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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]That is insightful.  Maybe it explains the massive disconnect from parents. Parents with generally attentive and enthusiastic students think this is tolerable til it is safer. Parents of disruptive , in attentive students think it’s a disaster.l and worth the risks. Insightful. But doesn’t change the fact that teachers have no say at all and have the greatest risks.  Can we wait til March to bring them back for goodness sake.  At least the ones in middle and high who will be exposed to 50+ kids per day in hybrid. [/quote]

This is such a false generalization, you obviously are not engaging in good faith here.

If you want an obvious counter example, take a child with inattentive ADHD.  Not disruptive to the class, not taking away from teaching time, just needs the occasional nudge to get back on task when the teacher can see the child’s mind is wandering.  That’s a lot harder to detect through distance learning so that child, while still not being disruptive, checks out on an entire lesson without the teacher realizing it and misses all of the content.  That chicks isn’t learning effectively during distance learning.

Not that I expect you to care, because you seem to have little concern for students with special needs.  Or English language learners.  Or minority students.  All groups that are seeing disproportionate learning loss during distance learning.  Your child is doing fine and you could continue with distance learning for the rest of the year regardless of what other students do.  But you still don’t want anyone else to have something different, no matter how much they may need it.[/quote]

No, it’s opposite. All those students you claim *I* don’t care about? Their families chose DL in overwhelming numbers. YOU are the one using them for your own agenda which is getting your kid in school. And you have that right. But don’t use other people’s kids as pawns when they don’t want them in the buildings because it’s unsafe. [/quote]

They did not choose DL in "overwhelming" numbers, you are flat-out lying about the data.  Among Level 2 families, here is the data from the most recent round of selections:

Special education students: 40% chose virtual; 49% specifically chose hybrid; 11% did not respond and will be placed in hybrid (total of 60% hybrid)
ELL: 50% chose virtual; 41% specifically chose hybrid; 9% did not respond and will be placed in hybrid (total of 50% hybrid)
Economically disadvantaged: 46% chose virtual; 45% specifically chose hybrid; 9% did not respond and will be placed in hybrid (total of 54% hybrid)

Source: https://go.boarddocs.com/vsba/arlington/Board.nsf/files/BV3TQH6ECFC8/$file/D-1%20School%20Year%202020-21%20Update%20110520%20Presentation.pdf

The data for Level 3 families is very similar:

Special education students: 39% chose virtual; 49% specifically chose hybrid; 12% did not respond and will be placed in hybrid (total of 61% hybrid)
ELL: 44% chose virtual; 41% specifically chose hybrid; 15% did not respond and will be placed in hybrid (total of 56% hybrid)
Economically disadvantaged: 46% chose virtual; 39% specifically chose hybrid; 15% did not respond and will be placed in hybrid (total of 54% hybrid)

Source: https://go.boarddocs.com/vsba/arlington/Board.nsf/files/BWDM2N592534/$file/D-1%20School%20Year%202020-21%20Update%20121720.pdf

You can see there is a very balanced split in preference here for all of these groups.  What I want is to give those parents options, so they can choose the learning method that they believe will be best for their children based on their own individual needs.  What you want is to impose your preferred delivery model onto everyone, regardless of whether it's working for them or not.  Do not pretend you are looking out for them, because you simply are not.  Period.    [/quote]

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