The County Chronicle

The online newspaper of Loudoun County High School

Jun
10

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EL students struggle with obstacles in online learning

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Michaela Scott and Maggie Sheridan | Editors-in-Chief

El teacher Sarah Loredo teaches her hybrid students during first block. Since the switch to in-school learning was implemented in February, over 80% of EL students were brought back into the classroom. Photo courtesy of Sarah Loredo.

During the distance/hybrid school year, to say students have had obstacles to overcome would be an understatement, especially for English Language Learners. Many of these students are brand new to the country, so having to go straight to online school has introduced several challenges unique to these specific students.

Many teachers have seen firsthand the effect of distance learning on their students and have made it known that it is not easy for the students to comfortably navigate a brand new way of learning.

“The technology piece is definitely the most significant,” English Language teacher Erin Mclaughlin said. “From a teacher perspective we are all new to this so we’re learning while teaching. From a student perspective, they had to learn a totally new system of learning for the first time in their homes with zero help, plus Schoology is in English.”

Several of the English Language Learner teachers emphasized the amount of class time that was consumed by each problem they ran into trying to help out the EL students. On the other hand, general education teachers couldn’t always find the time during class to instruct their EL students individually while teaching dozens of general education students.

“I think the stress for GenEd teachers is very high this year. General Education teachers have to manage so many components of teaching that as an EL teacher, we’re only focusing specifically on EL students, instead of a mixture,” Mclaughlin said. “Whereas in an all EL class we would have to go through each individual student to walk them through their assignments, and so if you have 10 students in a classroom, you’re taking away the first 30 minutes for weeks because they don’t remember right away.”

Overall, the GenEd and EL teachers have explained that the technology aspect is the most crucial part of this learning experience, and it had an impact on the school year involving things like attendance, access to assignments, and testing.

“During distance learning I have struggled with making sure these students have equitable access to technology,” Biology teacher Kayla Urban said. “Attendance has also been a struggle. Many of my students have many responsibilities such as working a job, looking after others, and also having access to reliable internet and a private place to work.”

Urban has worked with these students for eight years and has grown familiar to them. This will be her fourth year teaching some EL students in a separate, self-contained course. She said participation was a struggle for these students at the start of the year.

“It’s harder to reach those students at home because they do not have their cameras on and I can’t see what they’re doing or what’s happening at their house, even if they’re at their computer. You have students that just log in and never give any responses, so it’s hard to tell if they’re struggling because they don’t understand the material or if they’re just playing a video game, or if they’ve just been going through a hard time due to the pandemic,” Urban said.

English Language teacher Sarah Loredo explained that students are used to one-on-one contact, or small group instruction to understand the material given to them. Although break out rooms are an option, it isn’t the same as when students are physically present to ask for help from teachers or use class resources.

“Students learn a lot visually, so technology is good for that, but it is not as organic as the need happens immediately and you can easily pick up a book or a piece of paper,” Loredo said. “Learning can be so much quicker and more efficient when all the resources are available to the students.”
Urban was concerned with the fact that students appeared hesitant to speak up when they were confused or had a question over the Google Meets. “They are scared to comment or ask questions online because they feel as though the spotlight is totally on them in the meeting and it is recorded. We have told them they can always ask us through Remind as well as emails or breakout rooms so it’s private,” Urban said.

In order to help the adjustment with distance learning, Urban has used new programs and incorporated them into her classes, such as Desmos. “It is very helpful in order to control the pacing. It also makes everything more interactive and I can see everyone’s participation. I can also make it anonymous so I can talk about certain student’s responses without them being embarrassed by their wrong answers in front of the class,” said Urban.

Additionally, Loredo explained the challenges specifically for students who are on a level one in EL and are not participating or speaking up during class time. There are six levels to becoming fluent, and English is usually nonexistent for students on level one. “The students who just started, and are on level one, I cannot even imagine them being new to the country and learning how to navigate the technology, testing, copying something from Google, writing an email, completing assignments,” Loredo said. “Due to this learning curve, we have worked even harder to give them the support they need because we want them to be successful.”

Over the course of the year, EL students have been gradually coming back; beginning in October, LCHS was only allowed to bring the level one students back, which was 15 students. “We would have students that didn’t qualify as level one coming to the front of the building and asking to be let in,” Mclaughlin said. “We had a lot of our students who wanted to be here, but they couldn’t.”

Since the switch to hybrid was implemented in February, over 80% of El students were brought back into the building. “All of my students are here except for two and that is amazing, I am so happy about that,” Loredo said. “In-person school makes things a lot easier and better for the students.”
Although learning at home was a challenge, Urban agrees that having students back in the building has helped their learning and understanding. “I think it definitely helps now that we are back in the building and we are able to support more students. I have had more students return to school in my self-contained ELL biology than I have had in any of my other classes,” Urban said.

