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Wednesday, May 12, 2021

How to Support GATE Students at Home

THIS WAS ORIGINALLY POSTED IN APRIL OF 2020

As we embark upon remote learning, each to the beat of our own uniquely crafted drum, we are met with certain challenges that we might not have noticed so much before.

We might have a child at home who is functioning at grade level in reading but is miles ahead in math (or vice versa), or we might have a child who is light years ahead in dinosaur facts but still a bit socially immature. There are so many details of a child's individual development that we might not have noticed quite so clearly when school was in session and we were in the throes of our everyday lives.

But now that we do notice that our child might be more GATE (Gifted and Talented Ed) than we thought, what do we do?

Well, when I am teaching in pretty much any situation, I apply the principles of Universal Design for Learning (UDL) (one design that works for many students) along with the principles of Constructivism (student-constructed learning). That way, no matter who is in front of me, and no matter their skills, I am sure to meet their needs.

Here is a chart to illustrate:


TRADITIONAL
UDL WITH CONSTRUCTIVISM
Entree and FIXED
Buffet and OPEN
BASIC TENET

Teacher-generated differentiation. The teacher creates a different entree for each student, dependent upon students’ skill sets, as determined by the teacher. Perhaps the teacher (not the student) determines the student's Zone of Proximal Development (ZPD) and uses that info to decide for the student what they should ingest.

EXAMPLE

Teacher cooks the same entree for every student, no matter hunger level or desire, OR the teacher cooks a different entree for each student, dependent upon varied hunger level and desire — as perceived by the teacher. The teacher decides everything and works SO hard, and the students decide little, and each eats just one thing. Because the students didn’t choose it, they probably don’t like it. 
BASIC TENET

Student-generated choice from a menu of options to increase student engagement. The students each instinctively choose based on their own innate desire for challenge.(I would never want to say to a child, "You can't read that. It's too hard for you.")


EXAMPLES

> Writer’s Workshop, where students choose the genre to work on that day toward whatever stated purpose (to communicate with a particular person or entity, to be published, to showcase skills...)

> Math Centers, where students choose which skills to explore that day, based on current desire

> CGI problem of the day, where students choose their degree of challenge for the day

> Literature Circles, where students choose what book to read, and they facilitate their own discussion

> Pre- and post-tests “Tell Me Everything You Know About_____”

> Projects, including re-enactments
VOCAB

Teacher-chosen vocabulary words, different words for each grade level, depending upon the grade level (rather than upon student curiosity) and perhaps somehow related to what the students are studying in other subject areas (which is at least something, but still teacher-determined)
VOCAB

Student-created personal dictionary, driven by student curiosity. Teacher provides a blank template that can be used with any student in any grade TK-12.


Teacher does nothing other than prompt and remind and maybe join in. When a student says, “What does that mean?” The teacher says, “Let’s look it up and add it to our personal dictionaries.”


Then, at certain intervals, the teacher might administer a vocab test that might involve: spell and define six new words you added to your personal dictionary this past week OR write a letter to your grandmother that includes at least two of your newly acquired words OR draft a short story about a pineapple, where you incorporate four new words, two of which must be polysyllabic. 

Provide an interesting purpose for the acquisition of words.
LITERATURE

Teacher-chosen book to read. Each student in that grade level reads the same book no matter their skills and no matter their desire. 


Teacher has on hand a class set of books and a host of activities that are specifically related to that one particular book. If there is more than one level of student in class, then the teacher feels tasked with finding different books and/or different activities for those particular students -- or doesn’t do that because the teacher just can’t and therefore has all the kids do the same thing no matter what. So, some students fall behind and others become bored. In this paradigm, everyone is always confined to the limits of what the teacher is able to offer. 


Because this process is so cumbersome, the students may read only one one or two chapter books in a year.
LITERATURE

Student-run literature circles. Teacher provides a menu of books and a list of questions to answer no matter the book.


Students choose the book from a menu. Students run the literature circles, answering the questions in whatever order the student group leader decides. Students choose from the menu a product to complete afterward. 


Teacher only has on hand a collection of books, generally six copies of each (not a class set), creates the process, monitors the process (doesn’t usurp), and helps to evaluate the final product. 


Because this process is so engaging, the students may read five or six (or more) chapter books in a year.

Because this process is student-run, the teacher works less, but yields much more.
MATH

I will now show you how to add two multi-digit numbers. Memorize my steps and do it exactly like me, or you are not good at math. Once you do this “correctly,” you may move on to the next task I have chosen for you to do.


