Does DCPS have a plan to remediate the learning loss caused by their long-term pandemic closure?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS has no plan. I’m a teacher who signed up for high dosage tutoring in my school last fall. There was no structure, curriculum or guidance from anyone, including school leadership. I became a babysitter to 10 of my already far behind students who didn’t want to be there, with behavioral problems, and had no plan. I quit “ high dosage tutoring” at the end of November. I can get 3x what DCPS offers and work 1:1 with a student who is focused.

Teaching staff is supposed to follow the MTSS with documentation to identify academic and other needs for each student. A struggling student gets referred to the Academic Acceleration or tutoring before or after school, so in theory it should address needs. The problem is that DCPS can't mandate it, so if students and parents can't or don't want to participate no progress will be made.

The Academic Acceleration program ended in April. I am unsure why they did not continue into May and June.

PARCC pulled a lot of resources away, at least at the ES I work at

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is Bowser’s leadership. The closed schools. The failure to do anything about the resulting learning loss. You have an opportunity to vote for someone else. Take it.

Please don’t try to tell us that Robert White or an elected school board would have pushed harder to open schools earlier…

How did it work for the other 80%, most of which have elected school boards?

They represented communities where closing schools wasn’t seen as the virtuous, anti-Trump thing to do, and I am guessing they also didn’t face such powerful teachers unions.

This.

[Anonymous]

I mean, there are obvious solutions. This country is full of education experts and there is money available. The discussion shifted to political will because there is none in DC.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS has no plan. I’m a teacher who signed up for high dosage tutoring in my school last fall. There was no structure, curriculum or guidance from anyone, including school leadership. I became a babysitter to 10 of my already far behind students who didn’t want to be there, with behavioral problems, and had no plan. I quit “ high dosage tutoring” at the end of November. I can get 3x what DCPS offers and work 1:1 with a student who is focused.

Teaching staff is supposed to follow the MTSS with documentation to identify academic and other needs for each student. A struggling student gets referred to the Academic Acceleration or tutoring before or after school, so in theory it should address needs. The problem is that DCPS can't mandate it, so if students and parents can't or don't want to participate no progress will be made.

The problem is that that there are not enough qualified adults who are willing to volunteer (paid) to do the work. The MTSS system in my school works, but there is nothing built to meet the needs of the kids. The primary problem is not that DCPS can't mandate it, but if that's what central office believes I guess it will make for a good bullet point to point fingers and place blame.

What is the pay they are offering these would-be tutors? Is it as abysmal as the substitute pay?

Standard admin premium - $40. DCPS should have used some of the federal COVID $ to create a real incentive based tutoring program with outcome measures and metrics. It's a joke and insult to teachers who have had a really hard year.

It's really hard to hear that the teachers union fought to keep schools closed long after they should have reopened, and now teachers don't want to deal with catching up our kids after your actions directly resulted in denying them school which is the reason they're behind in the first place.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS has no plan. I’m a teacher who signed up for high dosage tutoring in my school last fall. There was no structure, curriculum or guidance from anyone, including school leadership. I became a babysitter to 10 of my already far behind students who didn’t want to be there, with behavioral problems, and had no plan. I quit “ high dosage tutoring” at the end of November. I can get 3x what DCPS offers and work 1:1 with a student who is focused.

Teaching staff is supposed to follow the MTSS with documentation to identify academic and other needs for each student. A struggling student gets referred to the Academic Acceleration or tutoring before or after school, so in theory it should address needs. The problem is that DCPS can't mandate it, so if students and parents can't or don't want to participate no progress will be made.

The problem is that that there are not enough qualified adults who are willing to volunteer (paid) to do the work. The MTSS system in my school works, but there is nothing built to meet the needs of the kids. The primary problem is not that DCPS can't mandate it, but if that's what central office believes I guess it will make for a good bullet point to point fingers and place blame.

What is the pay they are offering these would-be tutors? Is it as abysmal as the substitute pay?

Standard admin premium - $40. DCPS should have used some of the federal COVID $ to create a real incentive based tutoring program with outcome measures and metrics. It's a joke and insult to teachers who have had a really hard year.

It's really hard to hear that the teachers union fought to keep schools closed long after they should have reopened, and now teachers don't want to deal with catching up our kids after your actions directly resulted in denying them school which is the reason they're behind in the first place.

You disgust me with that condescending tone. The kids who need to be at tutoring aren't there and this will exacerbate the already existing achievement gap between families who don't have the time/resources/knowhow to support their kids vs. entitled newcomers. Treating teachers like they can be bought for $40 pre-tax shows how teachers are valued and you'll be wondering why more are teaching to the letter of the contract or leaving the profession next school year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS has no plan. I’m a teacher who signed up for high dosage tutoring in my school last fall. There was no structure, curriculum or guidance from anyone, including school leadership. I became a babysitter to 10 of my already far behind students who didn’t want to be there, with behavioral problems, and had no plan. I quit “ high dosage tutoring” at the end of November. I can get 3x what DCPS offers and work 1:1 with a student who is focused.