She has also been able to use more resources in order to help them and make them more comfortable in the classroom. “It has been really good for students to come back because I am able to provide more hands-on manipulative resources for them, which are important when you come to a place where you do not understand the language,” Urban said.

Although distance learning has introduced a variety of obstacles for EL students, EL and GenEd teachers have developed strategies and new ways of teaching to make learning a better experience for these students. “We want to do what is best for our students, and I’m happy I was able to support them throughout this year.”

May
5

By

PEER supports students when Distance Learning brings ‘so much stress’

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Chloe Beal | Guest Writer

PEER writes positive messages to put on every desk in the school for Kindness Day in November before the pandemic. PEER is a student group whose main goal is making the school a positive and inclusive community for everyone.

March 11, 2020 was the last “normal” day of school for students in Loudoun County. Over the past year, COVID-19 has affected the everyday lives of students, causing many to feel stressed and overwhelmed. The student mentoring group PEER has worked to find ways to overcome challenges caused by Distance Learning to help support students.

As its name suggests, PEER (Positive Experiences in Educational Relationships) is a student group whose main goal, stated on their website, is making the school a positive and inclusive community for everyone. They strive to help students with any issues they are facing, and to be there if anyone needs someone to talk to.

“Everyone thinks of PEER as it’s to help people, but I feel like another one of their big goals is just to strive to make others happy and just be a happy group,” senior Belle Colon said.

Colon is one of 18 specially trained student members of PEER. Peers are taught important skills and lessons by school professions before they can become PEER mentors.

“You really need to care about what you’re doing,” senior PEER member Alexa Novak said. “You can’t just be there just to say you’re doing something. You have to really care and really want to help people and not just help people, but be friends with people. You have to be very compassionate and show loyalty towards the person. If you’re talking to someone and it’s something personal, which is what we deal with a lot, you can’t be going around spreading that.”

In the past, PEER gave students the option to sign up for one-on-one meetings with a PEER mentor if they were struggling with anything related to academic stress, relationship issues, family dynamics, mental health, bullying, or just needed someone to talk to. This school year there has been even more students who have had issues related to those topics, and distance learning has made it harder for them to get help.

“The peers can help them think through some problems that they’re having, unfortunately, this year, they’re not letting us meet one on one, because of the COVID restrictions,” 6th year PEER faculty advisor, Dorene Kuebler said, “but now that we’re in school, we may be able to do that a little bit more.”

Lunch on the lawn is another feature PEER was well known for. Before the pandemic hit, every last A day of the week students could go outside during their lunch period and get some fresh air and hang out with their friends. Now, PEER is holding Open Lunch Google Meets every Thursday during C lunch, which are open for any student to join. During the Google Meets they listen and dance to music, play games, and talk about their day to give students a quick brain break from school work.

“Right now, especially being virtual, it’s so isolating, and it’s so easy to feel invisible and to feel that you’re not heard, and it’s such a frustrating thing,” Loudoun County High School’s Social Worker, Keri Hendershot-Waymire said. “So I would offer to reach out to trusted people”

One thing Hendershot-Waymire has learned from her 14 years as being a Loudoun County Public School social worker is how much students go through. “You are all under so much stress and there’s not always a place to let that stress out,” Hendershot-Waymire said. She emphasized, there will always be people like PEER at the school ready to help, but students must reach out or else others won’t know.

“It’s really good to get the messaging out there that there’s people here to help,” Hendershot-Waymire said. “Even in this virtual setting that we’re in, reminding people that they’re not alone and if they need help, it’s okay to ask for help. It’s not a weakness to ask for help, everybody needs help. We’re not meant to live in isolation and this forced isolation has thrown everything into craziness. We do really want to be there to help, but we can’t help unless we know.”

“When school first started with COVID and everything online, I was very stubborn and I wouldn’t let anyone help me with my work, so I wasn’t doing too well,” Colon said. Colon recommends students reach out for support from a trusted adult or groups like PEER if they are struggling with schoolwork and learning online.

It’s also good for students to come up with different strategies that will support their needs and will help them efficiently learn through the pandemic. “Whatever you do, try your best to come up with a good routine and good schedule to make sure that you do your work and don’t procrastinate because if you procrastinate, you just keep getting into a shell of just not doing work and in the long run, that is not a good habitat,” Colon said.

When students find ways that help them to stay calm or to destress it can also be very beneficial. “To help stay calm and destress I like to get outside as much as possible and be around my family so that I never surround myself with too much overwhelming work,” Novak said. “Even if that means just stepping outside to get a breath of fresh air for a quick minute or walking into my sister’s room to say hi halfway through the day.”

