If not everyone can learn, no one should learn (APS)

[Anonymous]

Soooo what do we think after the Washington Post article's article about the sh*t show in Fairfax?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Can I just say that I'm shocked at all the hostile and even vicious posts on DCUM aimed at parents who just want their kids to get a couple of hours of education a day? Some of these posters seem genuinely happy that middle class kids are not receiving any instruction. When I read many of them, I find myself thinking that this has to be a Russian bot, not some actual Arlington parent who wants to sabotage my son's education.

There is no middle class in Arlington. It's haves and have nots. Did you get the alert about the traffic jam on Columbia Pike Friday night by people lining up for free food? How about we pretend this is summer, do what you can with your kids, and help those who literally have NO FOOD.

Free food brings out people anywhere at anytime. Don't kid yourself. If Whole Foods in Bethesda was handing out free food the line would be just as long.

The problem lower income families face in Arlington is suddenly they have to provide for their own needs and that means they can't pay for the wants. As a lower middle income family, let me tell you how it works

Once you have a budget that for years depends on needs being covered by the govt, the school, charity whatever, you then begin to assume it always will and you don't even count that in your budget. You substitute a "want" which might mean cell phones and cell phone service contracts all around or they take out a payday loan to buy something. A family can pay for that out of their salary because they are not paying for their needs like food, rent, so on.

Now a situation like this occurs and suddenly access to benefits like school lunch and their own work is impacted. So the money they do have has to be shifted from paying for "wants' over to needs like food but that can't happen right away. First, they now have reduced income to shift around and second they still have bills to pay. It's not that they don't have money, they have money, they just have to shift it around and their own mindset to pay for "needs" vs. wants.

[Anonymous]

Anonymous wrote:As a taxpayer, I am appalled at APS lame attempts to educate my 2nd grader with 45 minutes of worksheets! (Teacher is wonderful but she was told to scale back her good instruction prior to spring break and just minimally teach to the worksheets)

For $19,921 per student spending (FY 20 budget) we should demand better! And I would be ok with just the worksheets if APS used the money to hire online tutors for struggling students and buy cheap tablets so everyone can connect for equity sake. Instead we all get crap while the APS admin folks “work from home “ in their ivory towers.

I agree with you but apparently lots of people on this site and at APS think you are an over-entitled elitist for wanting more than 45 minutes per day.

[Anonymous]

Anonymous wrote:

Anonymous wrote:As a taxpayer, I am appalled at APS lame attempts to educate my 2nd grader with 45 minutes of worksheets! (Teacher is wonderful but she was told to scale back her good instruction prior to spring break and just minimally teach to the worksheets)

For $19,921 per student spending (FY 20 budget) we should demand better! And I would be ok with just the worksheets if APS used the money to hire online tutors for struggling students and buy cheap tablets so everyone can connect for equity sake. Instead we all get crap while the APS admin folks “work from home “ in their ivory towers.

I agree with you but apparently lots of people on this site and at APS think you are an over-entitled elitist for wanting more than 45 minutes per day.

We can walk and chew gum at the same time.... support the poorest students’ basic needs while also expanding distance learning for all.

What makes me livid however is that some North Arlington families are already being offered online opportunities NOW that some South Arlington kids are not. That is not equitable.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a taxpayer, I am appalled at APS lame attempts to educate my 2nd grader with 45 minutes of worksheets! (Teacher is wonderful but she was told to scale back her good instruction prior to spring break and just minimally teach to the worksheets)

For $19,921 per student spending (FY 20 budget) we should demand better! And I would be ok with just the worksheets if APS used the money to hire online tutors for struggling students and buy cheap tablets so everyone can connect for equity sake. Instead we all get crap while the APS admin folks “work from home “ in their ivory towers.

I agree with you but apparently lots of people on this site and at APS think you are an over-entitled elitist for wanting more than 45 minutes per day.

We can walk and chew gum at the same time.... support the poorest students’ basic needs while also expanding distance learning for all.

What makes me livid however is that some North Arlington families are already being offered online opportunities NOW that some South Arlington kids are not. That is not equitable.

I can assure you that this North Arlington parent is not, at least not from APS. I am providing a lot through my own resources, but then again, isn’t that the problem here, for those who can think more than one simple step ahead?

