Should DCPS follow suit with MCPS starting year 100% Virtual?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m in Delaware and they are doing an amazing job with testing, IMO. Tons of free drive through testing events, great short instructional video, results emailed in 3 days. I expect they will apply the same sort of plan to schools. Population wise DE is similar to DC. DC should copy what Delaware is doing.

This won't work for the schools because the tests can't be random and offsite. You're supposed to test ~ 25% of each group, which would be based on who you were in classroom/contact with. If it comes back negative (immediately, not after 3 days) then the group is fine. If a certain amount comes back positive (I think it was ~ 5-10%) then you test the entire group to see the spread and then start to quarantine that group.

Why so quick to dismiss? Perhaps you are committed to a 100% DL idea and don't want to hear reasonable arguments for how we can allow for in-person school. Anyway, you dismissal of the idea is weak. There are lots of ways to bring testing into the schools and make it work. The drive through tests used in Delaware are mouth swabs...not the nasal.

[Anonymous]

Anonymous wrote:I’m a teacher and what now gives me pause is not the availability of masks, hand sanitizer or deep cleaning. These are important of course but I feel like in a pinch I can cover that stuff. I have always improvised.

What concerns me is the unavailability of testing supplies and the long turnaround times for results. Especially when flu season starts. Regular and rapid testing is key to monitoring the disease and spread. This is required. Read the headlines about all the shortages nation wide. Even in DC, where things are under control.

Will DCPS miraculously have enough testing supplies in stock? In vast numbers? I think not. And I don’t want to find out in the middle of an in person cycle. Think about it for a minute. Will teachers be at home for days or weeks waiting for test results if they have a sore throat? Who will cover their classes? Will the students need to quarantine? Get tested? Nightmare scenario played out district wide.

Why is testing ability in DC not a front and center concern for everyone?

If a teacher is exposed and becomes sick with COVID, that teacher is obviously out of school, but so is said teacher's classes, for 14 days right? So who takes over that DL for that class, when there is a sick teacher that can't teach? Do we have an abundance of substitute teachers, or does this class not have learning for 14 days? If this is the case, aren't we better off just starting with DL and not risk teachers being unable to teach?

[Anonymous]

For the record, I am a teacher and want in person learning. (I actually really want full, normal back to school, but it's obviously not possible.) I posted previously, maybe on another thread, that I do think DCPS is headed towards starting off DL, or like MoCo, largely DL.

I think the big issue will be that there's already a shortage of staff in most buildings. If 1/3 of the staff takes leave or opts into distance teaching, you're really short staffed in a building. We can pull coaches, interventionists, etc. into the classroom but it's still unlikely to be enough. What if 1/2 the staff takes leave? It will quickly get to the point where there aren't enough staff to do regular learning, let alone have any coverage for regular teacher absences. Last year if I was out most times my class got split up among other classes, and that's with a full staff. They won't be able to hire enough qualified people fast enough, if at all.

[Anonymous]

I hope schools open, with safety measures. DL was NOT effective AT ALL for my kids. Going DL is like you might as well be totally closed and forget about educating.

[Anonymous]

Anonymous wrote:For the record, I am a teacher and want in person learning. (I actually really want full, normal back to school, but it's obviously not possible.) I posted previously, maybe on another thread, that I do think DCPS is headed towards starting off DL, or like MoCo, largely DL.

I think the big issue will be that there's already a shortage of staff in most buildings. If 1/3 of the staff takes leave or opts into distance teaching, you're really short staffed in a building. We can pull coaches, interventionists, etc. into the classroom but it's still unlikely to be enough. What if 1/2 the staff takes leave? It will quickly get to the point where there aren't enough staff to do regular learning, let alone have any coverage for regular teacher absences. Last year if I was out most times my class got split up among other classes, and that's with a full staff. They won't be able to hire enough qualified people fast enough, if at all.

I'm a teacher too, a self-contained teacher. During the last school year I was out for a little over a week with the flu. My admin actually called me everyday to ask when I'd be returning because my class had to have the only sub and the general education teachers were suffering because they had to combine classes.

I mean back then I thought it was rude AF but now I see subs are such a huge issue even during typical times.