Despite challenges caused by distance learning, students have worked hard and tried their best to complete all their assignments. “They [students] are doing their best and that is what matters,” Novak said. “This has been a hard year for everyone and we all have had to make sacrifices and find new ways of doing things. Keep going, you are doing great.”

PEER welcomes 2-day hybrid students back to school in March. Students have been distance learning since March 2020 and PEER has worked to find ways to overcome challenges to help support students. Photo courtesy of Dorene Kuebler.

May
5

By

Digital Struggles: Virtual learning challenges students and teachers

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Daniel Delargy | Guest Writer

English teacher Shawn Simms teaches to both her in person and online third block class. Photo by Valerie Egger.

COVID has changed the landscape of education that LCPS provides to its students. Ever since March 13, 2020, school has primarily been online, only opening in March 2021 using hybrid models.

This has provided a challenge for students and educators. During an informal poll, we asked students to rate their online learning experience 1-10. The average of the poll was 4.6.

Many teachers agree that distance learning is not ideal. English teacher Shawn Simms has a similar view to the student body. “Overall, I’d rate it two or three, because really being with the kids is my dream job,” Simms said. Like many, Simms became a teacher because she enjoys the face-to-face interaction with students. “ I really miss reading the room and helping students hands on.”

Students also expressed frustration with the current state of their education.

A distance learning student who voted online school a 4 said, “Don’t ignore us. Ever since hybrid started I feel like the teachers kind of forget we are there,” referring to the fact that teachers now teach students in person at the same time as they teach their remote learnings, a model known as the concurrent teaching model.

An online student who ranked online learning as a 6 said, “I don’t think that there is anything you can change to make it better, but it just doesn’t work for me. I haven’t been able to focus, and I don’t think I have actually learned anything all year.”

Lucia Kennedy, hybrid student, attends class two days a week in person, attending through the computer on the other half of the week. Like many students, she prefers in-person learning.

“I honestly find it so much easier to feel motivated and pay attention when I am actually there in class looking at my teacher and feeling included in the conversation,” she said.

A student who voted hybrid a 7 said, “I was surprised that so few people decided to come back in hybrid; I enjoy seeing and being able to interact with my teachers and the other students.”

Many are expressing a growing concern on what the lack of in person instruction will mean for students. “Kids of all ages that are struggling learners or linguistically challenged or have special needs, those kids are separating so the kids that have are going to be fine will rise up but there will be a gap to the kids who struggle,” Simms said.

This paired with the fact that 28% of U.S students are in person, according to Eduactionnext.org and evidence to suggest that number is larger in other countries. Some teachers and parents are concerned about the education that students are receiving during this COVID era.

“American kids are not in a place of being job competitive, international job competitive,” Simms said. “As we become a more global culture, local society, and multi linguistics we need to prepare you guys for the world’s market, not just the American market.”

Part of this struggle to pay attention and interaction during online classes is due to the lack of cameras being on during classes, says Simms. “I find a very strong correlation between kids who keep their screens on and their engagement and their submission of work,” Simms said. “One day we’re going to look back on this and think, and say it was a big mistake to let kids choose whether to put their screens on or not.”

The idea of having students be required to have their cameras on during class has been proposed. Although this begs the question on if this is an invasion of students’ privacy given that they would have to show their home.

Junior Matthew Siltra said, “I don’t want to show my face. It makes me uncomfortable because of my surroundings.”

Junior Coen Leonard said, “The main reason I dont have my camera on is because I don’t want to forget I have it on.”

There are many challenges with this school year and many are not satisfied with this year’s learning experience. Although there is hope for the future, students are really enjoying hybrid and teachers are finding it effective. COVID cases are dropping and the vaccine rollout has been mostly successful. This was uncharted waters for everyone, and it hasn’t been easy, but, the school board is leaning to have a normal school year next year and are currently planning for a five-day school week with 100% attendance. Our informal poll shows that a majority of the students prefer in person school to online this year.

May
5

By

Expectation vs. Reality: students weigh in on the hybrid learning model

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Chris Mejia | Guest Writer

Eman Mazhar shares his online learning set up. With much of the school year taking place via distance learning, students had time to set up their own personalized learning spaces.

Ever since COVID came into existence a lot of things have changed. From sanitizing everything to wearing masks, our lives have changed dramatically. One of those changes has been online school. This new way of learning took a toll on a lot of students, while others thrived in this new learning environment.

Madi Robb decided she wanted to do hybrid learning. She said online learning wasn’t working for her as she is a very extroverted person. “I like the socialization aspect of hybrid,” she said, of her favorite part of hybrid learning was, “It’s more engaging.” Robb’s expectations for hybrid learning were met, as she prepared herself for an empty and quiet classroom.

