Anonymous wrote:

Anonymous wrote:This is hard - this is not easy.

I do believe we need to stay home, limit interactions, etc.

This doesn't mean it's not hard. It doesn't mean I love DL.

It means this is hard - and we have to do what we can to stay safe and stay sane.

Scheduling no screen days or hours for the whole family; letting your kids be alone at home (in their room or something like that); distance dates on zoom or in person (masked and distanced) for adults too; treating self to take out vs. cooking.

This sucks but burying a friend, teacher, loved one is worse.

This is all so true. Thank you for posting what my spouse and I have been trying to do every day since March last year.

It's hard. Maybe that's what bothers many posters, hard work?

Anonymous wrote:This is hard - this is not easy.

I do believe we need to stay home, limit interactions, etc.

This doesn't mean it's not hard. It doesn't mean I love DL.

It means this is hard - and we have to do what we can to stay safe and stay sane.

Scheduling no screen days or hours for the whole family; letting your kids be alone at home (in their room or something like that); distance dates on zoom or in person (masked and distanced) for adults too; treating self to take out vs. cooking.

This sucks but burying a friend, teacher, loved one is worse.

Anonymous wrote:Do you know who suffers the most from this?

POOR PEOPLE.

Not y'all.

Poor people might be stuck in a house with an alcoholic parent or might have a really small living space.

Do you even consider that for a second?

Do you consider the fact that most ever other place in the world has returned to schooling with almost no issues?

No - you're rich yuppie white people. And I hate that black and brown people don't shout you down more.

Anonymous wrote:Do you know who suffers the most from this?

POOR PEOPLE.

Not y'all.

Poor people might be stuck in a house with an alcoholic parent or might have a really small living space.

Do you even consider that for a second?

Do you consider the fact that most ever other place in the world has returned to schooling with almost no issues?

No - you're rich yuppie white people. And I hate that black and brown people don't shout you down more.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m shocked by snarky teachers who pretend this is anywhere near OK for young kids. As we approach a year out of school it is not OK. Accept that fact and then figure out how we will all compensate when schools do open. My child cries and asks when she can see teachers and friends again. She has been too alone for too long and it is absolutely a mental health issue. In addition to vast loss of learning. If schools do not reopen in fall we will absolutely need to move.

Teachers aren’t saying this is okay for students. They are saying there is a pandemic so this is the best option for now.

Work could be done to improve DL, adjust hours for kids etc but DCPS wants to make ward 3 parents happen

There are absolutely teachers on this thread alone saying this is no big deal for kids, it will all be fine, kids ar often years behind. That’s not true for many or even most. This is going on an extremely long time. My point is that teachers and admin need to stop glossing this over and come up with a real plan for the consequences of these decisions.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

If you kids are having trauma being at "home" for a year, you have some serious issues going on at your house. You need to change your attitude and family life if your kids experienced trauma because of this and teach them some resilience.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

What in the bloody hell does your last sentence even mean? Those two things are not mutually exclusive. They can say "not yet" and still plan for what's next. Also, "even one hour of in person" is the single dumbest thing I've seen all day (and I've read several Lindsey Graham quotes). Using the word "even" doesn't make it any smarter. We have this thing called "COVID" and it is highly contagious so having kids get together for "even" an hour or so at a time is a risk. A risk worth considering, but not one you can just dismiss out of hand or pretend is easily addressed.

If you are so concerned about your kiddo's mental health then stop posting on DCUM, shut off your computer and go plan a standing play date for your kid. Lots of us have done that. Or find a POD. Lots of parents have done that too. But apparently you'd rather sit back and whine and complain and blame others for not solving problems that you could help mitigate.

I'm not a Dr. but I would respectfully suggest that the mental health issues in your house are not primarily your children's. Sounds like you are having some serious issues here. Please get help (seriously). It is like they say on airplanes, you need to secure your own oxygen mask before helping others.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

What in the bloody hell does your last sentence even mean? Those two things are not mutually exclusive. They can say "not yet" and still plan for what's next. Also, "even one hour of in person" is the single dumbest thing I've seen all day (and I've read several Lindsey Graham quotes). Using the word "even" doesn't make it any smarter. We have this thing called "COVID" and it is highly contagious so having kids get together for "even" an hour or so at a time is a risk. A risk worth considering, but not one you can just dismiss out of hand or pretend is easily addressed.

If you are so concerned about your kiddo's mental health then stop posting on DCUM, shut off your computer and go plan a standing play date for your kid. Lots of us have done that. Or find a POD. Lots of parents have done that too. But apparently you'd rather sit back and whine and complain and blame others for not solving problems that you could help mitigate.

I'm not a Dr. but I would respectfully suggest that the mental health issues in your house are not primarily your children's. Sounds like you are having some serious issues here. Please get help (seriously). It is like they say on airplanes, you need to secure your own oxygen mask before helping others.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS

After a year at home I fear this is true. Everyone will have levels of trauma when we return but kids don’t have the skills to cope with what has become a very serious and profound situation. Is there anywhere else where early elementary kids haven’t been offered even 1 hour if in person learning this whole year? I’m starting to feel DC is on the super extreme end, and I don’t think that people realize the effects, other than parents. It is truly different as we come up on a year, the feeling of sinking deeper and deeper. The schools should be preparing for what’s next, not just hanging back and saying “not yet”.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh there is already so much education research on interrupted schooling in the US. A lot of this was based on responses to Hurricane Katrina, were a huge number of children faced significant interruptions to their education, including missing school entirely or regularly. COVID-19 educational researchers are using this as a starting place to evaluate what is happening to our children right now.

These children are much worse off today. Louisiana has a high rate of young people who are unemployed directly as a result of this event. It was only about 20% of students (almost certainly the most vulnerable) who were not enrolled or not attending regularly, but when they went back to schools in NO, it was chaos.

Kids were placed in the correct grade for their age, no matter enrollment status. Some students were of course vastly far ahead of their classmates. These gaps were mostly based on household income. This caused chaos in the classroom. A decade later, children were still behind in schooling, because you can't systematically make up these gaps.

Current education research tells us that DL is an extremely poor substitute for in-person education, and researchers consider this to be a variant of interrupted education. Every education researcher worth their salt agrees that this is traumatic and bad for children.

And yet, here we are, arguing that this situation is fine or a little inconvenient, despite the fact that we have mountains of evidence suggesting that a generation of kids will be permanently negatively affected by this last year.

As someone who is familiar with the research (and becoming more so), I feel like Cassandra trying to explain to you guys what we will be seeing in the next few years.

I also want to note that yes, there are exceptional teachers, like the one earlier in this thread, who can make up more than a year's worth of education for some children. There are also exceptional children.

We just don't make broad educational policies based on exceptions.

and for people who have these exceptional children, or who are able to provide excellent supplementation, and whose children will return to school perhaps even ahead of where they would be otherwise, consider what your child's classroom will look like when they return. your child's classroom will be chaos, unless you're in the very top of all dc schools. you will have children who are far behind and traumatized. teachers will (rightfully) pay more attention to their needs than to your child's. the school system will be (even more) chaos for YEARS