[Anonymous]

PP 11:54 here - We live in N Arlington but as I stated, school pulled back and I am pulling together my own online resources to teach from what county already paid for... pebble go, national geographic, world Brittanica, reflex math, dream box, epic books, and you tube to fill in the blanks. I had to get a google password and poke around to find this stuff. Would have been nice if APS admin pulled this all together for us in some more lesson plans.

And we are middle class, entitled with an iPad and resourceful mindset to pull stuff together!

[Anonymous]

We are putting a lot of time and effort into recording videos and creating learning activities that few students are actually completing. We're lucky to get 50% participation in any learning activity that we put on Seesaw. We provide feedback on every single response we get from students. When I called families this week, most of the parents of non-participating students were under the impression that their children were working on Seesaw assignments every day, and their children were telling them that they had completed everything. Some of these students had excellent participation and went above and beyond while in the classroom. One or two had behavior challenges and could only get something done if a teacher worked 1-1 with them. Some children really need the structure and the routines of the classroom. Others thrive when they can collaborate but are doing almost nothing now that they are on their own. Yes, we are giving students the opportunity to learn. For whatever reasons (parents at work, limited English, distractability....you name it), many students aren't able to access much instruction outside a traditional classroom setting. I too struggle to support my kid's learning because I'm so busy with distance teaching. She is not old enough to do much independent learning, and all her school (a different county) has provided is packets. I figure as long as I read with her every day, practice a little math, and supplement with some educational shows and apps (Magic School Bus, Cyberchase, Brainpop, PebbleGo, Storyline Online, etc.), she'll be fine. This is not ideal for any of us. Creating more lessons and work than what we are already providing for the 1-2 students who would like to do more is not the answer.

[Anonymous]

Anonymous wrote:We are putting a lot of time and effort into recording videos and creating learning activities that few students are actually completing. We're lucky to get 50% participation in any learning activity that we put on Seesaw. We provide feedback on every single response we get from students. When I called families this week, most of the parents of non-participating students were under the impression that their children were working on Seesaw assignments every day, and their children were telling them that they had completed everything. Some of these students had excellent participation and went above and beyond while in the classroom. One or two had behavior challenges and could only get something done if a teacher worked 1-1 with them. Some children really need the structure and the routines of the classroom. Others thrive when they can collaborate but are doing almost nothing now that they are on their own. Yes, we are giving students the opportunity to learn. For whatever reasons (parents at work, limited English, distractability....you name it), many students aren't able to access much instruction outside a traditional classroom setting. I too struggle to support my kid's learning because I'm so busy with distance teaching. She is not old enough to do much independent learning, and all her school (a different county) has provided is packets. I figure as long as I read with her every day, practice a little math, and supplement with some educational shows and apps (Magic School Bus, Cyberchase, Brainpop, PebbleGo, Storyline Online, etc.), she'll be fine. This is not ideal for any of us. Creating more lessons and work than what we are already providing for the 1-2 students who would like to do more is not the answer.

Thank you for all you do.

[Anonymous]

Anonymous wrote:We are putting a lot of time and effort into recording videos and creating learning activities that few students are actually completing. We're lucky to get 50% participation in any learning activity that we put on Seesaw. We provide feedback on every single response we get from students. When I called families this week, most of the parents of non-participating students were under the impression that their children were working on Seesaw assignments every day, and their children were telling them that they had completed everything. Some of these students had excellent participation and went above and beyond while in the classroom. One or two had behavior challenges and could only get something done if a teacher worked 1-1 with them. Some children really need the structure and the routines of the classroom. Others thrive when they can collaborate but are doing almost nothing now that they are on their own. Yes, we are giving students the opportunity to learn. For whatever reasons (parents at work, limited English, distractability....you name it), many students aren't able to access much instruction outside a traditional classroom setting. I too struggle to support my kid's learning because I'm so busy with distance teaching. She is not old enough to do much independent learning, and all her school (a different county) has provided is packets. I figure as long as I read with her every day, practice a little math, and supplement with some educational shows and apps (Magic School Bus, Cyberchase, Brainpop, PebbleGo, Storyline Online, etc.), she'll be fine. This is not ideal for any of us. Creating more lessons and work than what we are already providing for the 1-2 students who would like to do more is not the answer.

I have been very hands on with my 4th grader’s online learning, because I have the time. If my kid had to try to do this on his own, we’d be screwed.

We have had to adjust to altered expectations and directions a few times since school is out, which is fine, but it doesn’t come with a learning curve.