Lack of decently qualified subs
Lack of cleaning/supplies
Lack of testing

= Distance Learning

And I say this with a heavy heart, some of my students did excellent on DL but some of them really struggled hard. Nothing beats in person.

My question is how do we get these funds? I assume I'm already taking a 4 year pay freeze, along with firefighters and police. How are other community members of DC helping the cause?

[Anonymous]

Anonymous wrote:I hope schools open, with safety measures. DL was NOT effective AT ALL for my kids. Going DL is like you might as well be totally closed and forget about educating.

Like I said above, I don’t think the impediment is safety measures, I think it’s staffing.

[Anonymous]

Anonymous wrote:I think the big issue will be that there's already a shortage of staff in most buildings. If 1/3 of the staff takes leave or opts into distance teaching, you're really short staffed in a building. We can pull coaches, interventionists, etc. into the classroom but it's still unlikely to be enough. What if 1/2 the staff takes leave? It will quickly get to the point where there aren't enough staff to do regular learning, let alone have any coverage for regular teacher absences. Last year if I was out most times my class got split up among other classes, and that's with a full staff. They won't be able to hire enough qualified people fast enough, if at all.

NP. I totally agree. Between teachers who personally are high risk, and teachers who live with someone high risk, and teachers with childcare issues, and teachers who are just plain scared and plan to quit, I think we're going to have a serious teacher shortage. I would love to open fully in-person, but at this point I'm not convinced that it is physically possible for DCPS to do the enormous amount of work necessary to make re-opening in person possible. Maybe I'm wrong, but if I am correct, I hope that DCPS will realize that soon and devote ALL the resources to making DL as good as it can possibly be.

[Anonymous]

Curious if any teachers, particularly of young students, like K-2, would be able to divulge how effective DL was with their students.

What percentage dialed in on a regular basis?
Of those who dialed in, what percentage was actually engaged?
Of those engaged, what percentage was actually learning to standard?

[Anonymous]

Anonymous wrote:Curious if any teachers, particularly of young students, like K-2, would be able to divulge how effective DL was with their students.

What percentage dialed in on a regular basis?
Of those who dialed in, what percentage was actually engaged?
Of those engaged, what percentage was actually learning to standard?

I'm a K-2 self contained teacher.

70% of my class attended morning meeting everyday (30 minutes) - 80-100% engagement

90-100% attended their 1 to 1 lessons everyday. (45 minutes) -70%-90% engagement

30% completed asynchronous lessons (teacher created and iready) everyday. (2 hours)

70% completed teacher created packets. (30 minutes)


I think what made DL successful ( well as it can possibly be) is making morning meetings really fun and 1 on 1 lessons fun but also having a 'treat at the end' like watching a very short song. I'd work with parents to make sure chosen songs weren't showed or played at home to actually make it a treat they wanted. Or we'd play a virtual game if the student wouldn't work hard enough for a song. Or the parent would set something up like 'when you complete ALL your work, you will earn X' -could be anything the kids really love.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Curious if any teachers, particularly of young students, like K-2, would be able to divulge how effective DL was with their students.

What percentage dialed in on a regular basis?
Of those who dialed in, what percentage was actually engaged?
Of those engaged, what percentage was actually learning to standard?

I'm a K-2 self contained teacher.

70% of my class attended morning meeting everyday (30 minutes) - 80-100% engagement

90-100% attended their 1 to 1 lessons everyday. (45 minutes) -70%-90% engagement

30% completed asynchronous lessons (teacher created and iready) everyday. (2 hours)

70% completed teacher created packets. (30 minutes)


I think what made DL successful ( well as it can possibly be) is making morning meetings really fun and 1 on 1 lessons fun but also having a 'treat at the end' like watching a very short song. I'd work with parents to make sure chosen songs weren't showed or played at home to actually make it a treat they wanted. Or we'd play a virtual game if the student wouldn't work hard enough for a song. Or the parent would set something up like 'when you complete ALL your work, you will earn X' -could be anything the kids really love.

The problem is, this is so teacher dependent. My older elementary child had one thirty minute class zoom per week. Her teacher has kids under 5 at home. She got no live instruction nor any ore recorded instruction. It was solely zearn, I ready, canned science videos, and epic. Total failure.