This method of teaching requires that the teacher know very well how to do ALL the steps in the “correct” order, which also means, then, that in order to teach the next level “correctly” to the same or older students, the teacher must know ALL the math through high school in a very particular way. The teacher is the expert. The students are passive recipients who depend upon the teacher.

This method is also nearly always devoid of context. Students don’t solve math problems for a purpose, like building a bridge or a boat, or creating a musical composition, but merely to please the teacher or to earn a grade. The purpose is so abstract for most students, that they ultimately decide that the cost is too great.


This method also excludes at least 70% of the population on a consistent and persistent basis, which is why we have had a 70% achievement gap in math in the most vulnerable and disenfranchised populations for the past several decades.
MATH

> What do you notice about these numbers?

> What patterns do you see emerging?

> How might you arrange these fraction pieces, and why?

> What do you notice about this music as it compares to that music? How is Mozart different from B.B. King? How are they the same?

> Here are two multi-digit numbers. What are at least two different ways to add them and arrive at the same "correct" answer? How do we know that answer is correct? Which way of adding them is more efficient? Which way is more fun and why?


This requires that the teacher know how to pose questions that pique student curiosity. The teacher does not need to be an expert at math. The teacher must only be an expert at tapping into student curiosity. 


All answers may be discovered together, as student and teacher mutually explore their passions -- all of which involve math in some way.
OTHER SUBJECTS, SUCH AS HISTORY

Teacher-generated. Teacher culls resources, curates a lesson, imparts facts to passive students who must memorize externally-determined facts that they MIGHT apply later, maybe, if time and circumstance allow, all with the hope that some of it will stick. The teacher does 99% of the work. The student does and remembers very little — because, well, why should they? 


EXAMPLE: "Open your book to page 27. We are going to read about and discuss the Amayids and Abassids. Why? Because it’s next in the history book. Bobby, you read aloud first. Why? Because I said so."


When we have rote memorization FIRST, before the fun activity, we lose student interest. Instead of front-loading with facts, we should front-load with passion and side-load with facts. Let the students refer to a side-loading fact sheet as they do the interesting work. Let them learn the facts along the way to solving a problem or working on a project. Let them learn through doing.
OTHER SUBJECTS, SUCH AS HISTORY 

Student-fueled “Tell me everything you know about _______________” 


Teacher administers a simple pre- and post-test that works for all grades and all topics. “Tell me everything you know about __________” which is graded with a rubric.


Teacher provides the research tools, and frame for students to gather and apply the facts, e.g., Design Your Own Utopian Planet


Students do the work. (Teacher may do the work, too, alongside, if they wish.)


Teacher monitors the process and helps to evaluate the final product with a rubric.  


EXAMPLE: Student-generated re-enactment.


Re-enact a competition for territory. Choose any competition for territory in the grade level history book to re-enact. (No need for us to move chronologically through the book. Our memories are not chronological, so why must the study of history be?)


Write a script that includes the most salient details (who, what, where, when, how, why?), build props, rehearse, present to the class. Do this with a group of three to four other students that have the same level of interest in that particular competition for territory. Follow the group norms. (See “How to Work in Groups” sheet). Or, if you want to work alone, that is OK too. There are clever ways to re-enact a competition for territory by yourself e.g., puppets, animation, claymation, your own video game, etc.


OR SCIENCE
Re-enact cell division...

How does this relate specifically to GATE students? 


While ALL students are innately curious and prone to enjoy UDL and Constructivism, more than traditional top-down instruction, GATE students are especially prone to enjoy UDL and Constructivism. Gifted students quickly become very frustrated with top-down methods that limit the students to the confines of the teacher's expertise.

With top-down traditional instruction, students will ALWAYS be limited to the confines of the teacher's knowledge, skills, timeline, world view, etc. With highly intelligent students who are visionaries in their own right, this can be a HUGE source of frustration.

So, when in doubt, invite students to the drawing board with you and let them co-construct their own knowledge and meaning.

See also Old v New

Alice in Wonderland Fri May 14 6:45 PM

Attend our virtual Orlantha Ambrose Performing Arts Center to see the Walgrove production of Alice in Wonderland -- a blend of pre-recorded and live performance directed by the incredible Donzell Lewis of PS Arts. 

This will be a Webinar that requires pre-registration: click here to register for the show 

REGISTER TODAY!

Parent Input Requested


 

Wednesday, May 5, 2021

On-Site COVID Testing

Every week, we are now offering COVID tests to staff, students, contractors and on-site parent volunteers from 7:30- 11am. The results automatically upload to the Daily Pass. 

