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"content": "\u003cp>Parents, teachers and students across the country are gearing up for the new school year. But what school will look like is still a mystery.\u003c/p>\n\u003cp>Some districts, like the Los Angeles Unified School District, have \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/13/890475212/los-angeles-and-san-diego-schools-announce-online-only-fall\">announced plans\u003c/a> to teach remotely for the start of the school year. President Trump \u003ca href=\"https://www.youtube.com/watch?v=JhBP2PtSl7A\">told CBS News \u003c/a>that's \"a terrible decision.\" But many educators remain hesitant to return to in-person classes without adequate safety measures in place.\u003c/p>\n\u003cp>We asked readers and listeners for your questions about reopening schools.\u003c/p>\n\u003cp>NPR science correspondent Allison Aubrey and NPR education correspondent Cory Turner answer some below. The responses are edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Are kids really less likely to contract COVID-19 or merely less likely to show symptoms and/or negative effects? I'm a schoolteacher and I think this is really vital to our understanding of going back to school in the fall. — Christine, Northbridge, Mass. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>AUBREY:\u003c/strong> Well, kids definitely do get the virus. Overall, they tend not to get as sick as adults. Pediatrician Aaron Carroll of Indiana University told me, \"There seems to be less transmission from kids to adults than there is adults to adults. Kids don't seem to be superspreaders. We don't have reports of sort of, you know, a kid going somewhere and spreading it to a bunch of other kids or even a bunch of other adults.\"\u003c/p>\n\u003cp>We pretty much closed schools in March, right as the virus started to circulate more widely. So we have not been in a situation to find out if kids might actually be superspreaders. There's still quite a bit of uncertainty.\u003c/p>\n\u003cp>\u003cstrong>It seems reopening is dangerous no matter which way you look at it. If the doctors and infectious disease experts could snap their fingers and implement their ideal plan without any of the normal political loopholes, what would it look like? — Chris, Chandler, Ariz.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: So I think if you talk to school leaders and say, \"what is your ideal?\" they would say without hesitation bringing all the kids back. They know that children are safer in their schools. There are lots of kids in this country who are, for example, food insecure, who may be experiencing abuse at home — not to mention the obvious academic benefits of simply being in school. We know that remote learning is just not that good.\u003c/p>\n\u003cp>But then what would that look like, having all kids in school? Ideally, they would still be socially distanced. Ideally, kids will be wearing masks. The challenge, though, is ideal runs headlong into the real. When you space out desks, suddenly you have to put those extra kids in the gymnasium or you start having class outside — and then suddenly you also need more teachers to be able to do that. I'm not sure there is reconciling the ideal with the real.\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: Many states have mask mandates for schools. Often it's for older kids, middle school and up, but increasingly, given all the new evidence on masking, infectious disease pediatricians say it makes sense to try to mask all students as much as possible. I think the best hope we have for getting our kids back in school is to keep communities spread of the virus low.\u003c/p>\n\u003cp>\u003cstrong>Are any school districts planning on-site COVID testing? — Julie, Seattle\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: I have only heard anecdotally of one district in Illinois that is considering doing this. And that's because they have a special relationship with the university nearby, which is doing some unique testing.\u003c/p>\n\u003cp>For the most part, though, what I've heard from district leaders is testing is expensive. It's a question of access. It's a question of staffing and logistics. So for the most part, I think what we're gonna see schools doing is temperature checks. I think also schools are moving to having parents attest to the fact that their children are not showing symptoms and that they took their temperature in the morning.\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: It's going to come down to the honor system. It is not feasible to do a daily temperature check at school or on the bus every day. It's also not the best screening tool, because we know that a lot of kids with the virus don't spike a fever. So asking about symptoms and keeping kids home when they do have symptoms may be the better way.\u003c/p>\n\u003cp>\u003cstrong>What happens when a student or teacher tests positive for COVID-19? Will the whole school be quarantined for two weeks and then retested? — Jane, Long Beach, Calif.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: This differs in every district. Lots of schools are trying to divide kids into what they're calling pods, so that the same small group of, say, 10 or 12 kids will be together all day. That way, if there is a reported infection from one of those kids, then ideally you're only quarantining that group instead of every child in the building.\u003c/p>\n\u003cp>\u003cstrong>Do these hybrid schedules [that ask students to come to school on alternating days] actually minimize risk, or are they just a consequence of schools lacking space for appropriate distance? — Julie, Seattle\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>AUBREY: \u003c/strong>Well, if having fewer kids in school buildings makes social distancing practical or possible, and it limits prolonged contact in crowded indoor spaces, then yes, there is absolutely merit to this. And it is driven by the fact that there's not enough space to keep kids distance if you have them all in the school buildings all at one time.