From Board Member Nick Melvoin

 Dear parents and guardians,  

We are excited to welcome you and your children back to school next week! Everyone at the District from the central offices to school sites has been working tirelessly to ensure that every student has access to a full-time, in-person learning environment with the safest possible COVID protocols in place. I know that you may be feeling nervous about the return to school with the new Delta variant, and completely understand these concerns. We are here to make sure you get the answers, information, and support you need to help ease this transition. I would also encourage you to check out any of the below resources to see the safety measures in place to prioritize the health and safety of our kids, families, and school communities on our campuses. 

 

If you haven’t already gotten your students’ baseline COVID test, you can still visit any of our school-based testing sites this weekend. Click here to view locations and hours and make an appointment. While appointments are recommended, you do not need one and can simply show up during the hours of operation. You can also submit a test from an external source if you aren’t able to get to an LAUSD location (like your doctor’s office, pharmacy, or a city/county testing site.) If you have taken an external test, please submit through your test as soon as possible to ensure our health care assistants have ample time to review.

 

We are also that mandating employees be vaccinated and participate in weekly testing. We encourage everyone who is eligible to get vaccinated as the best way to bring an end to the pandemic, and are offering vaccinations at our school-based clinics for school community members, including children over the age of 12 with parental consent. All students and staff will also be required to participate in on-campus weekly testing to minimize any potential spread of the virus. 

I believe that, given our extensive safety protocols and the potential harm and trauma of staying out of schools longer, the safest place to be this year is in the classroom. I also know that each family has its own unique circumstances to consider and that conditions are constantly evolving. If you are interested in learning more about the District's online independent study program through City of Angels, click here to reach out for more information. We will also continue to monitor case rates, public health guidance and state policy. 

Resources: 

• Back to school/COVID information 
• Find LAUSD guides, resources, and FAQs at https://achieve.lausd.net/backtoschool
• Check out the recording of our back to school town hall on my Facebook or website 
• Learn more about COVID protocols, tests, and vaccines at https://achieve.lausd.net/covid
• Find mental health and wellbeing resources at https://achieve.lausd.net/shhs
• Set up your “Daily Pass” health screening app at http://dailypass.lausd.net/
• Learn more about the online independent study option at www.cityofangelsschool.org/
• Learn more about special education services at https://achieve.lausd.net/sped
• Other resources 
• See schedule of upcoming Board and committee meetings athttps://boe.lausd.net/LAUSDBdMtgAgendas
• Get involved with the LAUSD redistricting engagement process at  https://redistricting2021.lacity.org/LAUSDRC/
• Learn more about opportunities for grade retention and graduation requirement exemptions from the 2020-21 school year at https://achieve.lausd.net/ab104
• Follow @NickMelvoinBD4 on Facebook, Twitter, and Instagram and sign up for our newsletter at boardmembermelvoin.com/signup-for-our-newsletter

 

Onward, 

 

Nick 

---

Nick Melvoin

––––––––––––––––––––

LA Unified Board of Education

Board Member | District 4

Check out our 2021 Impact Report

 

Spanish: 

 

Subject: Actualización sobre el regreso a la escuela y bienvenida del miembro de la junta de LAUSD 

 

Queridos padres y guardianes,

 

¡Estamos muy contentos de darle la bienvenida a usted y a sus hijos a la escuela la próxima semana! Todos en el Distrito, las oficinas centrales y las escuelas, han estado trabajando duro para asegurar que cada estudiante tenga acceso al aprendizaje en persona a tiempo completo con los protocolos de COVID más seguros posibles. Sé que es posible que se sienta nervioso por el regreso a la escuela con la nueva variante de Delta y entiendo completamente estas preocupaciones. Estamos aquí para asegurarnos de que obtenga las respuestas, la información y el apoyo que necesita para ayudar con esta transición. También los animo a ver cualquiera de los recursos a continuación para conocer las medidas de seguridad que han sido implementadas para priorizar la salud y la seguridad de nuestros niños, familias y comunidades escolares en nuestros campus.  

 

Si aún no ha obtenido la prueba de base de COVID para sus estudiantes, aún puede visitar cualquiera de nuestros sitios escolares de pruebas este fin de semana. Haga clic aquí para ver ubicaciones y horarios y hacer una cita. Mientras las citas son recomendadas, no necesita una y simplemente puede presentarse durante las horas de operación. También puede enviar una prueba externa si no puede llegar a una ubicación de LAUSD (como de su doctor, la farmacia o un sitio de prueba de la ciudad/condado). Si ha realizado una prueba externa, por favor envíe sus resultados lo antes posible para garantizar que nuestros asistentes de atención médica tengan tiempo suficiente para revisar.

 

También estamos requiriendo que nuestros empleados se vacunen y participen en pruebas semanales. Animamos a todos los que son elegibles a vacunarse como la mejor manera de poner fin a la pandemia, y estamos ofreciendo vacunas en nuestras clínicas escolares para miembros de la comunidad, incluyendo a los niños mayores de 12 años con el consentimiento de los padres. También se requerirá que todos los estudiantes y el personal participen en pruebas semanales en el campus para minimizar cualquier posible propagación del virus.