Students have had the option to revise their choice of online or hybrid learning. “Being able to actually be physically in class is really good for me,” Robb said, “So I would definitely not switch back to online.” In a survey of 88 students, 79.5% agreed with Robb; they would not change their choice of hybrid or online learning.

Keilly Hernandez is an online student. Regarding her reason for remaining in distance learning, she said, “everything is still fuzzy on how things are gonna work out.” She said that she wouldn’t be able to forgive herself if the people she loved contracted COVID because she would be exposed to it. “The idea of covid hurting me or the people I love is so painful.” This is something a lot of people can relate to, as COVID can be very scary and dangerous, depending on other factors like previous health problems and age. Students must weigh physical safety with learning. Many have had trouble with online school because they are visual learners who need one-on-one explanation and help. “Online school has really pulled back the opportunity to do so,” Hernandez said.

Kim Truong is a student at the Academies of Loudoun. School has been different for students there because they have been exercising the hybrid method for the entire school year. Truong is a prime example that not everyone had such a rough experience with this different school year. “Hybrid learning at the Academies of Loudoun has been fun so far,” she said. “It’s a nice balance between school and real life.”
Even though hybrid learning has been a lot of fun, Truong wishes things could go back to normal, pre-COVID normal. Hybrid learning has not met Truong’s expectations, as she had high standards for it.

Teachers instruct the same material for students online and in-person, so Truong believes there’s no difference between staying home and doing in-person, other than putting yourself at risk. “School lunch really isn’t that safe,” Truong said. “Students can sit less than six feet apart, without masks on and mingle.” For Truong, stricter regulations would make hybrid school more enjoyable. •

May
5

By

Mid-Year Bell Schedule Adjustment Agitates Students Who Are Still Adapting To The Distance/Hybrid School Year

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Michaela Scott | Editor in Chief

Junior Sophie Hylton quickly cleans the dishes after her rushed lunch break. The shortened lunch periods are preventing students from having the time to clean up after themselves, or even give them time to finish eating their whole meal.

Over the course of the distance learning school year, students have been constantly adjusting to many sorts of changes, such as working from home, preparing each lunch on their own, and balancing their screen time. As of January 21, Principal Michelle Luttrell announced that the second semester of school will follow a brand new bell schedule.

The new bell schedule was established to give distance/hybrid students the flexibility to quickly pivot back and forth between stages without having to change schedules or transportation; additionally, this eliminated the learning lab time. Prior to this decision, learning lab time was held for the last twenty minutes of class as a time where students could seek needed help or work asynchronously. Teachers were not allowed to assign extra work during the learning lab, however, teachers now have the option of teaching throughout the end of class. Not all students appreciate the change, and many teens expressed their concerns.

“I understand where administrators are coming from, but I will never understand why the school board let us get used to the schedule in the fall, if they knew they would have to change it mid-year for hybrid,” sophomore Genesis Chhour said. “There should have been one definite schedule that would benefit students regardless of distance or hybrid; yet the school seems to wonder why kids don’t have the motivation to do school anymore.”

Out of an informal survey of seventy LCHS students, 98% had negative opinions about why they strongly oppose the changes brought about by the mid-year bell change. The vast majority of students’ responses in the survey believe that the asynchronous learning lab for each class was essential for a variety of reasons.

“The schools board’s decision to take away the learning lab was terrible,” junior Mairenn Blest said. “To have students stare at a computer screen for an hour straight was already bad enough and strained our eyes; now the new schedule makes it even harder to pay attention.”

Additionally, senior Bess Fields is apprehensive about the normality of learning through a black mirror, and the effects of having zero breaks throughout the day. “Administrators cannot expect us to be glued to a computer for seven hours with a thirty minute lunch break and pretend like that is appropriate for this adjusted school year,” Fields said. “Mainly, I am really concerned about the younger students in elementary school, they are going to be so messed up from this.”

According to the survey, many students have a dislike for the immediate block changes between each class. “The alteration does not give students the proper breaks and time to complete in class assignments,” junior Charlotte Penberthy said. “I hate it.”

The other main concern many students became vocal about was the dramatic change in lunch schedules. Junior Sophie Hylton stressed how inconvenient the bell switch has been for managing to eat during the online school day. “I have to cook all my food, eat my lunch, all while cleaning up after myself in less than thirty minutes,” Hylton said. “I seriously prefer having the longer lunch time.”

Despite the unamused student responses, the Captains are slowly adjusting to the unwanted change brought by LCHS administration. “Teachers lecturing for a whole hour and thirty minutes through a screen just gives me a headache,” junior Chris Mejia said. “We seriously needed those mental breaks in between classes.”