Teaching staff is supposed to follow the MTSS with documentation to identify academic and other needs for each student. A struggling student gets referred to the Academic Acceleration or tutoring before or after school, so in theory it should address needs. The problem is that DCPS can't mandate it, so if students and parents can't or don't want to participate no progress will be made.

The problem is that that there are not enough qualified adults who are willing to volunteer (paid) to do the work. The MTSS system in my school works, but there is nothing built to meet the needs of the kids. The primary problem is not that DCPS can't mandate it, but if that's what central office believes I guess it will make for a good bullet point to point fingers and place blame.

What is the pay they are offering these would-be tutors? Is it as abysmal as the substitute pay?

Standard admin premium - $40. DCPS should have used some of the federal COVID $ to create a real incentive based tutoring program with outcome measures and metrics. It's a joke and insult to teachers who have had a really hard year.

It's really hard to hear that the teachers union fought to keep schools closed long after they should have reopened, and now teachers don't want to deal with catching up our kids after your actions directly resulted in denying them school which is the reason they're behind in the first place.

Sorry your ears hurt

[Anonymous]

Anonymous wrote:Can anyone identify a solution? Because right now we are 1. Blaming teachers 2. Blaming a candidate for mayor. 3. Blaming a school board with no power 4. Arguing among ourselves.

Do we eliminate all summer, winter and spring holidays for all students grades 1-11 for the next 3 years?

No one actually has a plan or any idea of to solve it. But I’m sure this thread will have 31 pages of nonsense.

My solution -
If a school's enrollment is the same as it was in the fall of 2019, they get budget for same headcount + 1 extra teacher per grade for the next 2 years.
If a school's enrollment went up from the fall of 2019, they get new headcount + 1 extra teacher per grade for the next 2 years.

This will provide ability to reduce stress in the school. If their is no room for an additional class, the school can flex and use this teacher to float throughout the day to support students
These are required positions, principals do not have flexibility to "reallocate" it to another position.

After 2 years, these positions are phased out depending on the schools needs.

Help the Principals help the students

[Anonymous]

Is this a joke? Teachers have a plan to take more time off, oh, I mean, “professional development days”…

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS has no plan. I’m a teacher who signed up for high dosage tutoring in my school last fall. There was no structure, curriculum or guidance from anyone, including school leadership. I became a babysitter to 10 of my already far behind students who didn’t want to be there, with behavioral problems, and had no plan. I quit “ high dosage tutoring” at the end of November. I can get 3x what DCPS offers and work 1:1 with a student who is focused.

Teaching staff is supposed to follow the MTSS with documentation to identify academic and other needs for each student. A struggling student gets referred to the Academic Acceleration or tutoring before or after school, so in theory it should address needs. The problem is that DCPS can't mandate it, so if students and parents can't or don't want to participate no progress will be made.

The problem is that that there are not enough qualified adults who are willing to volunteer (paid) to do the work. The MTSS system in my school works, but there is nothing built to meet the needs of the kids. The primary problem is not that DCPS can't mandate it, but if that's what central office believes I guess it will make for a good bullet point to point fingers and place blame.

What is the pay they are offering these would-be tutors? Is it as abysmal as the substitute pay?

Standard admin premium - $40. DCPS should have used some of the federal COVID $ to create a real incentive based tutoring program with outcome measures and metrics. It's a joke and insult to teachers who have had a really hard year.

It's really hard to hear that the teachers union fought to keep schools closed long after they should have reopened, and now teachers don't want to deal with catching up our kids after your actions directly resulted in denying them school which is the reason they're behind in the first place.

Sorry your ears hurt

Are you surprised? The teachers union preys on children. They are in the business of making their own lives better and childrens lives worse.

[Anonymous]

Huge learning loss in DCPS, the kids are going to be so far behind.

Instead of proactively addressing the problem with effective solutions and implementation, DCPS comes up, at best, with paying teachers $40 to teach summer school with no one taking dibs.

What is going to happen, like it always does in the past, is social promotion of all kids up the grades and instead of being 2-3 levels below grade level, they will be 3-4 levels or more.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Can anyone identify a solution? Because right now we are 1. Blaming teachers 2. Blaming a candidate for mayor. 3. Blaming a school board with no power 4. Arguing among ourselves.

Do we eliminate all summer, winter and spring holidays for all students grades 1-11 for the next 3 years?

No one actually has a plan or any idea of to solve it. But I’m sure this thread will have 31 pages of nonsense.

My solution -
If a school's enrollment is the same as it was in the fall of 2019, they get budget for same headcount + 1 extra teacher per grade for the next 2 years.
If a school's enrollment went up from the fall of 2019, they get new headcount + 1 extra teacher per grade for the next 2 years.