\u003c/p>\n\u003cp>\u003cstrong>What objective criteria can families use to decide whether the amount of community transmission is at a safe enough level to open schools? If the answer is test positivity percentage, how do we define the locality for which that number is relevant? — Jenifer, Phoenix\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>AUBREY:\u003c/strong> You'd want to look at community levels — and there's a range of metrics that communities can consider, they can look at positivity rates and testing or the number of new cases.\u003c/p>\n\u003cp>One of the big challenges during this pandemic is that there has not been and still is not a unified national approach to communicating risk. But I will say there's a consensus among a lot of infectious disease experts that when there are 25 or more new cases a day per 100,000 people, a county is then in the red zone, and should be considering measures such as stay at home advisories. And that may include closing schools.\u003c/p>\n\u003cp>\u003cstrong>TURNER: \u003c/strong>One thing I've heard from superintendents across the country is that they spend a lot of time, just about every single day, looking at infection rates, transmission numbers, local and regional infection data. They talk about being on a first name basis with the head of the local health department.\u003c/p>\n\u003cp>\u003cstrong>How do districts with a 100% virtual learning plan to meet the needs of special education students required by federal law? — Robert, Decatur, Ga.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: This is honestly one of the most important questions that school leaders, teachers, and parents are facing. And there is not an easy answer.\u003c/p>\n\u003cp>I think anyone you talk to in a school setting will say this spring was devastating for all students, but especially for children with disabilities. There are just certain services that are very difficult to provide online. And that assumes that you and your family have access to broadband [Internet], and lots of kids don't.\u003c/p>\n\u003cp>There is a real concern now among school leaders that they're going to get hammered with lawsuits by parents who are rightfully arguing that their kids did not get the kind of educational services that schools are required, by law, to provide. There is just no easy solution here. This helps explain why many districts that are provisionally reopening are prioritizing, first and foremost, that children with disabilities can return first.\u003c/p>\n\u003cp>\u003cstrong>Is the government going to give more funding to reduce class size and provide more teachers? — Lynn, Phoenix\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: This is the question on the minds and mouths of every school leader and teacher I have spoken with. Congress did pass the CARES Act a while ago. That included about $13.5 billion for K-12 schools. But just about anybody who works in and around or on behalf of schools will tell you they need at least 10 times as much not only to cover the costs of COVID-19, but also because this is happening at the same time that we're experiencing a pretty crushing recession. States are absolutely slashing their education budgets.\u003c/p>\n\u003cp>It's also important to know that despite President Trump's very real push to reopen schools, there has been very little talk from his administration on actually helping schools pay for any of this.\u003c/p>\n\u003cp>\u003cstrong>What are you looking for this fall, as the school year begins? — Sarah McCammon, NPR \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: I think I'll be looking for what we can learn about transmission. Are kids indeed spreading it in this classroom setting? That's a really, really important question to answer.\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>\u003cem>: \u003c/em>I am going to be looking at the mental health toll this has taken. I have heard from a lot of educators and a lot of kids, and I've seen it myself — this has been incredibly difficult on kids. It has obliterated many of their support systems, and it's distanced them from many of the very important grown-ups in their lives. And obviously the other kids in their lives! That is going to take a toll. That is a trauma, and I don't even think we've begun to reckon with that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: I completely agree. I mean, I want my kids back in school. My hope is that everyone heeds the warnings and messages coming from public health experts and infectious disease experts that we all have to do the right thing if we plan to send our kids back to school.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Is+School+Safe%3F+Will+Districts+Test+For+COVID-19%3F+Answering+Back-To-School+Questions&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Parents, teachers and students across the country are gearing up for the new school year. But what school will look like is still a mystery.\u003c/p>\n\u003cp>Some districts, like the Los Angeles Unified School District, have \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/13/890475212/los-angeles-and-san-diego-schools-announce-online-only-fall\">announced plans\u003c/a> to teach remotely for the start of the school year. President Trump \u003ca href=\"https://www.youtube.com/watch?v=JhBP2PtSl7A\">told CBS News \u003c/a>that's \"a terrible decision.\" But many educators remain hesitant to return to in-person classes without adequate safety measures in place.\u003c/p>\n\u003cp>We asked readers and listeners for your questions about reopening schools.\u003c/p>\n\u003cp>NPR science correspondent Allison Aubrey and NPR education correspondent Cory Turner answer some below. The responses are edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Are kids really less likely to contract COVID-19 or merely less likely to show symptoms and/or negative effects? I'm a schoolteacher and I think this is really vital to our understanding of going back to school in the fall. — Christine, Northbridge, Mass. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>AUBREY:\u003c/strong> Well, kids definitely do get the virus. Overall, they tend not to get as sick as adults. Pediatrician Aaron Carroll of Indiana University told me, \"There seems to be less transmission from kids to adults than there is adults to adults. Kids don't seem to be superspreaders. We don't have reports of sort of, you know, a kid going somewhere and spreading it to a bunch of other kids or even a bunch of other adults.