May
3

By

Students and teachers return to four days a week in-person learning

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Olivia DeWan | Staff Writer

Spanish teacher Bryan Boeing poses in his classroom. To prepare for in-school learning, plastic shields were attached to the desk to prevent the spread of COVID, and teachers were given moveable carts for their laptops, which they will use to teach both in-person and distance students at once. Photo by Olivia DeWan.

Earlier in the year, students who had selected the hybrid learning option would go into school physically for two days a week. Following the development of the COVID vaccine, they returned to school for all four days.

“Going back to school four days a week has been a good experience for me,” freshmen Ashley Conner said. “It’s kind of nice to get back into it.”

Previously, students alternated going to school and staying home. Half of hybrid students would go in the building on Tuesday and Wednesday and the other half would attend Thursday and Friday.

“I was looking forward to seeing County a little closer to normal with so many students in the building,” junior Kenly Howerter said.

Many students were anxious to get back into the building, but when COVID put a bump in the road that was their daily lives, they weren’t sure what to expect. In fact, many freshmen had never seen the inside of the building.

“The four days a week scared me at first,” Howerter said. “I was so used to online classes or having it half in school and half distance.”

While the students may have been unsure of the sudden change, teachers were over-the-moon excited.

“Before the students returned the school was like a ghost town,” math teacher Elaine Voketaitis said. “Students bring great energy into the building.”

However, the change from hybrid learning to in-person didn’t happen overnight. Many steps were taken to set up the classrooms, cafeteria, and bus schedules.

“To prepare for the students’ return, the classrooms had to be reconfigured to accommodate the required distancing,” Voketaitis said. “Due to the different learning styles, I am providing students with hard copies of notes,” something that was not possible earlier this year.

In addition to changes in the classroom, the entire school underwent a new series of rules so that the COVID guidelines were followed.

“I really enjoyed walking around school in the morning,” sophomore Lauren Kirk said, of her freshman year. “But we can’t do that now because of COVID.” Instead, students are expected to go right to class upon entering the building.

Similarly, students are required to fill out a mandatory symptom checker questionnaire before they enter the school building. The questionnaire asks if students have had any COVID symptoms such as a cough, fever, or loss of taste or smell, or if they came in contact with anyone who caught COVID. Once the form is completed, students can proceed with their day.

In addition to the COVID questionnaire, temperature scanners were installed. The scanners act as a giant thermometer by checking the temperature of every person who enters the building.

Of course such advancements came with some challenges.

“I think it can be difficult to stay six feet apart,” Kirk said. “I do my best and back up if someone comes too close, but sometimes others don’t even try, which I find frustrating, along with when people don’t wear masks correctly.”

On another note, some students were concerned about adjusting back to a full day of school.

“I think finding time to relax will be difficult because you are in school seven hours a day and then go home and do homework,” Howerter said. “Junior year is known to be difficult and so far the workload has been bearable because I was able to complete the assignments from the comfort of my own bed.”

Conner agreed, saying she thought it would be difficult to return to her original schedule.

Regardless of all the changes, teachers and students are happy to be back in school.

“It’s been really great having an (almost) full classroom again,” Spanish teacher Bryan Boeing said. “The classroom dynamic with 10 or 12 students is way better than only three or four.”

Asides from bringing a missed energy and busy environment back, in-person learning made several aspects of school much simpler.

“I like that I can communicate with my teachers easier,” Kirk said. “I am also able to talk to my friends in the hallways, which was something I didn’t realize I missed a lot in in-person school.”

It also gave teachers a chance to reconnect with their students.

“I can definitely provide more detailed and personal feedback to my students who are in-person,” Boeing said. “But there are many activities that we are still unable to do.”

While a handful of students are in-person and are reacquainting themselves with what school is normally like, others chose to remain home and continue school using the distance learning program.

The distance learning model was familiar, as students had been using it for a solid few months. In-person leaning was a totally new adjustment to a lifestyle that had already undergone a series of intense changes.

“I would not go back to distance learning,” Kirk said. “I actually switched to hybrid after November by emailing my counselor. While I did like some aspect of distance learning, I definitely prefer being in-person and not seeing people through a screen.”

Conner agreed.

“Being in school gives me more motivation to do things,” she said.

A burst of motivation is just what many students are searching for as the school year is rapidly coming to an end. Many people, students and teachers alike, are looking forward to the summer vacation, and are ready for a break.

“Keep up the great work and be proud of yourselves for making it through all the challenges this school year had to throw at you,” Boeing said.

To finish out the year strong regardless of COVID, students will need to continue working hard.

“Keep moving forward,” Voketaitis advised. “The best is yet to come.”

