Reply to How is first day going for DCPS kids?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]An observation about this thread and others on DCUM. It is really interesting to watch parents both complain about wasted time in the early week(s) and also about how poor the technology deployment and teacher performance is in the early week(s). Similarly, it is interesting to watch parents complain about how much technological intervention is required on their part at the same time they complain that everything in week one was way behind grade level and too focused on technology.

Is it possible that the abundance of caution that has schools doing technology intros is intended to close the technology knowledge gap so that all kids are on an even footing once rigorous work begins in week 2 or 3? And further that by trying to create a baseline of technology skills and knowledge, the goal is to minimize wasted time and resources spent by teachers in helping kids log in, find work, use available technology in Week 3 and beyond? Is it possible that some of the teachers may be new to this and/or uncomfortable with the technology and they themselves have a steep learning curve?

Maybe it is unnecessary and overkill. Maybe one week is enough but two is too many? Maybe your kid is comfortable but 50% of the class isn't so these early weeks are important to their learning and ability to remain engaged going forward. Maybe it is all a waste and your kid will be shortchanged two whole weeks of school. Maybe your kid's teacher is fluent in Teams and spent time and energy to get comfortable and maximize their teaching methods more so than entrenched tenured WTU dinosaurs who couldn't be bothered to lift a finger until the day and hour that the contract started.

But can you get outside yourself and your experience for just a moment to consider the experience or background of others such that maybe, just maybe, there are benefits to others that you won't realize, and [b]the aggregate cost to your "wasted" two weeks is significantly less than the cost of losing kids who just quit[/b] (emotionally, academically, or actually physically quitting) because the hurdle of on-line learning is too much to overcome without someone giving them the tools that your kids already possess, or because their teacher needed a week or two to figure out how to make this all useful?

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So if my kid “just quits” because his bright, ADD self can’t stand super-boring online sessions, then that doesn’t have a cost?[/quote]

Boring lectures that cause kids to tune out is a risk for all students (so let's set aside the ADD red herring for a moment). And there is clearly a cost to you and your kid if that happens. But here's the thing, and I understand this is a concept you don't seem to grasp, [i][b]this isn't entirely about you and your kid![/b][/i] The idea here is how to maximize the outcomes for an entire class/school/system. So the consideration is the detriment to starting slow and concentrating on technology fundamentals for a week or two vs not taking that approach. Let me say that again, this isn't all about YOU!

I'd also say to you that if your kid permanently quits because he just can't reengage after a week or two because the first week or two is "too boring" then you may want to reassess whether DCPS is the right environment for your family. Maybe residential or specialized school? I'm not being mean, I'm being serious. If that's the outcome of a week or two of "boring" material then there's a clear need for professional intervention. I hope and pray you find a place to get the support you need.    [/quote]

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