Anonymous wrote:

Anonymous wrote:

Anonymous wrote:https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/CAGLAK04F954/$file/Mitigating%20Learn%20Disruption%20220113.pdf

Above is at least part of the information to be presented to the board regarding Learning Loss plans and implementation. Anyone wanting more details, I suggest you send your questions to the board and/ or Office of Curriculum And Instruction PRIOR to the new board meeting.

I for one would want to know the following:
- What external vendors/ resources have been hired and what was the contracted amount?

- When are the external vendors anticipated to be in place?

- Why can’t extended day interventions/tutoring be offered both in person and virtual (since schools are open)?

- How many schools faced inability to hire staff to support tutoring/intervention and how many students are still waiting to be aligned with the appropriate tutor/intervention?

- Maybe shared previously but what do fall MAP and other assessments indicate at a district level? Since we are conducting Winter testing when will district data be available to help forecast if we are on track for 15% improvement? Are these assessments or other work that can be eliminated to allow for more time and focus on actual learning and skill development?

- What plans are being put in place now to continue this work over summer for students?

So far, they haven't done sh$t for High School. The curriculum is moving on as if all the prior material was covered and there is no cohesive plan to fill in gaps or adjust course pacing. This is especially impactful in higher level language and math.

This. I have sympathy for the sick teachers, but many high level classes are without teachers are basically like “teach yourself, we have to stay on schedule the test is still on Tues.”. Our family is lucky to be able to pay for tutors.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is going to be a much bigger problem with in-person than it would be with virtual. I was assured that we must avoid virtual at all costs because of learning loss. Ah, well.

Virtual = almost all kids lose some instruction because the curriculum is paired down
In Person = some kids who had to miss school may lose some instruction time loss

All kids losing some instruction is worse than some kids losing some instruction time.

No, see...

Virtual = almost all kids lose some instruction because the curriculum is paired down

In Person = many kids who had to miss school (at a greater rate than they'd have to miss virtual) will lose some instruction time

And

In Person = many kids who never missed school will lose some instruction time to teachers who have to spend much of their time catching up 10-30% of kids who were out last week (for several weeks)

And

In Person = many kids who missed or never missed school will lose some instruction time to teachers who are absent for much longer than they'd be if we had virtual (asymptomatic, close contacts, recovered from symptoms before they stopped being contagious)

And

In Person = (let's say "some") kids who missed or never missed school will lose some instruction time to teachers who are overwhelmed by increased disciplinary demands or who have to teach two classes at once because of a sub shortage. Oh, and specials in ES? If the teacher is out, the teacher is out.

Bottom line:

All kids losing some instruction time is better than most kids losing even more instruction time (maybe just "a little more"), and getting and spreading COVID in greater numbers (maybe only "somewhat" greater numbers), and all of the stress that comes with that.

But you'll never see it that way. Especially if your kid is one of the ones who isn't as affected.

DP, but you are grossly minimizing the negative consequences from virtual. The best case scenario is kids losing "some" instruction time. Fully, what 20%? 30% of kids don't log in to virtual AT ALL, so they get nothing. Probably another third or so log in minimally, have a lot of trouble, try to do it on their own, etc. So virtual is sufficient for, what, a third of kids at the absolute most? Get real.

You don't have to take my word for it, though. There are actual studies on DL, which show what an unmitigated failure it was. Trying to claim otherwise is unconscionable.

Anonymous wrote:Has anyone heard of a plan to address the fact the some kids are not getting instruction because their teachers are out and there are no subs?

My high schooler hasn't had math or science since the school year began - so about three days with the snow days. How will the kids make this material up with only a couple of weeks left in the semester? There are no materials in Canvas.

Anonymous wrote:

Anonymous wrote:https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/CAGLAK04F954/$file/Mitigating%20Learn%20Disruption%20220113.pdf

Above is at least part of the information to be presented to the board regarding Learning Loss plans and implementation. Anyone wanting more details, I suggest you send your questions to the board and/ or Office of Curriculum And Instruction PRIOR to the new board meeting.

I for one would want to know the following:
- What external vendors/ resources have been hired and what was the contracted amount?