\"\u003c/p>\n\u003cp>We pretty much closed schools in March, right as the virus started to circulate more widely. So we have not been in a situation to find out if kids might actually be superspreaders. There's still quite a bit of uncertainty.\u003c/p>\n\u003cp>\u003cstrong>It seems reopening is dangerous no matter which way you look at it. If the doctors and infectious disease experts could snap their fingers and implement their ideal plan without any of the normal political loopholes, what would it look like? — Chris, Chandler, Ariz.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: So I think if you talk to school leaders and say, \"what is your ideal?\" they would say without hesitation bringing all the kids back. They know that children are safer in their schools. There are lots of kids in this country who are, for example, food insecure, who may be experiencing abuse at home — not to mention the obvious academic benefits of simply being in school. We know that remote learning is just not that good.\u003c/p>\n\u003cp>But then what would that look like, having all kids in school? Ideally, they would still be socially distanced. Ideally, kids will be wearing masks. The challenge, though, is ideal runs headlong into the real. When you space out desks, suddenly you have to put those extra kids in the gymnasium or you start having class outside — and then suddenly you also need more teachers to be able to do that. I'm not sure there is reconciling the ideal with the real.\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: Many states have mask mandates for schools. Often it's for older kids, middle school and up, but increasingly, given all the new evidence on masking, infectious disease pediatricians say it makes sense to try to mask all students as much as possible. I think the best hope we have for getting our kids back in school is to keep communities spread of the virus low.\u003c/p>\n\u003cp>\u003cstrong>Are any school districts planning on-site COVID testing? — Julie, Seattle\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: I have only heard anecdotally of one district in Illinois that is considering doing this. And that's because they have a special relationship with the university nearby, which is doing some unique testing.\u003c/p>\n\u003cp>For the most part, though, what I've heard from district leaders is testing is expensive. It's a question of access. It's a question of staffing and logistics. So for the most part, I think what we're gonna see schools doing is temperature checks. I think also schools are moving to having parents attest to the fact that their children are not showing symptoms and that they took their temperature in the morning.\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: It's going to come down to the honor system. It is not feasible to do a daily temperature check at school or on the bus every day. It's also not the best screening tool, because we know that a lot of kids with the virus don't spike a fever. So asking about symptoms and keeping kids home when they do have symptoms may be the better way.\u003c/p>\n\u003cp>\u003cstrong>What happens when a student or teacher tests positive for COVID-19? Will the whole school be quarantined for two weeks and then retested? — Jane, Long Beach, Calif.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: This differs in every district. Lots of schools are trying to divide kids into what they're calling pods, so that the same small group of, say, 10 or 12 kids will be together all day. That way, if there is a reported infection from one of those kids, then ideally you're only quarantining that group instead of every child in the building.\u003c/p>\n\u003cp>\u003cstrong>Do these hybrid schedules [that ask students to come to school on alternating days] actually minimize risk, or are they just a consequence of schools lacking space for appropriate distance? — Julie, Seattle\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>AUBREY: \u003c/strong>Well, if having fewer kids in school buildings makes social distancing practical or possible, and it limits prolonged contact in crowded indoor spaces, then yes, there is absolutely merit to this. And it is driven by the fact that there's not enough space to keep kids distance if you have them all in the school buildings all at one time.\u003c/p>\n\u003cp>\u003cstrong>What objective criteria can families use to decide whether the amount of community transmission is at a safe enough level to open schools? If the answer is test positivity percentage, how do we define the locality for which that number is relevant? — Jenifer, Phoenix\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>AUBREY:\u003c/strong> You'd want to look at community levels — and there's a range of metrics that communities can consider, they can look at positivity rates and testing or the number of new cases.\u003c/p>\n\u003cp>One of the big challenges during this pandemic is that there has not been and still is not a unified national approach to communicating risk. But I will say there's a consensus among a lot of infectious disease experts that when there are 25 or more new cases a day per 100,000 people, a county is then in the red zone, and should be considering measures such as stay at home advisories. And that may include closing schools.\u003c/p>\n\u003cp>\u003cstrong>TURNER: \u003c/strong>One thing I've heard from superintendents across the country is that they spend a lot of time, just about every single day, looking at infection rates, transmission numbers, local and regional infection data. They talk about being on a first name basis with the head of the local health department.\u003c/p>\n\u003cp>\u003cstrong>How do districts with a 100% virtual learning plan to meet the needs of special education students required by federal law? — Robert, Decatur, Ga.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: This is honestly one of the most important questions that school leaders, teachers, and parents are facing. And there is not an easy answer.