Half-days on Wednesdays!?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So the plan is to shorten instruction time in 2021-2022 to make up for shortened instruction time in 2020-2021?

There are people who like to try and improve and there there are people like PP who think hours = learning.

Do you think fewer hours = more learning?

I do think there are things that teachers can do in those hours to make the learning experience much better for children. I think that with the right people in charge two hours of different programming can be better for students than the same routine they experience the other 4.5 days.

We can all agree (I hope) that education is not perfect and pre Covid systems worked for a select few. Giving breathing room and allowing teachers to evolve and improve on their work on a weekly basis rather than quarterly PDs seems like a plus all around to me.

So yes, fewer hours can mean more and BETTER learning.

Teachers got a year + of breathing room in the form of all day Wednesdays off. Let's go back to a normal 5 days/week and see how badly kids are doing before we start changing things up.

[Anonymous]

It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

[Anonymous]

Anonymous wrote:It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

Yes, I totally agree. Taking an afternoon a week to do a different type activity that is **part of the curriculum** and overseen by classroom teachers could be great. Field trips, labs, projects integrated into the curriculum. But just throwing away an afternoon a week (adding up to a whole week of school time) for some vague plan is not that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

Yes, I totally agree. Taking an afternoon a week to do a different type activity that is **part of the curriculum** and overseen by classroom teachers could be great. Field trips, labs, projects integrated into the curriculum. But just throwing away an afternoon a week (adding up to a whole week of school time) for some vague plan is not that.

I was the PP talking about how fewer hours can lead to better learning and I completely agree with what your saying. Just remember that setting up all of these things does take time and teachers currently get only 45 minutes a day for grading, lesson planning, parent communication, student check ins (particularly necessary for kids dealing with trauma/peer conflicts). At some point, something will have to kid to make the programming you are recommending, which I think is an awesome idea, possible.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

Yes, I totally agree. Taking an afternoon a week to do a different type activity that is **part of the curriculum** and overseen by classroom teachers could be great. Field trips, labs, projects integrated into the curriculum. But just throwing away an afternoon a week (adding up to a whole week of school time) for some vague plan is not that.

I was the PP talking about how fewer hours can lead to better learning and I completely agree with what your saying. Just remember that setting up all of these things does take time and teachers currently get only 45 minutes a day for grading, lesson planning, parent communication, student check ins (particularly necessary for kids dealing with trauma/peer conflicts). At some point, something will have to kid to make the programming you are recommending, which I think is an awesome idea, possible.

**have to give not kid**

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

Yes, I totally agree. Taking an afternoon a week to do a different type activity that is **part of the curriculum** and overseen by classroom teachers could be great. Field trips, labs, projects integrated into the curriculum. But just throwing away an afternoon a week (adding up to a whole week of school time) for some vague plan is not that.

I was the PP talking about how fewer hours can lead to better learning and I completely agree with what your saying. Just remember that setting up all of these things does take time and teachers currently get only 45 minutes a day for grading, lesson planning, parent communication, student check ins (particularly necessary for kids dealing with trauma/peer conflicts). At some point, something will have to kid to make the programming you are recommending, which I think is an awesome idea, possible.

No, nothing has to give. The kids have to have adequate instruction within th enormal school day. If DCPS decides to add in project-based learning (Charters seem to do it) it can't be at the cost of reduced instructional time. What really seems to be the case here is that teachers union wants to lock in the free Wednesdays they arrogated to themselves during covid under a variety of false pretenses. Which cannot happen.

[Anonymous]

Anonymous wrote:I am 55 years old and was educated in what was considered a very fine public school system in Massachusetts. We had half-day Wednesdays every week from 1st thru 6th grade and every other Wednesday in 7th and 8th grade. It was considered teacher development time, and so normal and routine that it was completely unremarkable. And yes, both my parents WOTH fulltime.

And what school system was that? Because I would suggest that there are some fairly pronounced differences between DCPS schools and those found in Lexington or Wellesley.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

Yes, I totally agree. Taking an afternoon a week to do a different type activity that is **part of the curriculum** and overseen by classroom teachers could be great. Field trips, labs, projects integrated into the curriculum. But just throwing away an afternoon a week (adding up to a whole week of school time) for some vague plan is not that.