Thank you to the 132 students, 29 staff, untold # of contractors and parent volunteer who participated today, and thank you to the nurses and admins who made it happen!

If you have not yet sent in your consent form to have your Hybrid kiddo(s) tested, please do so (email them to andrea.kittelson1@lausd.net and tracy.mccarthy@lausd.net)

If you are Virtual and would like to get tested, the District is still operating many testing sites, including Mark Twain. For info, please visit: https://achieve.lausd.net/covidtestingappt

THANK YOU!


Tuesday, April 20, 2021

First Day of Hybrid



















Day #1 of Hybrid In-Person in the can. 

Day #2 of Hybrid In-Person imminent. 

Day #2 of Virtual imminent, too. Please send me pics of you learning virtually at home (or wherever you are). 

We are all Monarchs!

Friday, April 16, 2021

Daily Pass Help for Parents Today at 3

You can either come to my Coffee and Diet Coke with the Principal today at 3 in my Zoom room to ask questions about Hybrid and Virtual here at Walgrove OR, if you don't have any pressing questions, you can go check out Tracey Silva's workshop on the Parent Portal and Daily Pass:


Hybrid & Online Start the Week of April 19

Dear Families, 

Beginning the week of 04.19, we will begin to host in-person instruction AND virtual instruction...

Monday, April 19 is an all day teacher-prep day (after a 30-minute instructional check-in with teachers via Zoom at 9:00 AM). After that half hour of live instruction, students will have much asynchronous work. Consider it a full school day. Just mostly asynchronous. 

Tuesday, April 20, TK-1 Hybrid students report to their assigned gates. All other students follow their new schedules virtually. (So, Hybrid students in grades 2-5 attend class via Zoom from 8-11. Virtual students attend class via Zoom from 12 to 3.)

Wednesday, April 21, TK-3 Hybrid students report to their assigned gates. All others follow their new schedules virtually. (So, Hybrid students in grades 4-5 attend class via Zoom from 8-11. Virtual students attend class via Zoom from 12 to 3.)

Thursday, April 22, TK-5 Hybrid students report to their assigned gates. 

This is what Hybrid (half in-person/half virtual) instruction will look like:

> Students obtain a negative COVID test result during the previous week. 

> Parents obtain on behalf of their child/children a Daily Pass at DailyPass.lausd.net (or prepare to have their children prove their negative test results and answer the Daily Pass screening questions).

7:45 students arrive to their assigned gates (gates are close to the classrooms, and traffic is distributed around the block). No early arrivals. There is no yard for kids to congregate.

Green Gate - Rms 9, 10, 11 (Merrick, Legg, Lima) APPROX 28 STUDENTS

Yellow Gate - Rms 24, 25 (Gonzalez, Perez) APPROX 24 STUDENTS

Orange Gate - Rms 19, 20, 23 (Elkins, Webster, Jones) APPROX 32 STUDENTS

White Gate - Rms 22, 28 (Ms. B w/Ms. Bowens) APPROX 21 STUDENTS

Blue Gate - Rms 1-7 (Lettieri, Stansbury, Mazariegos, Pliska, Chin, Rose, Whitemountain's sub Alyssa Lee) APPROX 35 STUDENTS 

Upon arrival, students enter through what I am calling the "Portal of Happiness." 

They have their temperature checked AND show their Daily Pass OR if they don't have a device with their Daily Pass or printout, we check their name against the Daily Pass Dashboard OR they prove negative test results and answer the Daily Pass Questions.

Next, the kiddos either stand on a circle with their name on it and wait for their teacher (if their teacher is working the gate) OR they head right to class where their teacher is waiting. 

8:00 class starts. The schedule will likely look something like this:
  • Welcome (15 min)
  • Math (45 min)
  • Aide-supervised 20-minute recess (teachers take a break) TK-3 @ 9:05; 4-5 @ 9:25
  • ELA & ELD (45 min)
  • History/Science/Interdisciplinary projects/STEAM Studio/Theater/PE (45 min)
  • Closing (10 min)
11:00 class is dismissed. Those who are leaving campus may take a lunch on their way home. They leave from their assigned gate. Adults make sure they leave with the right adult OR they leave unaccompanied per advance parent permission. 

Those who stay for BTB/STAR will eat on campus under the supervision of BTB/STAR.  