\u003c/p>\n\u003cp>I think anyone you talk to in a school setting will say this spring was devastating for all students, but especially for children with disabilities. There are just certain services that are very difficult to provide online. And that assumes that you and your family have access to broadband [Internet], and lots of kids don't.\u003c/p>\n\u003cp>There is a real concern now among school leaders that they're going to get hammered with lawsuits by parents who are rightfully arguing that their kids did not get the kind of educational services that schools are required, by law, to provide. There is just no easy solution here. This helps explain why many districts that are provisionally reopening are prioritizing, first and foremost, that children with disabilities can return first.\u003c/p>\n\u003cp>\u003cstrong>Is the government going to give more funding to reduce class size and provide more teachers? — Lynn, Phoenix\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: This is the question on the minds and mouths of every school leader and teacher I have spoken with. Congress did pass the CARES Act a while ago. That included about $13.5 billion for K-12 schools. But just about anybody who works in and around or on behalf of schools will tell you they need at least 10 times as much not only to cover the costs of COVID-19, but also because this is happening at the same time that we're experiencing a pretty crushing recession. States are absolutely slashing their education budgets.\u003c/p>\n\u003cp>It's also important to know that despite President Trump's very real push to reopen schools, there has been very little talk from his administration on actually helping schools pay for any of this.\u003c/p>\n\u003cp>\u003cstrong>What are you looking for this fall, as the school year begins? — Sarah McCammon, NPR \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: I think I'll be looking for what we can learn about transmission. Are kids indeed spreading it in this classroom setting? 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"content": "\u003cp>This fall, public school districts should prioritize full-time, in-person classes for grades K-5 and for students with special needs. That's the top-line recommendation of a \u003ca href=\"https://www.nationalacademies.org/news/2020/07/schools-should-prioritize-reopening-in-fall-2020-especially-for-grades-k-5-while-weighing-risks-and-benefits\">new report \u003c/a>by the National Academies of Sciences, Engineering and Medicine.\u003c/p>\n\u003cp>The report includes an updated review of the evidence from around the world and a set of recommendations on mitigation strategies for the coronavirus in school settings. It adds to a hefty reading list of back-to-school guidance that now includes comprehensive recommendations from the \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/14/856483424/cdc-issues-decision-tools-to-guide-reopening-of-schools-businesses-transit\">CDC,\u003c/a> the\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/10/889848834/nations-pediatricians-walk-back-support-for-in-person-school\"> American Academy of Pediatrics,\u003c/a> the \u003ca href=\"https://www.aft.org/sites/default/files/covid19_reopen-america-schools.pdf\">American Federation of Teachers\u003c/a> and \u003ca href=\"https://equityschoolplus.jhu.edu/reopening-policy-tracker/\">every U.S. state except Kansas.\u003c/a> There's a growing consensus on a few best practices across most of these reports, such as the importance of masking and social distancing.\u003c/p>\n\u003cp>What stands out from this particular report is its emphasis on collaboration with public health authorities and focus on not just recommendations for action now, but decision-making strategies for schools under conditions that will continue to change.\u003c/p>\n\u003cp>Dr. Dimitri Christakis, a pediatrician and member of the committee that created the report, told NPR that it comes at a time of crisis and repeated failures.\u003c/p>\n\u003cp>\"We failed children ethically and in three important ways. First and foremost, that we have done such a terrible job containing this pandemic. Secondly, that we closed schools ... abruptly without any good plan about how to transition to distance learning and without adequate infrastructure for so many kids. And third, that the moment we closed schools, we didn't immediately start planning about how to reopen them.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, he says, with school months or weeks away, schools are \"struggling to put together some kind of a coherent plan for how to bring kids back, if at all.\" In fact, with cases rising in most states, a growing number of districts from Los Angeles to Richmond, Va., are choosing to start the year virtually.\u003c/p>\n\u003cp>The new report makes nine recommendations. First, schools should consider that staying closed poses a serious risk to children, especially the most vulnerable children. When possible, districts should \"prioritize\" full-time, in-person classes for the youngest children in elementary school, and for special needs children. Christakis says that this is because these two groups generally struggle the most with online learning and need the most supervision.\u003c/p>\n\u003cp>When it comes to mitigating the risks of the coronavirus once schools are open, the report says, adult staff should wear surgical masks, and everyone should have access to hand-washing sinks, soap and water or hand sanitizer. People should practice physical distancing and limiting large gatherings. Cleaning and ventilation are important but not sufficient, the report says. Furthermore, Christakis notes, \"deep cleaning, as is currently recommended, is expensive and may or may not really make a big difference.\" The report also includes a recommendation that states and the federal government provide funds to schools to safely reopen.\u003c/p>\n\u003cp>The report also goes into detail about processes for decision-making going forward and says districts should form coalitions to make decisions on opening, school operations and staying open. They should prioritize equity, understanding that communities of color are more affected by this virus, and that poor students and students of color are more likely to attend school in outdated and dilapidated buildings with overcrowded classrooms.