Separate thread: please post if you've received an in-person slot notification

[Anonymous]

If I'm reading the email we got from Murch correctly, the in-person teacher will continue to teach DL, during the periods when the in-person kids are working independently, and the DL kids will do their asynchronous learning while the in-person kids get their live instruction. They are adjusting the schedule for everyone to figure this out. It sounds exhausting to me, but they seem to be trying to minimize the disruption to the kids of changing classes.

[Anonymous]

Anonymous wrote:If I'm reading the email we got from Murch correctly, the in-person teacher will continue to teach DL, during the periods when the in-person kids are working independently, and the DL kids will do their asynchronous learning while the in-person kids get their live instruction. They are adjusting the schedule for everyone to figure this out. It sounds exhausting to me, but they seem to be trying to minimize the disruption to the kids of changing classes.

That seems ideal...but impossible. I suspect it will be nearly impossible for a group 11 of high needs kids to work independently without help long enough for a teacher to teach online.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If I'm reading the email we got from Murch correctly, the in-person teacher will continue to teach DL, during the periods when the in-person kids are working independently, and the DL kids will do their asynchronous learning while the in-person kids get their live instruction. They are adjusting the schedule for everyone to figure this out. It sounds exhausting to me, but they seem to be trying to minimize the disruption to the kids of changing classes.

That seems ideal...but impossible. I suspect it will be nearly impossible for a group 11 of high needs kids to work independently without help long enough for a teacher to teach online.

That sounds unsustainable.

[Anonymous]

Anonymous wrote:If I'm reading the email we got from Murch correctly, the in-person teacher will continue to teach DL, during the periods when the in-person kids are working independently, and the DL kids will do their asynchronous learning while the in-person kids get their live instruction. They are adjusting the schedule for everyone to figure this out. It sounds exhausting to me, but they seem to be trying to minimize the disruption to the kids of changing classes.

Do you sense that this is a plan that Murch put into place itself? They know their student body the best and I'm sure the principal knows there will be hundreds of angry parents if their children are forced to remain in DL AND face losing a their teacher after two months of relationship and trust building. So my guess is the principal is gambling that in-person will fair anyway so better to keep the majority DL families happy.

[Anonymous]

*fail and fair

[Anonymous]

Anonymous wrote:

Anonymous wrote:
I’ve also been told that if in person will result in 40+ class size For DL, then that grade won’t have in person

It's not 40+

I believe the cap for 3-5 is 40 students
K-2 is 35
PK is 30

Is this documented somewhere?

[Anonymous]

I predict teachers resigning in droves. And I won’t blame them.

[Anonymous]

While I’m glad some kids who need in person will be better off, I’m gutted for the many kids who will be losing out.

[Anonymous]

Anonymous wrote:If I'm reading the email we got from Murch correctly, the in-person teacher will continue to teach DL, during the periods when the in-person kids are working independently, and the DL kids will do their asynchronous learning while the in-person kids get their live instruction. They are adjusting the schedule for everyone to figure this out. It sounds exhausting to me, but they seem to be trying to minimize the disruption to the kids of changing classes.

How is the teacher supposed to pull this off. Why do we expect our teachers to do the impossible?

[Anonymous]

Anonymous wrote:

Anonymous wrote:If I'm reading the email we got from Murch correctly, the in-person teacher will continue to teach DL, during the periods when the in-person kids are working independently, and the DL kids will do their asynchronous learning while the in-person kids get their live instruction. They are adjusting the schedule for everyone to figure this out. It sounds exhausting to me, but they seem to be trying to minimize the disruption to the kids of changing classes.

How is the teacher supposed to pull this off. Why do we expect our teachers to do the impossible?

so if an IEP for in person for a self contained classroom has a minimum of 20 hours of specialized instruction, how can it be implemented with fidelity if for 1/2 the day the teacher delivering instruction to students who are all remote?

My child has been in a SLS virtual learning environment and there are lots of prompting for engagement.


Thank you Chancellor Ferebee for continuing to provide the children with the greatest needs a program that does not support their learning needs.

Children in general education who are doing DL have a dedicated teacher.
Children in self-contained classrooms who are doing DL have a part time teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If I'm reading the email we got from Murch correctly, the in-person teacher will continue to teach DL, during the periods when the in-person kids are working independently, and the DL kids will do their asynchronous learning while the in-person kids get their live instruction. They are adjusting the schedule for everyone to figure this out. It sounds exhausting to me, but they seem to be trying to minimize the disruption to the kids of changing classes.

How is the teacher supposed to pull this off. Why do we expect our teachers to do the impossible?

so if an IEP for in person for a self contained classroom has a minimum of 20 hours of specialized instruction, how can it be implemented with fidelity if for 1/2 the day the teacher delivering instruction to students who are all remote?

My child has been in a SLS virtual learning environment and there are lots of prompting for engagement.


Thank you Chancellor Ferebee for continuing to provide the children with the greatest needs a program that does not support their learning needs.

Children in general education who are doing DL have a dedicated teacher.
Children in self-contained classrooms who are doing DL have a part time teacher.

This quote from Murch isn’t about self contained. This is the general inperson classroom

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
I’ve also been told that if in person will result in 40+ class size For DL, then that grade won’t have in person

It's not 40+

I believe the cap for 3-5 is 40 students
K-2 is 35
PK is 30

Is this documented somewhere?

So it may be 40 or 39 instead of 42. People think this is a good idea? My kid barely gets the attention he needs right now, and we are going to add 15 more kids into the mix?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
I’ve also been told that if in person will result in 40+ class size For DL, then that grade won’t have in person

It's not 40+

I believe the cap for 3-5 is 40 students
K-2 is 35
PK is 30

Is this documented somewhere?

So it may be 40 or 39 instead of 42. People think this is a good idea? My kid barely gets the attention he needs right now, and we are going to add 15 more kids into the mix?

Not sure, this is what teachers were told from admin and the chancellor told them.

Then PERB happened...

[Anonymous]

Anonymous wrote:

Anonymous wrote:If I'm reading the email we got from Murch correctly, the in-person teacher will continue to teach DL, during the periods when the in-person kids are working independently, and the DL kids will do their asynchronous learning while the in-person kids get their live instruction. They are adjusting the schedule for everyone to figure this out. It sounds exhausting to me, but they seem to be trying to minimize the disruption to the kids of changing classes.

Do you sense that this is a plan that Murch put into place itself? They know their student body the best and I'm sure the principal knows there will be hundreds of angry parents if their children are forced to remain in DL AND face losing a their teacher after two months of relationship and trust building. So my guess is the principal is gambling that in-person will fair anyway so better to keep the majority DL families happy.

I do. My guess is that they are evaluating just how high-needs the kids are who got the in-person slots (and what kinds of needs) and deciding that it's doable. The existing schedule already has asynch time built in, and my interpretation is that the students in grades 3-5 will be receiving their math/science or ELA/social studies instruction virtually anyway (the opposite of whatever specialist is in-person), so that's another block of time they can use. I'm not entirely sure how they are reworking the schedule, but their goal seems to be to keep DL kids with the same teacher if possible.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
I’ve also been told that if in person will result in 40+ class size For DL, then that grade won’t have in person

It's not 40+

I believe the cap for 3-5 is 40 students
K-2 is 35
PK is 30

Is this documented somewhere?

So it may be 40 or 39 instead of 42. People think this is a good idea? My kid barely gets the attention he needs right now, and we are going to add 15 more kids into the mix?

I plan to do small groups only and my para will run subjects with 'less importance' like science and history. Or else no way I could get 35 students into small groups...

History and science is important in K but not gonna be my main focus for DL.