[Anonymous]

Regular in-person school seems to be working in Europe and Asia. Children apparently are not as susceptible to the disease. High school students are more likely to get it than younger kids. There are few reports of students "bringing it home." If I were an older teacher and could retire, I would probably consider that. We are not in Houston or Miami or some other place where the virus is rampant.

I believe we should start with in-person learning but be ready to go to DL if that becomes necessary.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Bets on whether or not before and/or aftercare will be available?

This is a joke right? 100% hard no. This has already been acknowledged by at least DCPS

Not a joke. Please direct to where dcps says there will be no before and aftercare? This page says there will be. https://dcps.dc.gov/afterschool

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Bets on whether or not before and/or aftercare will be available?

This is a joke right? 100% hard no. This has already been acknowledged by at least DCPS

Not a joke. Please direct to where dcps says there will be no before and aftercare? This page says there will be. https://dcps.dc.gov/afterschool

Not Dcps but our charter isn’t doing aftercare next year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Curious if any teachers, particularly of young students, like K-2, would be able to divulge how effective DL was with their students.

What percentage dialed in on a regular basis?
Of those who dialed in, what percentage was actually engaged?
Of those engaged, what percentage was actually learning to standard?

I'm a K-2 self contained teacher.

70% of my class attended morning meeting everyday (30 minutes) - 80-100% engagement

90-100% attended their 1 to 1 lessons everyday. (45 minutes) -70%-90% engagement

30% completed asynchronous lessons (teacher created and iready) everyday. (2 hours)

70% completed teacher created packets. (30 minutes)


I think what made DL successful ( well as it can possibly be) is making morning meetings really fun and 1 on 1 lessons fun but also having a 'treat at the end' like watching a very short song. I'd work with parents to make sure chosen songs weren't showed or played at home to actually make it a treat they wanted. Or we'd play a virtual game if the student wouldn't work hard enough for a song. Or the parent would set something up like 'when you complete ALL your work, you will earn X' -could be anything the kids really love.

The problem is, this is so teacher dependent. My older elementary child had one thirty minute class zoom per week. Her teacher has kids under 5 at home. She got no live instruction nor any ore recorded instruction. It was solely zearn, I ready, canned science videos, and epic. Total failure.

Unfortunately it truly is. Some of my colleagues did a stellar job, while some...well let's just say they really did the bare minimum and only whole group asynchronous lessons.
In the classroom it's ok but online 10-28 kids it's a mess.

DCPS hasn't set guidelines for what hybrid or DL should look like. We don't need anything mandatory just some guidelines to make sure teachers know certain expectations are required. I know the WTU is lobbied against Impact for this year but I think some teachers need that motivation to make sure they do DL with integrity, it should be modified but still in place.

I truly hope your experience is better this year, make sure you talk with the teacher. I know I polled and conferenced with all my parents to ascertain what worked best for not just their child but family.

And unfortunately I don't view children as an excuse, I have a 9 month old and a 3 year old. On occasion, as unprofessional as it was their might have been a little crying in the background. My 3 year old did sensory bins, task boxes, and binder work for much of the day. Or she was my 'assistant', lol I admittedly also let her watch an extra 1 hour of cartoons/iPad time each day.

I had a parent with 5 other children but her son made it to his 1 on 1 lesson EVERY SINGLE DAY, her other kids would join his lesson a lot lol. But it worked.
It just takes planning, communication, and patience. Nothing will be as good as full in person but I love my students and will do my best to make sure they grow academically and social emotionally. I'm sure your teacher feels the same!

(Sorry this is a mini essay in advance)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Bets on whether or not before and/or aftercare will be available?

This is a joke right? 100% hard no. This has already been acknowledged by at least DCPS

Not a joke. Please direct to where dcps says there will be no before and aftercare? This page says there will be. https://dcps.dc.gov/afterschool

Teacher here, afterschool isn't for sure. You cannot even apply for it yet as a staff member and usually you are able to apply right when July starts and it's now the 13th....

I emailed central office weeks ago and it's crickets. I think if we were for sure having it they would have replied (as they have responded to other emails).