\u003c/p>\n\u003cp>Coalitions, the report says, should work closely with local public health authorities in order to do contact tracing if someone at the school contracts the virus. This partnership should allow schools to keep tabs on the rate of infections in the broader community, which will determine whether they can stay open.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The true role of children and teenagers in spreading the coronavirus is not known. Christakis points out that \"the explosions that we're seeing now all across this country are happening while schools are closed. We can't blame schools for what's happening in Florida or Arizona or Texas.\" Christakis says the next few months offer a crucial opportunity to finally do the research needed to help the public understand the risks that many districts are in the middle of taking right now.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Report+Says+Schools+Should+Try+To+Reopen+In+Person+For+Elementary+Students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>This fall, public school districts should prioritize full-time, in-person classes for grades K-5 and for students with special needs. That's the top-line recommendation of a \u003ca href=\"https://www.nationalacademies.org/news/2020/07/schools-should-prioritize-reopening-in-fall-2020-especially-for-grades-k-5-while-weighing-risks-and-benefits\">new report \u003c/a>by the National Academies of Sciences, Engineering and Medicine.\u003c/p>\n\u003cp>The report includes an updated review of the evidence from around the world and a set of recommendations on mitigation strategies for the coronavirus in school settings. It adds to a hefty reading list of back-to-school guidance that now includes comprehensive recommendations from the \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/14/856483424/cdc-issues-decision-tools-to-guide-reopening-of-schools-businesses-transit\">CDC,\u003c/a> the\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/10/889848834/nations-pediatricians-walk-back-support-for-in-person-school\"> American Academy of Pediatrics,\u003c/a> the \u003ca href=\"https://www.aft.org/sites/default/files/covid19_reopen-america-schools.pdf\">American Federation of Teachers\u003c/a> and \u003ca href=\"https://equityschoolplus.jhu.edu/reopening-policy-tracker/\">every U.S. state except Kansas.\u003c/a> There's a growing consensus on a few best practices across most of these reports, such as the importance of masking and social distancing.\u003c/p>\n\u003cp>What stands out from this particular report is its emphasis on collaboration with public health authorities and focus on not just recommendations for action now, but decision-making strategies for schools under conditions that will continue to change.\u003c/p>\n\u003cp>Dr. Dimitri Christakis, a pediatrician and member of the committee that created the report, told NPR that it comes at a time of crisis and repeated failures.\u003c/p>\n\u003cp>\"We failed children ethically and in three important ways. First and foremost, that we have done such a terrible job containing this pandemic. Secondly, that we closed schools ... abruptly without any good plan about how to transition to distance learning and without adequate infrastructure for so many kids. And third, that the moment we closed schools, we didn't immediately start planning about how to reopen them.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, he says, with school months or weeks away, schools are \"struggling to put together some kind of a coherent plan for how to bring kids back, if at all.\" In fact, with cases rising in most states, a growing number of districts from Los Angeles to Richmond, Va., are choosing to start the year virtually.\u003c/p>\n\u003cp>The new report makes nine recommendations. First, schools should consider that staying closed poses a serious risk to children, especially the most vulnerable children. When possible, districts should \"prioritize\" full-time, in-person classes for the youngest children in elementary school, and for special needs children. Christakis says that this is because these two groups generally struggle the most with online learning and need the most supervision.\u003c/p>\n\u003cp>When it comes to mitigating the risks of the coronavirus once schools are open, the report says, adult staff should wear surgical masks, and everyone should have access to hand-washing sinks, soap and water or hand sanitizer. People should practice physical distancing and limiting large gatherings. Cleaning and ventilation are important but not sufficient, the report says. Furthermore, Christakis notes, \"deep cleaning, as is currently recommended, is expensive and may or may not really make a big difference.\" The report also includes a recommendation that states and the federal government provide funds to schools to safely reopen.\u003c/p>\n\u003cp>The report also goes into detail about processes for decision-making going forward and says districts should form coalitions to make decisions on opening, school operations and staying open. They should prioritize equity, understanding that communities of color are more affected by this virus, and that poor students and students of color are more likely to attend school in outdated and dilapidated buildings with overcrowded classrooms.\u003c/p>\n\u003cp>Coalitions, the report says, should work closely with local public health authorities in order to do contact tracing if someone at the school contracts the virus. This partnership should allow schools to keep tabs on the rate of infections in the broader community, which will determine whether they can stay open.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The true role of children and teenagers in spreading the coronavirus is not known. Christakis points out that \"the explosions that we're seeing now all across this country are happening while schools are closed. We can't blame schools for what's happening in Florida or Arizona or Texas.\" Christakis says the next few months offer a crucial opportunity to finally do the research needed to help the public understand the risks that many districts are in the middle of taking right now.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Report+Says+Schools+Should+Try+To+Reopen+In+Person+For+Elementary+Students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Teacher Looping Can Ease the Learning Disruptions Caused by Coronavirus",