 

Creo que, dado a nuestros protocolos extensos de seguridad y el daño y trauma potencial de quedarse en casa por más tiempo, el lugar más seguro para estar este año es en el salón de clases. También sé que cada familia tiene sus propias circunstancias únicas para considerar y que las condiciones están en constante evolución. Si está interesado en obtener más información sobre el programa de estudio independiente en línea del Distrito, City of Angels, haga clic aquí para solicitar más información. También continuaremos monitoreando los niveles de casos, las pautas de salud pública y la póliza estatal.

Recursos: 

• Información sobre el egreso a la escuela/COVID 
• Encuentre guías, recursos y preguntas frecuentes del LAUSD enhttps://achieve.lausd.net/backtoschool
• Mira la grabación de nuestro foro comunitario sobre el regreso a la escuela en mi Facebooko sitio web
• Obtenga más información sobre los protocolos, las pruebas y las vacunas de COVID enhttps://achieve.lausd.net/covid
• Encuentre recursos de salud mental y bienestar en https://achieve.lausd.net/shhs
• Configure su examen de salud "Daily Pass/Pase diario" en http://dailypass.lausd.net/
• Obtenga más información sobre la opción de estudio independiente en línea enwww.cityofangelsschool.org/
• Obtenga más información sobre los servicios de educación especial enhttps://achieve.lausd.net/sped
• Otros recursos
• Consulte el calendario de las próximas reuniones de la Junta y el comité enhttps://boe.lausd.net/LAUSDBdMtgAgendas
• Participe en el proceso de participación en la redistribución de distritos de LAUSD enhttps://redistricting2021.lacity.org/LAUSDRC/
• Obtenga más información sobre las oportunidades para la retención de grado y las exenciones de los requisitos de graduación del año escolar 2020-21 enhttps://achieve.lausd.net/ab104
• Siga @NickMelvoinBD4 en Facebook, Twitter, and Instagram y suscríbase a nuestro boletín en boardmembermelvoin.com/signup-for-our-newsletter

Para adelante, 

Nick 

---

Nick Melvoin

New Family Orientation Tue Aug 10 @ 9AM

If you are a new family, stop on by Dr. K's Zoom room Tuesday, August 10 at 9am for a new-family/new-student orientation. Take a virtual tour of campus, learn about our programs, meet some staff, play games and more! 

See you Tuesday!

For those who couldn't make it, here is the info we shared.

Along with the Town Hall PPT Slide Deck.

STAR and Beyond the Bell

STAR and Beyond the Bell will offer after-school programs at Walgrove for the 2021-2022 school year. 

STAR will be first-come-first-serve, and Beyond the Bell will serve all those who apply after STAR is full. 

Both programs run Mon-Fri until 6pm with some flexibility for earlier pick-ups. 

Because STAR is grant-funded and involves structured programs, they prefer at least four days per week with picks ups no earlier than 5:30.

Beyond the Bell is less structured and more flexible with regard to pick-ups. 

STAR requires a parent to pick up and physically sign a student out. 

Beyond the Bell does not. 

Here is a fillable, electronic application to complete and email back to Andrea.kittelson1@lausd.net or drop off in person at Walgrove Avenue Elementary 1630 Walgrove Avenue Mon-Fri 8am-4:30pm. Even though it says Beyond the Bell at the top, this application is for either/both programs. 

OR, here is a printable, non-fillable application with contract and discipline info to complete by hand and either email back to Andrea.kittelson1@lausd.net or drop off in person at Walgrove Avenue Elementary 1630 Walgrove Avenue Mon-Fri 8am-4:30pm. 

Your application will be time-stamped. If by email, it is automatically time-stamped. 

Regarding age levels, Superintendent Reilly is working on making sure that ALL students TK-5 have access to after-school care until 6pm. However, that has yet to be confirmed. To keep abreast, check her postings on Twitter, Facebook and Instragram. I will also let you know more as soon as I know more. 

Thank you for your partnership!

Walgrove Playdate Aug 14 10-12

 

Walgrove Park Playdate - August 14

Please join us for a park playdate so we can welcome you to our wonderful Walgrove Community. We will have light refreshments and activities, but it will be a pretty informal event of mingling for the adults and play for the kiddos. WE can't wait to meet you! Sign up here. 

On-Site COVID Testing!

So that students are fully prepared to attend school in person starting August 16, and so that families, students and staff may experience an added measure of safety, LAUSD will resume weekly on-site COVID testing at Walgrove starting Thursday, August 5. 

For the first two weeks, August 5 and August 12, testing will take place all day from 8:15 to 2:15.

In order to come to campus Monday, August 16 (for teachers, August 13), and to remain on campus every day, all students, staff and parent volunteers, vaccinated or not (this is new), will need at least one negative test sometime from August 2-August 13 and weekly thereafter. 