11-11:30ish Lunch at one of three outdoor locations (students will be assigned)

11:30ish - 4:00 Beyond the Bell/STAR which is one entity (neither stratified nor distinct). Activities include asynchronous work & activities. This will now take place in classrooms, not in outside tents. So, we will likely have to combine classes to some degree, increasing the number of students that your child comes into contact with. Students will likely be put into grade level groups. 

Mondays starting 04/26: 8-10:30 Hybrid instruction,10:30 - 11:30 Lunch, Virtual instruction 11:30 - 2

We have approximately 80 students on our Beyond the Bell/STAR roster. I have shared that roster with BTB/STAR. To complete the registration process, please complete the registration form and email your completed form to Walgrove's new STAR Director Jonney Machtig at jonneym@starinc.org

Jonney will confirm STAR pick-up information. In the meantime, please assume that STAR pick-ups will be on the same street as morning drop-offs. 

Students who are NOT in STAR will be picked up at the same gate of their morning drop-off. 
Students who ARE in STAR will be picked up on the same street as their morning drop-off. 

STAR students who are dropped off on Morningside will be picked up on Morningside. (Blue Gate.)

STAR students who are dropped off on Walgrove will be picked up on Walgrove (however, there will be only one STAR pick-up gate on Walgrove - the Green Gate).

STAR students who are dropped off on Appleton will be picked up on Appleton (however, there will be only one STAR pick-up gate on Appleton - the Orange Gate).

STAR students who are picked up early (before 3:50) will be picked up on Walgrove at the Green Gate.

CLASSROOMS:

Each Walgrove classroom has up to 14 student desks and a teacher desk. The desks are in rows so that students are spaced 6 feet apart. 

Each student sits in the same spot every day, designated with a nametag. 

Each student has their own 6-qt Tupperware bin (or similar) with their own supplies, such as pencils, pens, markers, scissors, ruler, chalk, crayons, paints, jump rope...). WE ARE PROVIDING THESE. 

Please send with your kiddo:
  • Backpack which contains
    • Water
    • Snack (if you don't want the school food)
    • Change of pants/clothes in case of an accident (especially for the younger kiddos)
    • Mini first aid kid (if available, to limit traffic and congestion in the nurse's office)
    • Electronic device (e.g., school iPad or laptop). If you don't have a device to bring back and forth, tell your teacher on the first day, and we will either check one out to you or modify the curriculum. But most teachers and the BTB/STAR folks will want students to access their digital programs at certain times throughout the day
    • Thinking cap (preferably one that expands to infinite size)

This is what 100% Virtual Learning will look like:

8-11:00 Asynchronous work at home (with optional STEAM Studio Workshop STEAM Studio Share Time, Theater, Garden Zoom, etc). Also various outdoor adventures, at your family's discretion

11:00-12:00 Lunch at home (or outdoors, or at a restaurant or in France)

12:00 - 3:00 Virtual instruction from home (or pod) with current classroom teacher who is either Zooming from their classroom or from their home (after they teach in person then head on home)

Mondays starting 04/26: 8-10:30 Hybrid instruction,10:30 - 11:30 Lunch, Virtual instruction 11:30 - 2

That live, synchronous instruction will look something like this:

  • Welcome (10 min)
  • Math (50 min)
  • 10-15 minute break (@ 1:00)
  • ELA & ELD (50 min)
  • 5-10 minute break
  • History/Science/Interdisciplinary projects/STEAM Studio/Theater/PE (50 min)

Currently, because the number of Hybrid and the number of Online students works out, we have ALL in-person students in the morning and ALL virtual instruction in the afternoon (noon to 3), and nearly all students get to keep their current teacher.

If more people choose Hybrid than we can accommodate, we will have to do one or more of the following:

Split the class into two rooms and obtain a substitute teacher (though there is a shortage of substitutes)

  • Split the class into AM and PM (and get a different teacher for all the virtual students)
  • Split the class into AM and PM and have the virtual students watch class via livestream (teachers would have to agree to this)
  • Assign some students to a different teacher -- a teacher who has the available space

At Walgrove, the next time more people can choose Hybrid is on or before Friday, April 30 (to be effective Monday, May 3). The next opportunity after that will be Friday, May 14, to be effective Monday, May 17.

People who are currently Hybrid can change their mind and become Virtual at any point, with one day's notice.

People who are either Hybrid or Virtual and who want to be on Independent Study can change to Independent Study at any point, with two days' notice. 

Here is the new Enrichment schedule (STEAM, Theater, Dance, Violin, Garden, Library, PE, etc):

NEW ENRICHMENT SCHEDULE (STARTS 04/26)

We are still working out the details of IEP services, Share and Care and related support services. 