"title": "How Teacher Looping Can Ease the Learning Disruptions Caused by Coronavirus",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"https://kinderbender.com/about/\">\u003cspan style=\"font-weight: 400\">Aeriale Johnson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> felt a thrill as she pressed “send” on the Remind message. For about a week in late June, the second-grade teacher had been waiting for her principal’s green light to make an exciting announcement to her students and their families. “I had that feeling you get when you pop up from behind furniture as the loved one you’ve been planning a surprise party for finally enters the room,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big reveal? This fall, Johnson will be \u003c/span>\u003ca href=\"https://twitter.com/arcticisleteach/status/1275597008460341254\">\u003cspan style=\"font-weight: 400\">moving up to third grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with her students, about half of whom she also taught in kindergarten. “The way last school year ended was harrowing for us all,” she said. “We were \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">resilient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, tapped into our radical imagination, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56102/how-elementary-teachers-are-marking-the-end-of-school-amid-grief-for-lost-time-with-students\">\u003cspan style=\"font-weight: 400\">found a way to thrive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but it was most certainly not the way I wanted to culminate two school years together. ... I was happy to let them know we would have another chance to say hello and goodbye.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56280\" class=\"wp-caption alignnone\" style=\"max-width: 733px\">\u003cimg class=\"wp-image-56280 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198.jpg\" alt=\"\" width=\"733\" height=\"849\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198.jpg 733w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198-160x185.jpg 160w\" sizes=\"(max-width: 733px) 100vw, 733px\">\u003cfigcaption class=\"wp-caption-text\">After notifying her students that she would be their teacher again next year, Aeriale Johnson received many excited replies, including this one from Jonathan Anaya Valencia. (Courtesy of Aeriale Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research has shown the importance of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learning in a variety of ways, including \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/aer.20161495\">\u003cspan style=\"font-weight: 400\">student-teacher familiarity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775717306635\">\u003cspan style=\"font-weight: 400\">2018 analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of North Carolina elementary school data found that students who were taught by the same teacher for a second year saw greater achievement gains than other students. The effects were strongest for students taught by less effective teachers and for students of color. Johnson, who currently teaches in San Jose, California, first experienced “\u003c/span>\u003ca href=\"https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14482\">\u003cspan style=\"font-weight: 400\">looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” when she taught at a small school in rural Alaska, where classes included students from two grades. She said having students for a second year enables teachers to understand children better and improve their practice as educators. After the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">upheaval caused by coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this spring, and as school reopening plans remain \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">uncertain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/07/08/covid-trump-reopen-schools-florida-teachers/5392450002/\">\u003cspan style=\"font-weight: 400\">contested\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the prospect of \u003c/span>\u003ca href=\"https://www.instagram.com/p/CAWXoiig2cP/\">\u003cspan style=\"font-weight: 400\">returning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to familiar faces may be more appealing than ever.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/arcticisleteach/status/1275597008460341254\u003c/p>\n\u003ch2>\u003cb>Creating Coherence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometime in the late aughts, principal \u003c/span>\u003ca href=\"https://www.smuhsd.org/Page/1445\">\u003cspan style=\"font-weight: 400\">Jeff Gilbert\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> attended a meeting at Stanford Graduate School of Education with his administrative team from Hillsdale High School in San Mateo, California. They were seeking input on how to redesign the school’s upper grades. Linda Darling-Hammond, a prominent \u003c/span>\u003ca href=\"https://ed.stanford.edu/faculty/ldh\">\u003cspan style=\"font-weight: 400\">education policy researcher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who now serves as \u003c/span>\u003ca href=\"https://www.cde.ca.gov/be/ms/mm/\">\u003cspan style=\"font-weight: 400\">president\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the California State Board of Education, made a remark that stuck with Gilbert: “She said the flaw in American high schools is their lack of coherence.” In most public high schools, students must adjust to a new learning environment every 45 to 90 minutes, understand the expectations and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">grading systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of about eight different teachers and navigate dozens of social settings throughout each day and year. “So how do you simplify? How do you make it \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46456/why-a-schools-master-schedule-is-a-powerful-enabler-of-change\">\u003cspan style=\"font-weight: 400\">more elegant\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? How do you decrease the number of connects and systems that students are trying to decode?” Gilbert asked.