I was the PP talking about how fewer hours can lead to better learning and I completely agree with what your saying. Just remember that setting up all of these things does take time and teachers currently get only 45 minutes a day for grading, lesson planning, parent communication, student check ins (particularly necessary for kids dealing with trauma/peer conflicts). At some point, something will have to kid to make the programming you are recommending, which I think is an awesome idea, possible.

No, nothing has to give. The kids have to have adequate instruction within th enormal school day. If DCPS decides to add in project-based learning (Charters seem to do it) it can't be at the cost of reduced instructional time. What really seems to be the case here is that teachers union wants to lock in the free Wednesdays they arrogated to themselves during covid under a variety of false pretenses. Which cannot happen.

Some people just have to always get their way

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

Yes, I totally agree. Taking an afternoon a week to do a different type activity that is **part of the curriculum** and overseen by classroom teachers could be great. Field trips, labs, projects integrated into the curriculum. But just throwing away an afternoon a week (adding up to a whole week of school time) for some vague plan is not that.

I was the PP talking about how fewer hours can lead to better learning and I completely agree with what your saying. Just remember that setting up all of these things does take time and teachers currently get only 45 minutes a day for grading, lesson planning, parent communication, student check ins (particularly necessary for kids dealing with trauma/peer conflicts). At some point, something will have to kid to make the programming you are recommending, which I think is an awesome idea, possible.

No, nothing has to give. The kids have to have adequate instruction within th enormal school day. If DCPS decides to add in project-based learning (Charters seem to do it) it can't be at the cost of reduced instructional time. What really seems to be the case here is that teachers union wants to lock in the free Wednesdays they arrogated to themselves during covid under a variety of false pretenses. Which cannot happen.

Some people just have to always get their way

Oh yes! How crazy and selfish of me to be upset that DCPS is floating the idea of getting rid of an ENTIRE WEEK OF SCHOOL next year, after having "DL" for 1.5 years. So crazy of me.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

Yes, I totally agree. Taking an afternoon a week to do a different type activity that is **part of the curriculum** and overseen by classroom teachers could be great. Field trips, labs, projects integrated into the curriculum. But just throwing away an afternoon a week (adding up to a whole week of school time) for some vague plan is not that.

I was the PP talking about how fewer hours can lead to better learning and I completely agree with what your saying. Just remember that setting up all of these things does take time and teachers currently get only 45 minutes a day for grading, lesson planning, parent communication, student check ins (particularly necessary for kids dealing with trauma/peer conflicts). At some point, something will have to kid to make the programming you are recommending, which I think is an awesome idea, possible.

No, nothing has to give. The kids have to have adequate instruction within th enormal school day. If DCPS decides to add in project-based learning (Charters seem to do it) it can't be at the cost of reduced instructional time. What really seems to be the case here is that teachers union wants to lock in the free Wednesdays they arrogated to themselves during covid under a variety of false pretenses. Which cannot happen.

Some people just have to always get their way

Oh yes! How crazy and selfish of me to be upset that DCPS is floating the idea of getting rid of an ENTIRE WEEK OF SCHOOL next year, after having "DL" for 1.5 years. So crazy of me.

All caps and everything! Just curious; have you ever pulled your child out early for a family vacay, three day weekend or some other event. They’ll survive

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

Yes, I totally agree. Taking an afternoon a week to do a different type activity that is **part of the curriculum** and overseen by classroom teachers could be great. Field trips, labs, projects integrated into the curriculum. But just throwing away an afternoon a week (adding up to a whole week of school time) for some vague plan is not that.

I was the PP talking about how fewer hours can lead to better learning and I completely agree with what your saying. Just remember that setting up all of these things does take time and teachers currently get only 45 minutes a day for grading, lesson planning, parent communication, student check ins (particularly necessary for kids dealing with trauma/peer conflicts). At some point, something will have to kid to make the programming you are recommending, which I think is an awesome idea, possible.

