule again, we are confident that we, as a community, will be able to make a smooth transition and learn successfully. These unusual circumstances have provided both sides of the community, the administration and families, with an opportunity to work together to meet a common goal: safe and sufficient education for students. As Mr. Dorey says, “I have never seen anything that has pulled a community group of students and a group of teachers together... I'm incredibly grateful for the students and the teachers in the community for all the support and making it possible to go as far as we've been able to go.” Transitioning to the fully remote plan has been a challenge, but it has ultimately shown the resilience and the unity of the ABRHS community.
Acton-Boxborough Regional High School had its own taste of fully remote learning from November 23rd through December 4th and December 21st to 23rd. One contributor to the decision was the sudden increase of COVID-19 cases in the building; before the first closing, the high school reported six positive cases in one week. The brief period also offered practice adjusting to a different schedule, preparing students for potential long-term remote learning.
However, the primary concern and reason for the fully remote period was the large number of students and teachers who needed to quarantine as close contacts. When quarantining, students could not participate in synchronous classes—with the exception of the Wednesday Zoom classes—forcing them to learn asynchronously for 14 days. A parent expressed that “with the number of cases going up, it becomes more likely that students are identified as a close contact… With the current hybrid program, there is very limited support when students go to quarantine.”
A leadership team consisting of department leaders and administrative staff created the long-term remote schedule. “It's really been about getting students in front of their teachers as much as we possibly can,” said ABRHS principal Larry Dorey. “We know from a lot of students, the asynchronous days have not been as successful as the in-person days, so that's why we flipped from that [in the long-term fully remote schedule].” Daily Zoom classes provided students with structure and communication with teachers during remote learning. Still, the team also kept in mind the consequences of lengthy screen time and ensured that the schedule would drop a different subject class each day.
On the other hand, although education is a priority for teachers and the leadership team, Mr. Dorey notes that “as a building principal, the safety of our students and our staff will always be [his] number one priority.” Fortunately, the administration has followed up on their words: the majority of students and faculty feel safe going to school, and parents feel safe sending their children to school. They understand and trust that the school is taking every precaution against COVID-19 by mandating mask wearing, small class sizes, hand and surface sanitizing, and social distancing. Furthermore, families have put their faith in the administration to decide when to transition to a long-term fully remote schedule.
While no one is sure if or when the ABRHS students will return to the long-term remote schedule again, we are confident that we, as a community, will be able to make a smooth transition and learn successfully. These unusual circumstances have provided both sides of the community, the administration and families, with an opportunity to work together to meet a common goal: safe and sufficient education for students. As Mr. Dorey says, “I have never seen anything that has pulled a community group of students and a group of teachers together... I'm incredibly grateful for the students and the teachers in the community for all the support and making it possible to go as far as we've been able to go.” Transitioning to the fully remote plan has been a challenge, but it has ultimately shown the resilience and the unity of the ABRHS community.