This will provide ability to reduce stress in the school. If their is no room for an additional class, the school can flex and use this teacher to float throughout the day to support students
These are required positions, principals do not have flexibility to "reallocate" it to another position.

After 2 years, these positions are phased out depending on the schools needs.

Help the Principals help the students

Good Start... putting 2 qualified teachers in a classroom for a good period of time (a literacy block or a math block) is an effective idea.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can anyone identify a solution? Because right now we are 1. Blaming teachers 2. Blaming a candidate for mayor. 3. Blaming a school board with no power 4. Arguing among ourselves.

Do we eliminate all summer, winter and spring holidays for all students grades 1-11 for the next 3 years?

No one actually has a plan or any idea of to solve it. But I’m sure this thread will have 31 pages of nonsense.

My solution -
If a school's enrollment is the same as it was in the fall of 2019, they get budget for same headcount + 1 extra teacher per grade for the next 2 years.
If a school's enrollment went up from the fall of 2019, they get new headcount + 1 extra teacher per grade for the next 2 years.

This will provide ability to reduce stress in the school. If their is no room for an additional class, the school can flex and use this teacher to float throughout the day to support students
These are required positions, principals do not have flexibility to "reallocate" it to another position.

After 2 years, these positions are phased out depending on the schools needs.

Help the Principals help the students

Good Start... putting 2 qualified teachers in a classroom for a good period of time (a literacy block or a math block) is an effective idea.

Sure it sounds good but what world do you live you in? Do you actually think DCPS is going to fund an extra teacher in every grade at every school?

I doubt they even have the logistical acumen to do that let alone the current teacher shortage.

I mean they can’t even get an after school or summer tutoring program off the ground with current teachers……

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCPS has no plan. I’m a teacher who signed up for high dosage tutoring in my school last fall. There was no structure, curriculum or guidance from anyone, including school leadership. I became a babysitter to 10 of my already far behind students who didn’t want to be there, with behavioral problems, and had no plan. I quit “ high dosage tutoring” at the end of November. I can get 3x what DCPS offers and work 1:1 with a student who is focused.

Teaching staff is supposed to follow the MTSS with documentation to identify academic and other needs for each student. A struggling student gets referred to the Academic Acceleration or tutoring before or after school, so in theory it should address needs. The problem is that DCPS can't mandate it, so if students and parents can't or don't want to participate no progress will be made.

The problem is that that there are not enough qualified adults who are willing to volunteer (paid) to do the work. The MTSS system in my school works, but there is nothing built to meet the needs of the kids. The primary problem is not that DCPS can't mandate it, but if that's what central office believes I guess it will make for a good bullet point to point fingers and place blame.

What is the pay they are offering these would-be tutors? Is it as abysmal as the substitute pay?

Standard admin premium - $40. DCPS should have used some of the federal COVID $ to create a real incentive based tutoring program with outcome measures and metrics. It's a joke and insult to teachers who have had a really hard year.

It's really hard to hear that the teachers union fought to keep schools closed long after they should have reopened, and now teachers don't want to deal with catching up our kids after your actions directly resulted in denying them school which is the reason they're behind in the first place.

Sorry your ears hurt

Are you surprised? The teachers union preys on children. They are in the business of making their own lives better and childrens lives worse.

And their blood is nutrient rich!

[Anonymous]

Oh BUCK UP, will you?!!

Start parenting, and stop whining. No other country in the world is "remediating learning loss". Everyone is just picking up the pieces of whatever happened and working twice as hard to catch up. Why don't you do that instead of waiting for everything to be handed to you on a silver platter?

You'll be waiting a looong time, OP. Meanwhile, everyone else will pass you by.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can anyone identify a solution? Because right now we are 1. Blaming teachers 2. Blaming a candidate for mayor. 3. Blaming a school board with no power 4. Arguing among ourselves.

Do we eliminate all summer, winter and spring holidays for all students grades 1-11 for the next 3 years?

No one actually has a plan or any idea of to solve it. But I’m sure this thread will have 31 pages of nonsense.

My solution -
If a school's enrollment is the same as it was in the fall of 2019, they get budget for same headcount + 1 extra teacher per grade for the next 2 years.
If a school's enrollment went up from the fall of 2019, they get new headcount + 1 extra teacher per grade for the next 2 years.

This will provide ability to reduce stress in the school. If their is no room for an additional class, the school can flex and use this teacher to float throughout the day to support students
These are required positions, principals do not have flexibility to "reallocate" it to another position.

After 2 years, these positions are phased out depending on the schools needs.

Help the Principals help the students

Good Start... putting 2 qualified teachers in a classroom for a good period of time (a literacy block or a math block) is an effective idea.

I work in a title 1 school. Each home room gets FOUR teacher for an hour block every day. Hasn’t made much difference. Half the kids still won’t meet their reading growth goal for the year.