Jan
12

By

Culinary students adapt to cooking classes from home

Category: Arts and Entertainment Tags: ,

Michaela Scott | editor-in-chief

Junior Kennedy Cole shares her favorite meal that she learned to prepare in Culinary Arts, PopTarts. The PopTarts were a familiar treat that culinary students cooked during the beginning of distance learning. (Photo courtesy of Kennedy Cole)

The electives Culinary Arts and Gourmet Foods have always been classes where students can bond through cooking and learning about food; however, distance learning has entirely changed the way students can participate in the two curriculums.

”It’s just a lot of inconvenience,” said sophomore Bella Whelchel. “Luckily, online culinary doesn’t limit my ability to learn, so much as my ability to comprehend, and more importantly, to practice.”

The two classes are primarily geared towards learning about basic cooking skills, the origin of food service, nutrition, and teamwork. Culinary is directly related to the exploration of Culinary Arts, whereas Gourmet Foods focuses on diet and wellness in addition to cooking techniques.

“There is no expectation that a student will come in with any prior knowledge or experience,” said Gourmet Foods teacher Andrew Policelli. “The classes are taught with the assumption that students need to learn the basics from the beginning.”

Students may be interested in enrolling in the two classes if they are planning on pursuing a career in the culinary arts field or if they want to start learning a skill that anyone could utilize, the ability to cook a delicious meal.

“Everyone needs to learn to feed themselves or their family. We learn skills that will help you for the rest of your life, and it’s fun!” said Culinary Arts teacher Dorene Kuebler. “We also learn fun things like how to make homemade pasta, piping skills for cake decorating, and all kinds of baking and cooking methods.”

In the beginning of the week in a normal, non-pandemic class session students gain an understanding of Culinary Arts; near the end of the week the class cooks a recipe in teams. Students spend time prepping ingredients, following cooking instructions, and presenting the food. However, this year has put forward several challenges and forced changes due to the online school environment.

“Classes online are very different,” Policelli said. “There is obviously no hands-on lab experience that you would normally get inside the classroom. We try to watch videos, analyze them, and discuss what issues students would run into if they were producing that particular item.”

Fortunately for students who may not have all the needed ingredients or tools, cooking is not required for either classes; it’s an optional activity, but encouraged to try each recipe to further comprehend the lesson. Kuebler and Policelli choose the lessons that they feel would be most valuable and allow students to suggest recipes for the future.

“Mr. Policelli and I are trying to pick recipes that we believe most people will be able to replicate at home,” said Kuebler. “There are so many recipes in our curriculum, so we choose what we think will be accessible to most people.”

On the other hand, students have spoken out about their feelings surrounding the at-home learning environment while cooking. Whelchel explained the inconvenience of cooking in her household due to many distractions and tasks.

“Usually it is too much of a hassle to be worth it,” said Whelchel. “I also have to deal with my entire family in the house while trying to cook, while under a strict timeline, while trying to clean the kitchen. It is just a lot of difficulty during the school day, so it’s easier to just view the video.”

In addition, several challenges have been introduced for teachers due to remote learning. Kuebler has expressed the difficulty of finding fun, interactive ways to teach without normal classroom equipment. Policelli explained how distance learning isn’t as stimulating as an in person experience because you cannot look over a students shoulder and provide needed help.

“Not being able to see my students and interact has been super challenging!” said Kuebler. “I miss their faces and their humor; I love to see my students bonding with their teammates, working through problems, and just having a great time. I really miss that.”

Despite the drastic changes students and teachers have endured due to online school, Culinary Arts and Gourmet Foods still remain as enjoyable, laid back electives for all students. Kuebler explained how the course is a good break from the loads of work and heavy content students receive in other subjects.

“I really liked the idea of having a fun class to go along with my core classes, so I chose Culinary and overall I really have enjoyed it,” said Whelchel. “I think the best part has been the relative lack of homework.”

Policelli’s goal for his students is to get as much out of the class as possible. Furthermore, he wants his students to fully gain an understanding of the basics of cooking, feeling comfortable testing out new recipes, and exploring the world of culinary arts to be able to determine if it is a career path that they’re passionate about.

“Gourmet Foods and Culinary Arts would benefit any student,” Policelli said. “We all need to eat and most of us enjoy eating good food; knowing how to cook will be a skill you can use for life, whether you are in the field professionally or not.”

Dec
17

By

School Board decides Coronavirus metrics for return to online learning, sparks discussion on viability of decided metrics

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Liberty Harrison | staff writer

November 17, seven days before LCPS’s Thanksgiving break, an emergency school board meeting ruled in a 6 – 3 decision that all hybrid students would be moved to 100 percent distance learning if two separate metrics were both passed for five consecutive business days.