No, nothing has to give. The kids have to have adequate instruction within th enormal school day. If DCPS decides to add in project-based learning (Charters seem to do it) it can't be at the cost of reduced instructional time. What really seems to be the case here is that teachers union wants to lock in the free Wednesdays they arrogated to themselves during covid under a variety of false pretenses. Which cannot happen.

Some people just have to always get their way

Oh yes! How crazy and selfish of me to be upset that DCPS is floating the idea of getting rid of an ENTIRE WEEK OF SCHOOL next year, after having "DL" for 1.5 years. So crazy of me.

All caps and everything! Just curious; have you ever pulled your child out early for a family vacay, three day weekend or some other event. They’ll survive

No, I haven't. Maybe one day during our 5 years in DCPS. But thanks for explaining your myopic frame of reference: you think school is just for fun, and you pull your kids out for "vacay" at will, and thus think NBD if they decide to hack a week off of the school year. You're probably one of those ones remonstrating about how your kids "thrived" during DL (with the help of your pod and nanny.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

Yes, I totally agree. Taking an afternoon a week to do a different type activity that is **part of the curriculum** and overseen by classroom teachers could be great. Field trips, labs, projects integrated into the curriculum. But just throwing away an afternoon a week (adding up to a whole week of school time) for some vague plan is not that.

I was the PP talking about how fewer hours can lead to better learning and I completely agree with what your saying. Just remember that setting up all of these things does take time and teachers currently get only 45 minutes a day for grading, lesson planning, parent communication, student check ins (particularly necessary for kids dealing with trauma/peer conflicts). At some point, something will have to kid to make the programming you are recommending, which I think is an awesome idea, possible.

No, nothing has to give. The kids have to have adequate instruction within th enormal school day. If DCPS decides to add in project-based learning (Charters seem to do it) it can't be at the cost of reduced instructional time. What really seems to be the case here is that teachers union wants to lock in the free Wednesdays they arrogated to themselves during covid under a variety of false pretenses. Which cannot happen.

Some people just have to always get their way

Oh yes! How crazy and selfish of me to be upset that DCPS is floating the idea of getting rid of an ENTIRE WEEK OF SCHOOL next year, after having "DL" for 1.5 years. So crazy of me.

All caps and everything! Just curious; have you ever pulled your child out early for a family vacay, three day weekend or some other event. They’ll survive

No, I haven't. Maybe one day during our 5 years in DCPS. But thanks for explaining your myopic frame of reference: you think school is just for fun, and you pull your kids out for "vacay" at will, and thus think NBD if they decide to hack a week off of the school year. You're probably one of those ones remonstrating about how your kids "thrived" during DL (with the help of your pod and nanny.)

Way too harsh of vibes for a Friday ha bye friend

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

Yes, I totally agree. Taking an afternoon a week to do a different type activity that is **part of the curriculum** and overseen by classroom teachers could be great. Field trips, labs, projects integrated into the curriculum. But just throwing away an afternoon a week (adding up to a whole week of school time) for some vague plan is not that.

I was the PP talking about how fewer hours can lead to better learning and I completely agree with what your saying. Just remember that setting up all of these things does take time and teachers currently get only 45 minutes a day for grading, lesson planning, parent communication, student check ins (particularly necessary for kids dealing with trauma/peer conflicts). At some point, something will have to kid to make the programming you are recommending, which I think is an awesome idea, possible.

No, nothing has to give. The kids have to have adequate instruction within th enormal school day. If DCPS decides to add in project-based learning (Charters seem to do it) it can't be at the cost of reduced instructional time. What really seems to be the case here is that teachers union wants to lock in the free Wednesdays they arrogated to themselves during covid under a variety of false pretenses. Which cannot happen.

Some people just have to always get their way

Oh yes! How crazy and selfish of me to be upset that DCPS is floating the idea of getting rid of an ENTIRE WEEK OF SCHOOL next year, after having "DL" for 1.5 years. So crazy of me.