If you would like for your baseline COVID test to happen at Walgrove on either/both August 5 and/or August 12, please sign up here. PLEASE COMPLETE EVERY FIELD. 

Incoming Kindergarten families and families new to LAUSD, please first register in the Parent Portal and add your kiddo to your account so that your child's name is in the system in time for testing. If your child has no District ID yet, and/or for some other reason this is not super-possible, then please procure a baseline COVID test outside of LAUSD during the Aug 2-13 window.

Classroom Assignments Aug 3

Curious to find out who your teacher will be?

Eager to learn additional tidbits of info?

Well, wait no more! 

Check your email Tuesday, August 3, 2021 at noon to see your class assignment. 

And, download your welcome packet here. 

(Please note that Breakfast in the Classroom, the Visitor Policy and the Attendance Policy may differ slightly during at least the first trimester, as we continue to face the pandemic. I will share that specific info separately in an ongoing fashion.)

School is on the horizon!

Return to School Town Hall #2: Aug 10 @ 10 AM

Dear Families and Prospective Families, 

Please join us for a Town Hall where we present info and answer questions on our imminent return to school this August 16. 

TOWN HALL #2: Tuesday, August 10 @ 10 AM in DR K'S ZOOM ROOM

For those who couldn't make it, here is Town Hall PPT Slide Deck.

Travel Guidance

 

Return-to-School Town Hall Wed July 28 6pm

Dear Families and Prospective Families, 

Please join us for a Town Hall where we present info and answer questions on our imminent return to school this August 16. 

TOWN HALL: WEDNESDAY, JULY 28 @ 6PM IN DR K'S ZOOM ROOM

For those who can't make it OR those who missed it, 

here's the info via info via PPT Slide Deck.

LAUSD Calendar 2021-2022

Last Day of School June 11

Because the District swapped January 11 for June 11, Friday, June 11 is now a full day of instruction. It is also the last day of instruction. 

So that we may celebrate our culminating 5th graders in style, and so that all who want to attend the ceremony can attend the ceremony, that last day of instruction will be virtual. Live Zoom instruction will be from 8:00 - 11:00am. Asynchronous instruction will be from 12:00 - 3:00pm. 

So that 5th grade teachers may attend the ceremony, some classes may be combined. (For example, while Ms. B and Ms. Bowens attend the ceremony, their fourth graders may Zoom with Ms. Jones. Ms. Rose's third and fourth-graders will likely Zoom with Mr. Stansbury. These details are TBD.)

Those who rely on STAR/Beyond the Bell for childcare may bring their kiddos, as usual, from 8-4. Jonney will do his best to make sure that students log into Zoom and participate in virtual instruction. The rest of his team will arrive in time for the asynchronous portion of the day. 

The culmination ceremony will be at 9:00am in my (Dr. K's) Zoom room. 

The in-person, drive-in tailgate reception will follow at 12:00 in the upper yard. Each culminating fifth-grader will be allotted one parking spot for a car containing immediate family. Any fifth-grader who has two sets of custodial parents (separation, joint custody, etc) will be allotted two parking spots.

Per District policy, all culminating fifth-graders who have been studying virtually and who want to come to campus to participate in the in-person, drive-in tailgate reception should obtain a negative COVID result beforehand. Adult attendees are not required to have negative test results. I imagine the reason is that the students will be more mobile. (Note: negative test results for all, and full vaccination for those 12 and up are highly recommended.)

Students will be allowed to leave their cars to go to the centrally located Red Carpet area to retrieve diplomas, yearbooks, t-shirts and have their pics taken. 

Per LA County Department of Public Health, we are not allowed to sell concessions. Any/all food should be contained within the cars. 

All staff will be on campus all day. Teachers will Zoom from their rooms and then use asynchronous time to prep their rooms and cum files. (And of course visit the drive-in tailgate reception, as desired.)

If you have any questions, concerns or fancy ideas, please contact andrea.kittelson1@lausd.net

Full In-Person School in the Fall

 

Summer School Registration Now Open

Click here for more detailed info

Tomorrow's Coffee and Diet Coke with the Principal

At tomorrow's Coffee with the Principal: English Learner and LCAP info. 

Learn about our programs for English Learners and, per the LAUSD LCAP, discuss District graduation requirements and the importance of attendance...

Tomorrow and every Friday at 3 in Dr. K's zoom room.

Tentative Matrix for 2021-2022

 

NOTE: The above matrix is tentative and subject to change up to the fifth Friday of the school year  (which is "Norm Day"), depending upon enrollment. 

Travel Advisory for Staff (and Students)

FOR MORE INFO:

http://publichealth.lacounty.gov/media/Coronavirus/traveladvisory.htm

Walgrove Family Art Night Tuesday 6pm

 

REGISTER HERE:

https://www.eventbrite.com/e/walgrove-family-art-night-tickets-154639122779

Venice COS Town Hall May 20 4:30pm

 

How to Support GATE Students During Remote Learning

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

 

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!