I will continue to come on Saturdays to host families in the Edible Garden and Wildlands

My next Coffee and Diet Coke with the Principal is TODAY and every Friday at 3 in my Zoom room

Thank you for your partnership and patience during this time!

CAMPUS SIGN IN SHEET FOR EMPLOYEES, VISITORS AND VOLUNTEERS

GATE MAP


Mask Accommodation Info



 

Monday, April 12, 2021

COVID TEST THIS WEEK!

 IF you are signed up for HYBRID, get your kiddos COVID tested THIS WEEK!

All 40+ sites, including Mark Twain Middle School, are open 7 days a week from 7am to 7pm.


Make your appointment here: 


Friday, April 9, 2021

Hybrid & Online Start the Week of April 19

Dear Families, 

Beginning the week of 04.19, we will begin to host in-person instruction AND virtual instruction...

Monday, April 19 is an all day teacher-prep day (after a 30-minute instructional check-in with teachers via Zoom at 9:00 AM). After that half hour of live instruction, students will have much asynchronous work. Consider it a full school day. Just mostly asynchronous. 

Tuesday, April 20TK-1 Hybrid students report to their assigned gates. All other students follow their new schedules virtually. (So, Hybrid students in grades 2-5 attend class via Zoom from 8-11. Virtual students attend class via Zoom from 12 to 3.)

Wednesday, April 21TK-3 Hybrid students report to their assigned gates. All others follow their new schedules virtually. (So, Hybrid students in grades 4-5 attend class via Zoom from 8-11. Virtual students attend class via Zoom from 12 to 3.)

Thursday, April 22TK-5 Hybrid students report to their assigned gates. 

This is what Hybrid (half in-person/half virtual) instruction will look like:

> Students obtain a negative COVID test result during the previous week. 

> Parents obtain on behalf of their child/children a Daily Pass at DailyPass.lausd.net (or prepare to have their children prove their negative test results and answer the Daily Pass screening questions).

7:45 students arrive to their assigned gates (gates are close to the classrooms, and traffic is distributed around the block). No early arrivals. There is no yard for kids to congregate.

Green Gate - Rms 9, 10, 11 (Merrick, Legg, Lima) APPROX 28 STUDENTS

Yellow Gate - Rms 24, 25 (Gonzalez, Perez) APPROX 24 STUDENTS

Orange Gate - Rms 19, 20, 23 (Elkins, Webster, Jones) APPROX 32 STUDENTS

White Gate - Rms 22, 28 (Ms. B w/Ms. Bowens) APPROX 21 STUDENTS

Blue Gate - Rms 1-7 (Lettieri, Stansbury, Mazariegos, Pliska, Chin, Rose, Whitemountain's sub Alyssa Lee) APPROX 35 STUDENTS 

Upon arrival, students enter through what I am calling the "Portal of Happiness." 

They have their temperature checked AND show their Daily Pass OR if they don't have a device with their Daily Pass or printout, we check their name against the Daily Pass Dashboard OR they prove negative test results and answer the Daily Pass Questions.

Next, the kiddos either stand on a circle with their name on it and wait for their teacher (if their teacher is working the gate) OR they head right to class where their teacher is waiting. 

8:00 class starts. The schedule will likely look something like this:
  • Welcome (15 min)
  • Math (45 min)
  • Aide-supervised 20-minute recess (teachers take a break) TK-3 @ 9:05; 4-5 @ 9:25
  • ELA & ELD (45 min)
  • History/Science/Interdisciplinary projects/STEAM Studio/Theater/PE (45 min)
  • Closing (10 min)
11:00 class is dismissed. Those who are leaving campus may take a lunch on their way home. They leave from their assigned gate. Adults make sure they leave with the right adult OR they leave unaccompanied per advance parent permission. 

Those who stay for BTB/STAR will eat on campus under the supervision of BTB/STAR.  

11-11:30ish Lunch at one of three outdoor locations (students will be assigned)

11:30ish - 4:00 Beyond the Bell/STAR which is one entity (neither stratified nor distinct). Activities include asynchronous work & activities. This will now take place in classrooms, not in outside tents. So, we will likely have to combine classes to some degree, increasing the number of students that your child comes into contact with. Students will likely be put into grade level groups. 

