Anonymous wrote:"They would get help with work they don’t understand, in person.

As well as emotional support.

Getting in person help, some peer interactions, and free therapy 1x a week seems worth it to me."

I don't get how the one teacher would be able to give them help with work they don't understand unless it happens to be in their discipline. Suppose the one teacher for a cohort is a geometry teacher--how are they doing to provide help with French, English, etc? Seems more likely it will be nonacademic content and I'm having a hard time imagining what that would be to fill 6 hours. Also wondering if they plan to have them in the room for six hours solid including lunch and recess. That sounds pretty miserable.

Anonymous wrote:

Anonymous wrote:It would be worth it if DCPS planned to do actual instruction on that day. If you read the presentation, you will see that elementary students would have core instruction during their in person days, but grades 6-12 would still have all core instruction delivered virtually. The in-school day was for something like “academic support and social emotion learning”. I think this is the natural result of the cohort issue - for contract tracing purposes, they are going to isolate kids into groups of 10 that are in person with the same adult all day long. Better for isolating COVID, but at this level where students switch classes, it does not lend itself to delivering academic instruction.

So that means my middle and high school kids would still need to complete all of their course work on the other 4 days of the week, and would spend one day sitting in a classroom doing who knows what? Something like study hall mixed with sessions about their feelings? Seems miserable and not a good enough reason to expose them to potential virus. I am willing to take the risk for academic instruction but I don’t think DCPS plans to deliver academic instruction to the 6-12 graders under their hybrid model.

They would get help with work they don’t understand, in person.

As well as emotional support.

Getting in person help, some peer interactions, and free therapy 1x a week seems worth it to me.

Anonymous wrote:It would be worth it if DCPS planned to do actual instruction on that day. If you read the presentation, you will see that elementary students would have core instruction during their in person days, but grades 6-12 would still have all core instruction delivered virtually. The in-school day was for something like “academic support and social emotion learning”. I think this is the natural result of the cohort issue - for contract tracing purposes, they are going to isolate kids into groups of 10 that are in person with the same adult all day long. Better for isolating COVID, but at this level where students switch classes, it does not lend itself to delivering academic instruction.

So that means my middle and high school kids would still need to complete all of their course work on the other 4 days of the week, and would spend one day sitting in a classroom doing who knows what? Something like study hall mixed with sessions about their feelings? Seems miserable and not a good enough reason to expose them to potential virus. I am willing to take the risk for academic instruction but I don’t think DCPS plans to deliver academic instruction to the 6-12 graders under their hybrid model.

Anonymous wrote:

Anonymous wrote:I don't see how they will have staffing for this. It will require almost 100% of the teachers to come back to teach in person. If even 10% can't teach in person because of being high risk they won't have the teachers to be able to have 25% of the kids each come in one day per week.

Also, if the teachers are teaching 25% of the kids 4 days of the week, what do the 75% who are home on each of those days do?? Are they just doing homework? They can't tune into the in-person quarter because I assume they will be taking tests, doing presentations, etc.

How in the world does staffing work for this?

None of this makes sense. It's not unique to DCPS (I'm not jumping on them). It was the problem with all the hybrid models that other districts were proposing.

DCPS middle school teacher here. This is what keeps me up at night. We’ve received zero information about what our teacher schedule would look like in a hybrid scenario, making it impossible to plan. I am assuming under this model I would be in the building every day with a different cohort of 12 (numbers-wise it seems like the only way...although I’m still confused how they would have staffing for this given that in a normal school day I would teach 100 kids a day). However if I’m teaching kids all day in the building, I can’t be doing live instruction for the cohorts at home or even efficiently answering email/text questions about curriculum. It’s a logistical nightmare.

Anonymous wrote:I don't see how they will have staffing for this. It will require almost 100% of the teachers to come back to teach in person. If even 10% can't teach in person because of being high risk they won't have the teachers to be able to have 25% of the kids each come in one day per week.

Also, if the teachers are teaching 25% of the kids 4 days of the week, what do the 75% who are home on each of those days do?? Are they just doing homework? They can't tune into the in-person quarter because I assume they will be taking tests, doing presentations, etc.

How in the world does staffing work for this?

None of this makes sense. It's not unique to DCPS (I'm not jumping on them). It was the problem with all the hybrid models that other districts were proposing.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One day a week is better than none. Labs, presentations, q&a - much better in person.

yes, but if you're doing this with 25% of the class on each of the 4 days, what is the other 75% of the class doing on each of these days???
Who is teaching them at home?
Are they just doing homework?

Yeah, that's my question too. I would prefer five days of in-person school, of course, but ... if it's ONE day of in-person school with no social stuff (no recess, lunch in the classroom, no after school activities) plus four days of working on homework/tests/whatever, then I'd rather have five days where they're actually SEEING their teachers and interacting with them. Maybe it makes sense for high school - as the parent of a middle-schooler, I felt that language learning and science class were probably the least suited to distance learning, but they aren't really doing big time lab work in 6th-7th grade. (though they were doing some fun experiments! I'm trying to supplement that a little bit at home with some science kits and lots and lots of NOVA but it isn't the same of course.)

High school and middle school don't have recess. And of course they will be social kids talk to each other in class and at lunch.
One day keep everyone accountable to do the work on the other days. Any amount of actual face time, checking in, time for in person questions, labs, hands on projects is important. Of course the school needs to completely change the scope of the school and prioritize what schools need to be teaching on the in person day and the online days .