The Implementation of Apta superaque
The first week of online learning at Ridgeview was marked by many, and sometimes contradictory, qualities. We saw the initiative and determination of individual teachers, the adaptability and perseverance of students, and no little determination and patience from our parents. Nevertheless, and as was inevitable, we also all experienced some measure of anxiety, trepidation, and occasionally a palpable sense of being overwhelmed by the enormous implications of a worldwide pandemic. Ours is not the first age to experience such things, but it is the first time in our lifetimes that we have collectively faced something this disruptive to our ordinary routines and expectations about what the next day might bring.
This past week, Poudre School District announced that on-site schooling will be suspended for the remainder of the year and Ridgeview intends to follow the District’s lead in this. We had hoped that this might not be necessary, but we have privately been planning that it would. In this, it is a disappointment, not a surprise. The discussions we have had among the administration and with the faculty and staff have centered on addressing these disappointments in a way that makes the lives of our students and families easier throughout the current crisis.
Above all, we do not wish to further stress our families during an already stressful time, nor do we wish to exacerbate their financial or childcare struggles while attempting to work from home and oversee their children’s education. We want to be helpful and useful to our community where we can. The following are some examples of this:
There are those who may find themselves in a position to help the Ridgeview community. We want to put those who can help to work helping those who need it. If you find yourself in either situation, please contact Mrs. Correll for more details.
Small businesses have been particularly impacted and many of our students’ parents are small business owners. If you are looking for ways to support a local business, please visit our Help for Hoplites web page.
Unfortunately, bad news is ubiquitous at the moment. We are working to provide good news about what is happening at the school, and the improvements that you can look forward to upon your return. Additionally, there are good things that are happening in many people’s homes. If you have some good news to share, or some uplifting photos or videos, please consider doing so. These can be uploaded here or submitted via e-mail.
As this situation rapidly unfolds, we will be using Hoplite Radio, our school’s podcast, as another avenue by which we can deliver timely information to you by addressing questions and concerns in the weeks ahead. While the first of these pertaining to the COVID-19 crisis has yet to be published, this is a good time to get caught up on the twenty or so episodes that are already online by going here.
The parent reading groups will continue via video conference. We are set to discuss Muriel Spark this week and Thorstein Veblen’s Conspicuous Consumption later this month. There has perhaps never been a time in which good conversation was more welcome. We hope you will consider joining one of our discussions. The links to the reading groups can be found in the Nuntius or by contacting Mrs. Peyronnin.
We are very fortunate that we have been able to continue to employ all of our salaried teachers and all of our hourly employees through the current year. Some of these individuals have been creatively re-tasked, but all of them are doing worthwhile work while waiting out this pandemic.
Finally, we are making some changes in our K-8 program that I am hopeful will make everyone’s lives a little easier. I have directed the faculty to,
Reduce the required work to core courses only. For our purposes, core courses will be considered literature (Riggs included and the composition sequence), history, science, and math. Teachers of other subjects will be encouraged to post material weekly for enrichment only.
Any required work should be submitted weekly—not daily. Teachers will outline the work they would like for students and parents to complete at the outset of the week with the expectation (if necessary) that work be submitted at the end of the week. Videos or other teaching materials may come out over the course of the week, but the “schedule” should arrive at the outset. The “schedule” should include an outline of topics and other pertinent details. In the middle school, it will be fine to continue with due dates that have already been provided as these students have slightly more autonomy and require less parental involvement in scheduling their work.
The plan for the week should be sent via e-mail rather than UC. PowerSchool is straining under the pressure and the bulk of the complaints concern challenges in navigating this system.
Additionally, faculty were asked to bear three considerations in mind:
Teaching rather than assessing. Focus on reinforcing material that was previously taught or teaching new material with less emphasis on assessing whether students are doing the work.
In the core courses, we should still plan on having grades while minimizing the number of assignments.
UC can still be used, but please keep in mind the amount of communication our families are receiving and the time that they will have available to sort out what they are expected to do for their families.
While the first week was doubtlessly full of challenges, my hope is that we can settle in and slow down in order to attend to our families, take care of ourselves, enjoy a book and a cup of tea, reflect, and find all that can be valued and enjoyed about this time as frightening and unsettling as it is. If ever there were a time to contemplate the idea of serenity, it is now. There is much that is beyond our control, but I hope that Ridgeview will remain an integral part of everyone’s lives and one that adds depth and comfort throughout these disconcerting times.
D. Anderson
Principal