All caps and everything! Just curious; have you ever pulled your child out early for a family vacay, three day weekend or some other event. They’ll survive

No, I haven't. Maybe one day during our 5 years in DCPS. But thanks for explaining your myopic frame of reference: you think school is just for fun, and you pull your kids out for "vacay" at will, and thus think NBD if they decide to hack a week off of the school year. You're probably one of those ones remonstrating about how your kids "thrived" during DL (with the help of your pod and nanny.)

Way too harsh of vibes for a Friday ha bye friend

Ok, thanks for your very helpful and serious contribution.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

Yes, I totally agree. Taking an afternoon a week to do a different type activity that is **part of the curriculum** and overseen by classroom teachers could be great. Field trips, labs, projects integrated into the curriculum. But just throwing away an afternoon a week (adding up to a whole week of school time) for some vague plan is not that.

I was the PP talking about how fewer hours can lead to better learning and I completely agree with what your saying. Just remember that setting up all of these things does take time and teachers currently get only 45 minutes a day for grading, lesson planning, parent communication, student check ins (particularly necessary for kids dealing with trauma/peer conflicts). At some point, something will have to kid to make the programming you are recommending, which I think is an awesome idea, possible.

No, nothing has to give. The kids have to have adequate instruction within th enormal school day. If DCPS decides to add in project-based learning (Charters seem to do it) it can't be at the cost of reduced instructional time. What really seems to be the case here is that teachers union wants to lock in the free Wednesdays they arrogated to themselves during covid under a variety of false pretenses. Which cannot happen.

Some people just have to always get their way

Oh yes! How crazy and selfish of me to be upset that DCPS is floating the idea of getting rid of an ENTIRE WEEK OF SCHOOL next year, after having "DL" for 1.5 years. So crazy of me.

All caps and everything! Just curious; have you ever pulled your child out early for a family vacay, three day weekend or some other event. They’ll survive

No, I haven't. Maybe one day during our 5 years in DCPS. But thanks for explaining your myopic frame of reference: you think school is just for fun, and you pull your kids out for "vacay" at will, and thus think NBD if they decide to hack a week off of the school year. You're probably one of those ones remonstrating about how your kids "thrived" during DL (with the help of your pod and nanny.)

Way too harsh of vibes for a Friday ha bye friend

Ok, thanks for your very helpful and serious contribution.

Well tried that and you got very cranky. If you’d like to try again you are welcome to engage politely.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's very unclear how it will result in better learning. The stated purpose (according to one poster) of Bias training and training to "accelerate learning" would be great, but they can do it on the pd days they already have. Of course catching kids up who need it would be great but those kids will be with "external partners" rather than their teachers. Time with their teachers is what the kids need. On a personal note, in another country we experienced full Wednesdays off and it felt like a total loss. The kids lost their sense of routine mid week. Naturally a half day is better than no Wednesday. Also the majority of kids may not be labeled as struggling but that does not mean that they don't need instruction and specials (specials would be cut under this system). Aftercare is not a substitute for school. It is also already difficult to find enough time in the week for all the specials classes. Science would probably be the one to go. In my opinion what DCPS needs is more/better science, more experiential learning and field trips to keep the kids engaged. A field trip on a few of those Wednesday afternoons would probably be more beneficial than this idea.

Yes, I totally agree. Taking an afternoon a week to do a different type activity that is **part of the curriculum** and overseen by classroom teachers could be great. Field trips, labs, projects integrated into the curriculum. But just throwing away an afternoon a week (adding up to a whole week of school time) for some vague plan is not that.

I was the PP talking about how fewer hours can lead to better learning and I completely agree with what your saying. Just remember that setting up all of these things does take time and teachers currently get only 45 minutes a day for grading, lesson planning, parent communication, student check ins (particularly necessary for kids dealing with trauma/peer conflicts). At some point, something will have to kid to make the programming you are recommending, which I think is an awesome idea, possible.

No, nothing has to give. The kids have to have adequate instruction within th enormal school day. If DCPS decides to add in project-based learning (Charters seem to do it) it can't be at the cost of reduced instructional time. What really seems to be the case here is that teachers union wants to lock in the free Wednesdays they arrogated to themselves during covid under a variety of false pretenses. Which cannot happen.

How is central office making this decision mean the union has anything to do with it? They are two separate entities.