Currently we get an updated weekly board with a variety of embedded links. The problem is, it’s like a jerry rigged motherboard with non-coordinating pieces that don’t work well together. The math section for Monday might have 5 steps, with #4 being necessary before #3 is completed, but we don’t discover that until we’ve grown frustrated with #3 and give up on it. Directions in one area say to take a picture of your work and add them to the Google slide specially designed for that purpose. Go to google slides, and it’s not there. Grow frustrated, move on to the next item, which after a Google and then school specific login process takes us to a form where kid can input the answers that previously we were told to take a photo of. Hooray. Do that. Next step magically takes us down a rabbit hole where we find that aforementioned google slide deck, with a place to add the photo of the handwritten work that kid already put into the Google form.

That’s just one section for one day. It’s maddening, and I totally understand why some families give up on it. For every minute of actual work we spend 4 minutes attempting to understand and navigate the interface.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We are putting a lot of time and effort into recording videos and creating learning activities that few students are actually completing. We're lucky to get 50% participation in any learning activity that we put on Seesaw. We provide feedback on every single response we get from students. When I called families this week, most of the parents of non-participating students were under the impression that their children were working on Seesaw assignments every day, and their children were telling them that they had completed everything. Some of these students had excellent participation and went above and beyond while in the classroom. One or two had behavior challenges and could only get something done if a teacher worked 1-1 with them. Some children really need the structure and the routines of the classroom. Others thrive when they can collaborate but are doing almost nothing now that they are on their own. Yes, we are giving students the opportunity to learn. For whatever reasons (parents at work, limited English, distractability....you name it), many students aren't able to access much instruction outside a traditional classroom setting. I too struggle to support my kid's learning because I'm so busy with distance teaching. She is not old enough to do much independent learning, and all her school (a different county) has provided is packets. I figure as long as I read with her every day, practice a little math, and supplement with some educational shows and apps (Magic School Bus, Cyberchase, Brainpop, PebbleGo, Storyline Online, etc.), she'll be fine. This is not ideal for any of us. Creating more lessons and work than what we are already providing for the 1-2 students who would like to do more is not the answer.

Thank you for all you do.

Yes Thanks so much!! I have to sit with mine to review the Seesaw lessons to make sure he understands and completes it (but he is adhd so needs my structure). When I let him read online alone or do math (while I squeeze in some work), I have to periodically check to make sure he is doing work not watching YouTube. I think we parents need some help and hints on how to do this, it’s hard!

[Anonymous]

Anonymous wrote:The striver, type a, neoliberal, corporate-centrist, pseudo-pro-diversity nerds of Arlington just can’t help themselves.

LOL!
Nailed it.

[Anonymous]

So apparently Fairfax, Falls Church, Montgomery County, DCPS I believe all provide at least some live instruction DAILY. That must benefit kids socially in addition to breaking up the endless apps (and yes I would include Seesaw as that). Maybe APS could at least attempt the minimum that nearby districts all seem to be pulling off?

PS and yes they should find a way to get all K-2 who need an iPad one. Fairfax has 5x the population and pulled it off. I’m sure parents would donate to the PTA etc. if buying a couple hundred iPads was the issue holding us back seems like we could get a little creative and solve that problem.

[Anonymous]

Anonymous wrote:We are putting a lot of time and effort into recording videos and creating learning activities that few students are actually completing. We're lucky to get 50% participation in any learning activity that we put on Seesaw. We provide feedback on every single response we get from students. When I called families this week, most of the parents of non-participating students were under the impression that their children were working on Seesaw assignments every day, and their children were telling them that they had completed everything. Some of these students had excellent participation and went above and beyond while in the classroom. One or two had behavior challenges and could only get something done if a teacher worked 1-1 with them. Some children really need the structure and the routines of the classroom. Others thrive when they can collaborate but are doing almost nothing now that they are on their own. Yes, we are giving students the opportunity to learn. For whatever reasons (parents at work, limited English, distractability....you name it), many students aren't able to access much instruction outside a traditional classroom setting. I too struggle to support my kid's learning because I'm so busy with distance teaching. She is not old enough to do much independent learning, and all her school (a different county) has provided is packets. I figure as long as I read with her every day, practice a little math, and supplement with some educational shows and apps (Magic School Bus, Cyberchase, Brainpop, PebbleGo, Storyline Online, etc.), she'll be fine. This is not ideal for any of us. Creating more lessons and work than what we are already providing for the 1-2 students who would like to do more is not the answer.

I’ll also say thank you for what you do but I do have a question that maybe you know the answer to.

