What were math coaches doing during distance learning?

[Anonymous]

Our neighbor is a math coach. She spent most weekday mornings in the spring running and gardening. I could see her from my zoom calls in my car.

[Anonymous]

Anonymous wrote:There needs to be no math or literacy coaches, or any teachers on any special assignments in the fall. They all should have classrooms- use every available space to try and decrease class sizes so more kids can be on campus.

First grade is such an important year to learn to read and it is hard to teach reading online. I think literacy coaches and intervention teachers all need to teach first grade so class size in first grade can be reduced down to 15. First graders could then attend full time five days a week.

But they still wouldn’t be able to socially distance at school or on the bus. That’s the issue, but I agree the specialists should lead groups during distance learning.

[Anonymous]

Math lol, what about the PE teachers? Ours did literally nothing. And collected full pay.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There needs to be no math or literacy coaches, or any teachers on any special assignments in the fall. They all should have classrooms- use every available space to try and decrease class sizes so more kids can be on campus.

First grade is such an important year to learn to read and it is hard to teach reading online. I think literacy coaches and intervention teachers all need to teach first grade so class size in first grade can be reduced down to 15. First graders could then attend full time five days a week.

Sounds like a good idea but we would need to set up tents outside or teach in the hallway to make this happen.

I think that PP is referring to the model where the older kids get less time in the building.

In our building, if K and 1st were in the building every day, with half of them spread over the art room, and music room, and some of the special education and ELL spaces, there would be enough space, assuming that 2nd and up were coming every other day, and so only needed their regular rooms.

Yes. Use every available space for first grade. And if there is more room 2nd grade because those kids were in first grade and didn't get a full year of K. Section off the cafeteria, use art rooms, intervention rooms, etc. First graders have to learn to read or they will always be behind academically, which leads to social-emotional and behavioral problems. It is more cost effective to intervene now instead of waiting for them to fall behind.
- signed a school psychologist with older elementary kids

[Anonymous]

Anonymous wrote:

Anonymous wrote:There needs to be no math or literacy coaches, or any teachers on any special assignments in the fall. They all should have classrooms- use every available space to try and decrease class sizes so more kids can be on campus.

First grade is such an important year to learn to read and it is hard to teach reading online. I think literacy coaches and intervention teachers all need to teach first grade so class size in first grade can be reduced down to 15. First graders could then attend full time five days a week.

Sounds like a good idea but we would need to set up tents outside or teach in the hallway to make this happen.

Why are parents stuck on this teaching outside or tent idea? As a teacher, I can tell you it is the worst. What do you do during a torrential downpour, high winds, or 90 degree days? How about during Nov-Mar went he weather drops? Would we have to "badge" students constantly for water and bathroom breaks? How as a teacher are we protected from active shooters? As a teacher, I would be screaming all day because the noise wouldn't travel as far. Drop it already. The county has never pursued the idea because it's not good.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our elementary math coach met with each team weekly to help plan both synchronous and asynchronous learning. We taught in 2 30-minute segments (one in the AM, one in the PM) She co-taught with several grade level teachers each day.

How did she do-teach. Did she help lead Zoom sessions? I’m having a hard time picturing what co-teaching looks like during a Zoom session.

I can't speak to math coaches, but as a special educator, I can tell you what co-teaching looks like in my school a live type session.

During the portion of the class where the primary teacher is addressing the whole class (e.g. speaking through the powerpoint), I'm monitoring the kids with disabilities, and providing behind the scene feedback to both those kids (we use a google platform, so I send them google hangouts messages, or if need be signal them to turn off their mic and then I call them in a separate hangout call).

Then when the class is dismissed for independent work, my students come with me. So, while the teacher dismisses the class, but stays in the meet so kids can come back to answer questions, I bring my group of students with IEPs to my separate Meet classroom, and we talk through the assignment together. Then they work on their assignment in Google docs, so I can hop back and forth and see what they are doing. I keep my meet open, so if I a kid needs me they can just come to the meet, turn on their microphone, and I hear them and know to go to their google doc. I can either type into their document, or if it's a kid who isn't a fluent enough writer for that to work, I make a hangout and then we can both talk and look at the document. Of if there's a point that sticky for multiple kids, I might turn on my microphone and ask for everyone to come back, and we walk through it together.

Outside of class hours, I'm helping the gen ed teacher create materials, and also making differentiated versions for students who need a different level.

That's special ed, but I can imagine a gen ed math teacher supporting students in a similar way.

A friend of mine works in academic support, both math and literacy, at an independent school. She has been offering exactly this type of assistance just using a different technology platform. Not all parents would see her work, but she has a full-time teaching load, lots of parent meetings, and a role in lesson planning even during distance learning.