- When are the external vendors anticipated to be in place?

- Why can’t extended day interventions/tutoring be offered both in person and virtual (since schools are open)?

- How many schools faced inability to hire staff to support tutoring/intervention and how many students are still waiting to be aligned with the appropriate tutor/intervention?

- Maybe shared previously but what do fall MAP and other assessments indicate at a district level? Since we are conducting Winter testing when will district data be available to help forecast if we are on track for 15% improvement? Are these assessments or other work that can be eliminated to allow for more time and focus on actual learning and skill development?

- What plans are being put in place now to continue this work over summer for students?

So far, they haven't done sh$t for High School. The curriculum is moving on as if all the prior material was covered and there is no cohesive plan to fill in gaps or adjust course pacing. This is especially impactful in higher level language and math.

Anonymous wrote:https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/CAGLAK04F954/$file/Mitigating%20Learn%20Disruption%20220113.pdf

Above is at least part of the information to be presented to the board regarding Learning Loss plans and implementation. Anyone wanting more details, I suggest you send your questions to the board and/ or Office of Curriculum And Instruction PRIOR to the new board meeting.

I for one would want to know the following:
- What external vendors/ resources have been hired and what was the contracted amount?

- When are the external vendors anticipated to be in place?

- Why can’t extended day interventions/tutoring be offered both in person and virtual (since schools are open)?

- How many schools faced inability to hire staff to support tutoring/intervention and how many students are still waiting to be aligned with the appropriate tutor/intervention?

- Maybe shared previously but what do fall MAP and other assessments indicate at a district level? Since we are conducting Winter testing when will district data be available to help forecast if we are on track for 15% improvement? Are these assessments or other work that can be eliminated to allow for more time and focus on actual learning and skill development?

- What plans are being put in place now to continue this work over summer for students?

Anonymous wrote:Khan Academy like everybody else.

Anonymous wrote:

Anonymous wrote:What I want to know is how they're planning to address the stress and trauma caused by making young children attend covid infested schools after being told to avoid covid for 2 years. It's so stressful and confusing for children.

This is a task for parents and psychologist.

Anonymous wrote:What I want to know is how they're planning to address the stress and trauma caused by making young children attend covid infested schools after being told to avoid covid for 2 years. It's so stressful and confusing for children.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You are exhausting.

Seriously? Do you have a high school junior who is trying to put together as good as a transcript as they can for college applications? Life is still marching on and these things still matter.

Complaining parents need to step up and teach.

+1 everytime we screw up at work we just look at each other and say "complaining customers should step up and do it themselves "

I find comments along these lines hilarious. So, anybody can “step up and teach,” while at the same time, teachers are highly skilled professionals? Yeah, that makes sense.

OP, you’ll almost certainly need to look to tutoring or some kind of supplementation because MCPS isn’t going to make this lost work up. There are too many other issues and it’s too hard to do. I’m not saying that’s all right, but it is what it is. And no, virtual wouldn’t result in less learning loss; you people know there’s actual data on that, right?

Pretty much anyone can step up and do a substitute teaching gig. Is your body warm? Yep, you probably qualify! (Assuming no record of child endangerment). Maybe consider subbing? I think they’ll even pay you like $14/hour.

I assure you I could not teach my HS daughter's Spanish or algebra class, and my body is warm.

Most subs don’t teach. They babysit. They give an assignment and that’s about it. Or they let students work in unfinished work or homework.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You are exhausting.

Seriously? Do you have a high school junior who is trying to put together as good as a transcript as they can for college applications? Life is still marching on and these things still matter.

Complaining parents need to step up and teach.

+1 everytime we screw up at work we just look at each other and say "complaining customers should step up and do it themselves "

I find comments along these lines hilarious. So, anybody can “step up and teach,” while at the same time, teachers are highly skilled professionals? Yeah, that makes sense.

OP, you’ll almost certainly need to look to tutoring or some kind of supplementation because MCPS isn’t going to make this lost work up. There are too many other issues and it’s too hard to do. I’m not saying that’s all right, but it is what it is. And no, virtual wouldn’t result in less learning loss; you people know there’s actual data on that, right?