The first metric is passed when the number of new cases per 100,000 residents exceeds 200 during a 14 day period.

The second metric is passed when the positivity rate of coronavirus tests reaches 10 percent. This means that out of all people tested if 10 percent of tests come back positive the metric would be passed.

This image features an image of the LCPS COVID Case Data webpage, containing information on the two metrics decided to indicate return to 100% distance learning by the Loudoun County school board, as of November 17.

As of December 15 the metrics stood at 573.9 cases within the last 14 days and 11.7 percent of test positive within the last 14 days. This means that the metrics have been passed for five consecutive days and children already in hybrid learning were returned to 100 percent distance learning. There is no confirmed effect on plans for introduction of new students to in person learning in January.

This decision had the majority of support with 6 out of 9 members of the school board voting in favor of it. According to a Loudoun Now article, many supporters are in favor of the motion because it allows parents to easily track metrics. This ability would help the school board be clearer about how they are deciding switches to online and hybrid, and may allow parents the ability to prepare for a switch to distance learning from watching the metrics.

Parents are able to see daily updated metrics, monitored by the Virginia Department of Health, on the LCPS COVID Case Data webpage.

There were also dissenters to the motion, who found the metrics used and the plan overall to be unsatisfactory.

Some think the chosen metrics should be completely changed .

John Beatty, the school board member representing Catoctin district, wrote in an email dated November 20, about why he opposed the decided upon metrics and what, in his opinion, would have been better: “They affected the whole district, rather than each school or grade level individually. We need to consider in school Covid cases and transmissions, and we need to do so on a school by school basis.”

Others believe that they should be changed in smaller ways, or supplemented.

“The two metrics are helpful, but wholly inadequate. The most important metric is in-school transmission rate. If we have no transmission in schools, then that likely means the environment in schools is actually safer than outside the school. The CDC agrees with this,” wrote Jeff Morse, school board member representing Dulles district, in an email dated November 20.

School board members have also had dissenting opinions on the plan based on the metrics.

“This plan provides no flexibility, either shutting down or opening back up. We might want to scale back hybrid, or if we are 100 distance learning, we might want to scale it up. And it might take a few days to phase the hybrid students back into the classrooms. The current policy means students could be out of school one day, in the next, and out the next!  We need to fix that,” Morse wrote.

“Taking students out of in-person instruction is very disruptive – that’s why I had supported an alternative to pause bringing new groups of students into school if our numbers get high, but to not automatically take everyone out of hybrid without having a conversation about it first,” wrote Ian Seratokin, school board member representing Blue Ridge district, in an email dated November 20.

“I firmly believe  that we should have enabled the school board to continue to make decisions allowing some high risk/high need students to continue in hybrid while others may have their hybrid scaled back or deleted,” Morse wrote.

The majority of support is behind the use of metrics as the school board decided, even with some finding the metrics used, or subsequent plan, unsatisfactory.

Parents and students can keep updated on where the metrics stand with this link: https://www.vdh.virginia.gov/coronavirus/key-measures/pandemic-metrics/school-metrics/

Supporters of the motion including Beth Barts (Leesburg), Harris Mahedavi (Ashburn), and Leslee King (Broad Run District) were contacted for comment but did not reply.

Nov
16

By

Teacher’s Pets: amidst pandemic challenges, pets bring comfort to teachers during the workday

Category: Photo Spreads Tags: , ,

Karen Cortes | Managing Editor

In a complicated year like 2020, there have been a lot of ups and downs for teachers. One of those few ups is that in teaching from home, teachers get to spend more time with their pets. Teachers submitted pictures of their four legged best friends as they continue to teach virtually.

Jane Yocom has a yellow lab named Tank. Yocom says Tank “Thinks the start of block 4 and 8 are a signal for him to get his dinner.” and that he really enjoys having someone at home all day. Photo courtesy of Jane Yocum. 

 

Teacher assistant Diann Landau has “too many cats,” including Merri, Eowyn, Mikey, Tink and three kittens. She also has a horse named Mithrandir, which she gets to ride more frequently during the pandemic. She also enjoyed seeing her kittens being born. Photo courtesy of Diann Landau. 

 

English teacher Arlene Lewis has a cat at home named Allie who is “forbidden to come in her office” because she walks all over Lewis’ keyboard and will bite Lewis if she tries to remove her. According to Lewis, the cat has gotten naughtier over quarantine. Photo courtesy of Arlene Lewis.

 

Lacey Conrad has a dog named Hershey, two cats called Mini and Peaches, a frog called Diggory, and two leopard geckos named Yoshi and George. Conard’s dog follows her around all day, and she likes to speak back to her cats. She said her geckos really do nothing but, “sometimes Yoshi sits on my shoulder during class.” Photo courtesy of Lacey Conrad.