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56281\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56281\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26.png\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Hillsdale students are looped, which means they have the same teachers for their four core subjects for two years. From May 2018: Teachers Danielle Robledo and Mike McCall have their weekly house meeting to discuss what's going on in the lives of their students in order to identify areas of need. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Hillsdale, looping became one of the answers. In their first two years, students have the same teachers for four subject areas — English, science, social studies and math. As juniors, they switch to new teachers, who, in most cases, stay with them until graduation. (Gilbert noted that there’s more variability in upper grades because of advanced placement classes.) This two-year looping process is part of a \u003c/span>\u003ca href=\"https://www.smuhsd.org/Page/2433\">\u003cspan style=\"font-weight: 400\">small learning communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> model that the school implemented 20 years ago. It creates coherence that enables teachers and students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/39427/steps-to-creating-the-conditions-for-deep-rigorous-applied-learning\">\u003cspan style=\"font-weight: 400\">dive deeper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into both academic and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It just really strikes you ... at the beginning of the second year where you see classes working just immediately,” Gilbert said. “This teacher knows every student. They know every family. Students are in groups. Students know each other. … It's really powerful.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a particular advantage during the COVID-19 outbreak. Gilbert said he felt good about existing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53091/why-schools-should-be-organized-to-prioritize-relationships\">\u003cspan style=\"font-weight: 400\">bonds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among students and with teachers for incoming sophomores and seniors: “Even if it’s distance learning they’ll be able to get into a space where they are very comfortable with each other and they can talk.” Johnson, too, felt positive her class could start strong despite the pandemic. She already knows, for instance, several students in class have mastered parts of the third-grade \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/math\">\u003cspan style=\"font-weight: 400\">math curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so she won’t have to spend weeks assessing those skills.* She also knows various instructional and behavioral strategies that have succeeded and failed with each student so she won't have to build from scratch. “We can get started on the very first day of school.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Community and Listening Deeply\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of looping may derive in part from increased \u003c/span>\u003ca href=\"https://halshs.archives-ouvertes.fr/halshs-00842265/\">\u003cspan style=\"font-weight: 400\">familiarity with peers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as with teachers. According to Gilbert, educators must play \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55144/relationships-are-important-how-do-we-build-them-effectively-with-kids\">\u003cspan style=\"font-weight: 400\">a proactive role\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in all of those relationships. Anybody can be a “purveyor of content,” he said. “You have to buy into the fact that you are also a liaison to the family, that you are an emotional support for the student, that you’re creating a community that lasts over time, and then you start to see those benefits of the students seeing themselves as a community that they can rely on.” At Hillsdale, community-building happens in class and in weekly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43362/how-schools-build-a-positive-culture-through-advisory\">\u003cspan style=\"font-weight: 400\">advisory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> periods, during which students might explore career paths, share food and stories or play a game outside. This fall, with Hillsdale likely opening to smaller groups of students, Gilbert said the school will prioritize getting freshmen and juniors on campus since the sophomores and seniors already have a foundation of trust within their cohorts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some educators see community-building activities as an “extra,” Gilbert said that the bonds that form within cohorts have “a significant impact on their ability to learn and their sense of emotional safety.” For example, his staff does not see the same conflicts with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\">\u003cspan style=\"font-weight: 400\">group projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that are typical in most high schools. The \u003c/span>\u003ca href=\"http://kqed.org/mindshift/tag/trust\">\u003cspan style=\"font-weight: 400\">trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forms among looping classes can also create space to tackle tough topics. In the wake of this summer’s \u003c/span>\u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice\">\u003cspan style=\"font-weight: 400\">protests against racial injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Gilbert said he’s confident that his staff will be able to facilitate \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56187/6-things-anti-racist-educators-want-grown-ups-to-know-about-teaching-and-raising-kids\">\u003cspan style=\"font-weight: 400\">meaningful conversations on race\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson, too, said she’s excited to build on the foundations of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">anti-racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that she already laid with her third-graders.