Pretty much anyone can step up and do a substitute teaching gig. Is your body warm? Yep, you probably qualify! (Assuming no record of child endangerment). Maybe consider subbing? I think they’ll even pay you like $14/hour.

I assure you I could not teach my HS daughter's Spanish or algebra class, and my body is warm.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is going to be a much bigger problem with in-person than it would be with virtual. I was assured that we must avoid virtual at all costs because of learning loss. Ah, well.

Virtual = almost all kids lose some instruction because the curriculum is paired down
In Person = some kids who had to miss school may lose some instruction time loss

All kids losing some instruction is worse than some kids losing some instruction time.

No, see...

Virtual = almost all kids lose some instruction because the curriculum is paired down

In Person = many kids who had to miss school (at a greater rate than they'd have to miss virtual) will lose some instruction time

And

In Person = many kids who never missed school will lose some instruction time to teachers who have to spend much of their time catching up 10-30% of kids who were out last week (for several weeks)

And

In Person = many kids who missed or never missed school will lose some instruction time to teachers who are absent for much longer than they'd be if we had virtual (asymptomatic, close contacts, recovered from symptoms before they stopped being contagious)

And

In Person = (let's say "some") kids who missed or never missed school will lose some instruction time to teachers who are overwhelmed by increased disciplinary demands or who have to teach two classes at once because of a sub shortage. Oh, and specials in ES? If the teacher is out, the teacher is out.

Bottom line:

All kids losing some instruction time is better than most kids losing even more instruction time (maybe just "a little more"), and getting and spreading COVID in greater numbers (maybe only "somewhat" greater numbers), and all of the stress that comes with that.

But you'll never see it that way. Especially if your kid is one of the ones who isn't as affected.

DP, but you are grossly minimizing the negative consequences from virtual. The best case scenario is kids losing "some" instruction time. Fully, what 20%? 30% of kids don't log in to virtual AT ALL, so they get nothing. Probably another third or so log in minimally, have a lot of trouble, try to do it on their own, etc. So virtual is sufficient for, what, a third of kids at the absolute most? Get real.

You don't have to take my word for it, though. There are actual studies on DL, which show what an unmitigated failure it was. Trying to claim otherwise is unconscionable.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is going to be a much bigger problem with in-person than it would be with virtual. I was assured that we must avoid virtual at all costs because of learning loss. Ah, well.

Virtual = almost all kids lose some instruction because the curriculum is paired down
In Person = some kids who had to miss school may lose some instruction time loss

All kids losing some instruction is worse than some kids losing some instruction time.

No, see...

Virtual = almost all kids lose some instruction because the curriculum is paired down

In Person = many kids who had to miss school (at a greater rate than they'd have to miss virtual) will lose some instruction time

And

In Person = many kids who never missed school will lose some instruction time to teachers who have to spend much of their time catching up 10-30% of kids who were out last week (for several weeks)

And

In Person = many kids who missed or never missed school will lose some instruction time to teachers who are absent for much longer than they'd be if we had virtual (asymptomatic, close contacts, recovered from symptoms before they stopped being contagious)

And

In Person = (let's say "some") kids who missed or never missed school will lose some instruction time to teachers who are overwhelmed by increased disciplinary demands or who have to teach two classes at once because of a sub shortage. Oh, and specials in ES? If the teacher is out, the teacher is out.

Bottom line:

All kids losing some instruction time is better than most kids losing even more instruction time (maybe just "a little more"), and getting and spreading COVID in greater numbers (maybe only "somewhat" greater numbers), and all of the stress that comes with that.

But you'll never see it that way. Especially if your kid is one of the ones who isn't as affected.

Anonymous wrote:

Anonymous wrote:Given that we will be living with covid for many more years to come, it would make sense to drastically change the calendar. Make winter break longer. Summer break shorter.

This is actually a great idea for many reasons (including flu and so on, but for other reasons as well).

I'd have to work out the impact on parents and childcare, but I guess it's just shifting a couple of weeks of that from the summer to winter.

I'd be very interested in a break that extends from ~Dec 18 to Jan 15 or so. 4 weeks or longer.