School Schedules

The DOE has developed three baseline programming options for schools to choose from. The models have been created by analyzing system-wide constraints, researching national and international best practices, surveying parents and students, and holding focus groups with school leaders. They are meant to support schools in determining how to serve the needs of their students and families in line with health and safety guidance.

  • These models apply to Elementary, Middle, and High Schools
  • Two additional models are available for District 75 schools 
  • Schools will be able to apply for an exception to implement an alternative model based on that school’s specific needs 
  • Families will be notified of their school’s decision on scheduling in August 

Programming Models

Principals and school leadership teams will compare the different programming models to the specific needs of their students and communities to select a best-fit model. However, the Chancellor has identified certain models as "Chancellor Recommended" so that there is greater consistency for parents across the system. Schools should select a model in collaboration with their School Leadership Team (SLT), and wherever possible, students should be programmed for in-person instruction at greater frequency. Schools will be able to apply to their Superintendent for an exception that will be subject to review and approval. Principals will have at least one parent meeting in advance of selecting a program model to inform parents of selection and allow for input before final decision is made.

Elementary, Middle, and High Schools

Model 1: Alternating days with rotating Mondays, two in-person student groups

  • This model assumes that a school can serve at any given time at least half of students who choose in-person learning.
  • In this model, there are two in-person student groups and one fully remote student group.
  • Students will receive in-person learning for the same two days every week, as well as alternating Mondays. This amounts to a total of five days of in-person instruction every two weeks. Students will participate in remote learning for non-in person days.
    • Model 1 A: students receive in-person learning on every other day Tuesday through Friday, with groups alternating on Mondays. For schools able to accommodate at least 50% of their student population, this alternating day model is "Chancellor Recommended."
    • Model 1 B: students receive in-person learning on two consecutive days per week - Tuesdays and Wednesdays for one group and Thursday and Fridays for the other group - with groups alternating Mondays. ​
  • Students whose families choose fully remote learning will receive remote instruction every day.

Model 2: One to two days per week in alternating weeks, three in-person student groups

  • This model assumes that a school can serve at any given time at least a third of students who choose in-person learning.
  • Because this model provides the greatest degree of regularity, it is the only option for three in-person groups available for elementary schools and is "Chancellor Recommended" for middle schools that can serve a third of their students.
  • In this model, there are three in-person student groups and one fully remote student group.
  • This model has a three-week cycle that will repeat. For each group there will be one consistent day of the week the student will attend in-person, with Monday and Tuesday rotating among groups. Students will participate in remote learning for non-in person days.
  • Students will receive in-person instruction 1-2 days per week for a total of 5 days every 3 weeks. Students will participate in remote learning for non-in person days. ​
  • Students whose families choose fully remote learning will receive remote instruction every day.

Middle and High Schools Only

Model 3: Six day rotation with one to two days per week, three in-person student groups

  • This model assumes that a school can serve at any given time at least a third of students who choose in-person learning.
  • Because this model does not provide consistency in the day of the week students are in school, the is model is only for middle and high schools and not elementary schools.
  • In this model, there are three in-person student groups and one fully remote student group.
  • This model uses a six day rotation, allowing students to receive in-person learning two days and remote learning four days in a six day cycle. Students will participate in remote learning for non-in person days.
    • Model 3 A: students attend in-person on an alternating cycle so students will be in-person once every three days.
    • Model 3 B: students attend in-person two days in a row on an alternating cycle so students will be in-person for two days and remote for four days.
  • Students whose families choose fully remote learning will receive remote instruction every day.

District 75

The following models are available to District 75 schools. District 75 schools that are multi-sited may choose different models depending on the needs of each site.

Model 4: Every other week, two in-person student groups

  • This model assumes that a school can serve at any given time at least half of students who choose in-person learning.
  • In this model, there are either two or three in-person student groups, and one fully remote student group.
  • This model has students in school every other week, with a potential for some groups to be in-person five days a week every week dependent on student need.
  • Students will receive in-person instruction for five days every other week. An optional third group will receive in-person instruction every week in-person.
  • Students whose families choose fully remote learning will receive remote instruction every day.

Model 5: Two to three days per week (rotating Monday), two in-person student groups

  • This model assumes that a school can serve at any given time at least half of students who choose in-person learning.
  • In this model, there are two in-person student groups and one fully remote student group, and a potential for a fully in-person group.
  • Students will receive in-person learning on two consecutive days per week - Tuesdays and Wednesdays for one group and Thursday and Fridays for the other group - with groups alternating Mondays. These students will participate in remote learning for non-in person days. ​An optional third group will receive in-person instruction consistently in-person.
  • Students who receive 2 in person instruction days per week will receive additional in-person time on alternating Mondays.
  • Students whose families choose fully remote learning will receive remote instruction every day.

Sibling Schedules and Student Groupings 

As we move into blended learning, we know that families with more than one child in a New York City public school may have more complicated childcare and scheduling needs. We recognize that flagging siblings will not capture all situations that will affect childcare needs, and we have asked schools to be flexible with student scheduling and make every attempt to accommodate families’ individual needs.

Planning for Siblings Attending the Same School 

We have encouraged schools to reach out to their families in August to ask if you would prefer that your multiple children are scheduled together for in-person instruction and arrival/dismal times, or separately. Schools will use your feedback in scheduling your children as much as possible. 

Planning for Siblings Attending Different Schools 

Each school will be adopting its own schedule to meet the specific needs of its community. Approximately 30 percent of siblings across the City attend different schools, and it will not always be possible to coordinate their different schedules.

All Families with Students Across Schools

Schools will provide a way for families to appeal their child’s schedule. Schools will make every effort to work with you to reschedule your children based on your family’s needs and schools’ needs to maintain social distancing. Schedules will be finalized before the beginning of the school year. 

When Students Come to School on the Wrong Day During Blended Learning

Schools will work closely with families to clearly communicate what days their child will attend school. The DOE encourages you to make alternate childcare arrangements so that your child does not arrive at school on incorrect days.

If a student arrives at school on days when they are scheduled for remote learning, your child’s school will inform you. All children attending on the incorrect day will need to be picked up if they are under 18 years of age.

A Safe Space for Students

Schools will set aside a non-instructional space or room in the building for students who arrive on incorrect days. This space will allow for social distancing and follow other health and safety guidance. Students who arrive on the wrong day will not be able to join scheduled student groups who are in attendance that day.

Remote Learning

Students arriving on incorrect days will be able to participate in remote learning and access other resources, including grab and go meals. This will ensure they are participating for the day if there is an extenuating circumstance and they cannot return home. Schools will have materials for play-based learning for children under five years old. Young children will be told why they will not be learning in their classroom and what to expect for the day.

School Buses

School buses will NOT be available to transport students to/from school except on their designated days. Schools will provide busing information and schedules to children who are eligible for busing.

Back to Top