 

Math teacher Karen Carr has two cats, named Jasmine and Aladdin and a dog called Zeus. Carr said Zeus likes to class bomb once in a while and that Jasmine likes to make frequent appearances while Carr teaches yet, “Aladdin would never lower himself to associate with lowly humans.” Photo courtesy of Karen Carr.

 

Math teacher Jarod Brown has a Chocolate Lab mix named Cashmere, Brown says Cashmere usually lays with him or one of his kids while they get work done, and that he walks more than ever since the pandemic started. Photo courtesy of Jarod Brown.

 

English teacher Melinda Shingler has a cat and a dog. Shingler says Simba, her cat, keeps her company while teaching or planning and that Bella, her dog accompanies her and her husband on their 2.75 mile walk. Bella also helps Shingler’s daughters break from their monotonous routines. Photo courtesy of Melinda Shingler.

 

AP Psychology teacher Nicole Daniel owns a Clumber Spaniel named Porter. Daniel says Porter likes to sleep and hang out with her in her workspace, and they take walks during Daniel’s lunch. Photo courtesy of Nicole Daniel.

 

Math teacher Nicole Kezmarsky has a rescue dog named Louis. Kezmarsky says Louis provides background noise, and that he also has an ongoing fight with a UPS employee that parks outside her house. Photo courtesy of Nicole Kezmarsky.

 

Math teacher Mel Hefty, has a dog called Bo. Hefly says Bo is a quarantine dog. “We drove down to Richmond to get him in April when his former family could no longer care for him because of COVID related issues.” She also says that he hangs out with her while she grades papers. Photo courtesy of Mel Hefty.

Nov
16

By

Teachers adjust to distance learning

Category: News Tags: ,

Olivia Zavadil | Managing Editor

Math teacher Peggy Carnes celebrates Halloween virtually with her students. Teachers such as Carnes have had to find unique ways this year to keep students engaged during online classes.

This year has posed many unique challenges to our community, including the transition from in-person to fully distance learning. Students have had to figure out how to combat not only the lack of social interaction that in person school would normally provide, but how to successfully integrate into online learning.

The decision to send Loudoun County students fully online this year came after much debate and community backlash to the previously proposed two-day hybrid schedule.

While much of the response to the new system has centered around students and their adjustment, another vital group is often overlooked: teachers.

“Distance learning is not an ideal situation, but teachers are making it work with a lot of help from students who are also giving it their best,” said English teacher Arlene Lewis. Lewis, like many other teachers, has been forced to adapt to new ways of teaching and new styles of connecting with students.

Lewis nods to the fact that one of the biggest adjustments to online teaching is the difficulty of forming personal connections and bonding with her students.

“I miss the real interaction with students, and because so many students keep their cameras off, I honestly wouldn’t know some of my students if I saw them in my neighborhood,” Lewis said.

Similarly, science teacher Terri Moulds finds it difficult to read students when teaching virtually. “It’s so much easier in school,” she said. “You can see facial expressions, you can see confused students, you can see hands coming up, you have engagement. Those first couple weeks of school were hard because I just missed it so much.”

In terms of the schooling software used by the county, the technological adjustment has been no walk in the park either, according to many teachers.

“I did not anticipate that I would spend so much of my time troubleshooting technology,” Lewis said. “I am frustrated, as are students and parents, that the technology doesn’t always work the way it is supposed to on any given day. Teachers, including me, have been ‘kicked out’ in the middle of a Google Meet. The transition to online learning is difficult enough without that!”.

Even the most experienced teachers have struggled with the transition, and are constantly searching for ways to bring elements of the classroom into online learning.

“I try to do little things in my class, start geeky conversations about Marvel characters, ask questions about books students are reading, tell lame jokes,” said math teacher Karen Carr. “But the interaction is definitely missed.”

“This is my twenty-second year of teaching, and it is nothing like what I have experienced before,” Carr said. “From having to learn a ton of new technology to readjusting my lessons, to trying to find ways to interact with students. It is definitely different.”.

“I was not really surprised that we wound up online to start school,” said Lewis.  “I couldn’t see how they were ever going to coordinate hybrid learning even though I know that other school districts are doing it.”

There is some hope for the teachers and students that have been missing that interpersonal interaction. Starting in late October, Loudoun County Public Schools began sending back select groups of  English language learners, special ed students, and select elementary students. Secondary students are expected to return for the second semester, though with the pandemic as a still-developing situation, nothing is certain.

“The first few weeks were difficult,” says Moulds, “ it’s a trade off, but you know, we have to protect the community and I think that’s important.”

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