Mondays starting 04/26: 8-10:30 Hybrid instruction,10:30 - 11:30 Lunch, Virtual instruction 11:30 - 2

We have approximately 80 students on our Beyond the Bell/STAR roster. I have shared that roster with BTB/STAR. To complete the registration process, please complete the registration form and email your completed form to Walgrove's new STAR Director Jonney Machtig at jonneym@starinc.org

Jonney will confirm STAR pick-up information. In the meantime, please assume that STAR pick-ups will be on the same street as morning drop-offs. 

Students who are NOT in STAR will be picked up at the same gate of their morning drop-off. 
Students who ARE in STAR will be picked up on the same street as their morning drop-off. 

STAR students who are dropped off on Morningside will be picked up on Morningside. (Blue Gate.)

STAR students who are dropped off on Walgrove will be picked up on Walgrove (however, there will be only one STAR pick-up gate on Walgrove - the Green Gate).

STAR students who are dropped off on Appleton will be picked up on Appleton (however, there will be only one STAR pick-up gate on Appleton - the Orange Gate).

STAR students who are picked up early (before 3:50) will be picked up on Walgrove at the Green Gate.

CLASSROOMS:

Each Walgrove classroom has up to 14 student desks and a teacher desk. The desks are in rows so that students are spaced 6 feet apart. 

Each student sits in the same spot every day, designated with a nametag. 

Each student has their own 6-qt Tupperware bin (or similar) with their own supplies, such as pencils, pens, markers, scissors, ruler, chalk, crayons, paints, jump rope...). WE ARE PROVIDING THESE. 

Please send with your kiddo:
  • Backpack which contains
    • Water
    • Snack (if you don't want the school food)
    • Change of pants/clothes in case of an accident (especially for the younger kiddos)
    • Mini first aid kid (if available, to limit traffic and congestion in the nurse's office)
    • Electronic device (e.g., school iPad or laptop). If you don't have a device to bring back and forth, tell your teacher on the first day, and we will either check one out to you or modify the curriculum. But most teachers and the BTB/STAR folks will want students to access their digital programs at certain times throughout the day
    • Thinking cap (preferably one that expands to infinite size)

This is what 100% Virtual Learning will look like:

8-11:00 Asynchronous work at home (with optional STEAM Studio Workshop STEAM Studio Share Time, Theater, Garden Zoom, etc). Also various outdoor adventures, at your family's discretion

11:00-12:00 Lunch at home (or outdoors, or at a restaurant or in France)

12:00 - 3:00 Virtual instruction from home (or pod) with current classroom teacher who is either Zooming from their classroom or from their home (after they teach in person then head on home)

Mondays starting 04/26: 8-10:30 Hybrid instruction,10:30 - 11:30 Lunch, Virtual instruction 11:30 - 2

That live, synchronous instruction will look something like this:

  • Welcome (10 min)
  • Math (50 min)
  • 10-15 minute break (@ 1:00)
  • ELA & ELD (50 min)
  • 5-10 minute break
  • History/Science/Interdisciplinary projects/STEAM Studio/Theater/PE (50 min)

Currently, because the number of Hybrid and the number of Online students works out, we have ALL in-person students in the morning and ALL virtual instruction in the afternoon (noon to 3), and nearly all students get to keep their current teacher.

If more people choose Hybrid than we can accommodate, we will have to do one or more of the following:

Split the class into two rooms and obtain a substitute teacher (though there is a shortage of substitutes)

  • Split the class into AM and PM (and get a different teacher for all the virtual students)
  • Split the class into AM and PM and have the virtual students watch class via livestream (teachers would have to agree to this)
  • Assign some students to a different teacher -- a teacher who has the available space

At Walgrove, the next time more people can choose Hybrid is on or before Friday, April 30 (to be effective Monday, May 3). The next opportunity after that will be Friday, May 14, to be effective Monday, May 17.

People who are currently Hybrid can change their mind and become Virtual at any point, with one day's notice.

People who are either Hybrid or Virtual and who want to be on Independent Study can change to Independent Study at any point, with two days' notice. 

Here is the new Enrichment schedule (STEAM, Theater, Dance, Violin, Garden, Library, PE, etc):

NEW ENRICHMENT SCHEDULE (STARTS 04/26)

We are still working out the details of IEP services, Share and Care and related support services. 

I will continue to come on Saturdays to host families in the Edible Garden and Wildlands

My next Coffee and Diet Coke with the Principal is TODAY and every Friday at 3 in my Zoom room

Thank you for your partnership and patience during this time!

CAMPUS SIGN IN SHEET FOR EMPLOYEES, VISITORS AND VOLUNTEERS

GATE MAP