Do you happen to know how to check to make sure assignments are being turned in on SeeSaw? My second grader has been telling me that he has been turning things in and then I go to look and it still has the button on it to respond. Should it change if he has actually turned it in?

[Anonymous]

Anonymous wrote:

Anonymous wrote:We are putting a lot of time and effort into recording videos and creating learning activities that few students are actually completing. We're lucky to get 50% participation in any learning activity that we put on Seesaw. We provide feedback on every single response we get from students. When I called families this week, most of the parents of non-participating students were under the impression that their children were working on Seesaw assignments every day, and their children were telling them that they had completed everything. Some of these students had excellent participation and went above and beyond while in the classroom. One or two had behavior challenges and could only get something done if a teacher worked 1-1 with them. Some children really need the structure and the routines of the classroom. Others thrive when they can collaborate but are doing almost nothing now that they are on their own. Yes, we are giving students the opportunity to learn. For whatever reasons (parents at work, limited English, distractability....you name it), many students aren't able to access much instruction outside a traditional classroom setting. I too struggle to support my kid's learning because I'm so busy with distance teaching. She is not old enough to do much independent learning, and all her school (a different county) has provided is packets. I figure as long as I read with her every day, practice a little math, and supplement with some educational shows and apps (Magic School Bus, Cyberchase, Brainpop, PebbleGo, Storyline Online, etc.), she'll be fine. This is not ideal for any of us. Creating more lessons and work than what we are already providing for the 1-2 students who would like to do more is not the answer.

I have been very hands on with my 4th grader’s online learning, because I have the time. If my kid had to try to do this on his own, we’d be screwed.

We have had to adjust to altered expectations and directions a few times since school is out, which is fine, but it doesn’t come with a learning curve.

Currently we get an updated weekly board with a variety of embedded links. The problem is, it’s like a jerry rigged motherboard with non-coordinating pieces that don’t work well together. The math section for Monday might have 5 steps, with #4 being necessary before #3 is completed, but we don’t discover that until we’ve grown frustrated with #3 and give up on it. Directions in one area say to take a picture of your work and add them to the Google slide specially designed for that purpose. Go to google slides, and it’s not there. Grow frustrated, move on to the next item, which after a Google and then school specific login process takes us to a form where kid can input the answers that previously we were told to take a photo of. Hooray. Do that. Next step magically takes us down a rabbit hole where we find that aforementioned google slide deck, with a place to add the photo of the handwritten work that kid already put into the Google form.

That’s just one section for one day. It’s maddening, and I totally understand why some families give up on it. For every minute of actual work we spend 4 minutes attempting to understand and navigate the interface.

Just to clarify, YOU are putting in lots of effort. Thank you for that. But please realize that YOU are not the rule across APS. My student hasn't heard from her teacher in 5 weeks and the teacher has NEVER posted materials. Nothing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We are putting a lot of time and effort into recording videos and creating learning activities that few students are actually completing. We're lucky to get 50% participation in any learning activity that we put on Seesaw. We provide feedback on every single response we get from students. When I called families this week, most of the parents of non-participating students were under the impression that their children were working on Seesaw assignments every day, and their children were telling them that they had completed everything. Some of these students had excellent participation and went above and beyond while in the classroom. One or two had behavior challenges and could only get something done if a teacher worked 1-1 with them. Some children really need the structure and the routines of the classroom. Others thrive when they can collaborate but are doing almost nothing now that they are on their own. Yes, we are giving students the opportunity to learn. For whatever reasons (parents at work, limited English, distractability....you name it), many students aren't able to access much instruction outside a traditional classroom setting. I too struggle to support my kid's learning because I'm so busy with distance teaching. She is not old enough to do much independent learning, and all her school (a different county) has provided is packets. I figure as long as I read with her every day, practice a little math, and supplement with some educational shows and apps (Magic School Bus, Cyberchase, Brainpop, PebbleGo, Storyline Online, etc.), she'll be fine. This is not ideal for any of us. Creating more lessons and work than what we are already providing for the 1-2 students who would like to do more is not the answer.

I’ll also say thank you for what you do but I do have a question that maybe you know the answer to.

Do you happen to know how to check to make sure assignments are being turned in on SeeSaw? My second grader has been telling me that he has been turning things in and then I go to look and it still has the button on it to respond. Should it change if he has actually turned it in?

NP parent here. No, the button doesn’t go away, but when an item is approved by the teacher, I get an email about that.