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, looping is not a magic wand. Reaping its rewards requires \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences\">\u003cspan style=\"font-weight: 400\">listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deeply to kids and their caregivers — “not to hear what I want them to say, but what they are actually communicating,” said Johnson. When teachers do that, the learning is not unidirectional. One of the things Johnson has learned from her students, for instance, is “to confront my previously unconscious gender bias to be a more effective \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">teacher of boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, specifically Black, Indigenous, boys of color.” Johnson also said teachers must be conscious not to relax into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset\">\u003cspan style=\"font-weight: 400\">static views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of themselves or their students. In the entryway to her classroom, more than a hundred photos cover the wall. When the building is actually open, her students marvel at the snapshots of their former selves, proclaiming “We were so little!” or pointing out big events, such as the first time they touched the inside of a pumpkin. If it sounds like being inside someone’s living room, that’s intentional. While many educators are wondering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins\">\u003cspan style=\"font-weight: 400\">what school will look like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a few months, Johnson’s vision is clear: “continuing to grow together as a family.”\u003c/span>\u003c/p>\n\u003cp>\u003cem>*Correction: A previous version of this story mistakenly identified how many students mastered the math curriculum. We regret this error. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n",
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"excerpt": "By keeping students with the same teacher for another year, looped students will have familiarity with students that can help ease some of the difficulties created by emergency distance learning. ",
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"description": "By keeping students with the same teacher for another year, looped students will have familiarity with students that can help ease some of the difficulties created by emergency distance learning. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://kinderbender.com/about/\">\u003cspan style=\"font-weight: 400\">Aeriale Johnson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> felt a thrill as she pressed “send” on the Remind message. For about a week in late June, the second-grade teacher had been waiting for her principal’s green light to make an exciting announcement to her students and their families. “I had that feeling you get when you pop up from behind furniture as the loved one you’ve been planning a surprise party for finally enters the room,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big reveal? This fall, Johnson will be \u003c/span>\u003ca href=\"https://twitter.com/arcticisleteach/status/1275597008460341254\">\u003cspan style=\"font-weight: 400\">moving up to third grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with her students, about half of whom she also taught in kindergarten. “The way last school year ended was harrowing for us all,” she said. “We were \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">resilient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, tapped into our radical imagination, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56102/how-elementary-teachers-are-marking-the-end-of-school-amid-grief-for-lost-time-with-students\">\u003cspan style=\"font-weight: 400\">found a way to thrive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but it was most certainly not the way I wanted to culminate two school years together. ... I was happy to let them know we would have another chance to say hello and goodbye.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56280\" class=\"wp-caption alignnone\" style=\"max-width: 733px\">\u003cimg class=\"wp-image-56280 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198.jpg\" alt=\"\" width=\"733\" height=\"849\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198.jpg 733w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198-160x185.jpg 160w\" sizes=\"(max-width: 733px) 100vw, 733px\">\u003cfigcaption class=\"wp-caption-text\">After notifying her students that she would be their teacher again next year, Aeriale Johnson received many excited replies, including this one from Jonathan Anaya Valencia. (Courtesy of Aeriale Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research has shown the importance of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learning in a variety of ways, including \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/aer.20161495\">\u003cspan style=\"font-weight: 400\">student-teacher familiarity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775717306635\">\u003cspan style=\"font-weight: 400\">2018 analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of North Carolina elementary school data found that students who were taught by the same teacher for a second year saw greater achievement gains than other students. The effects were strongest for students taught by less effective teachers and for students of color. Johnson, who currently teaches in San Jose, California, first experienced “\u003c/span>\u003ca href=\"https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14482\">\u003cspan style=\"font-weight: 400\">looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” when she taught at a small school in rural Alaska, where classes included students from two grades. She said having students for a second year enables teachers to understand children better and improve their practice as educators. After the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">upheaval caused by coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this spring, and as school reopening plans remain \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">uncertain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/07/08/covid-trump-reopen-schools-florida-teachers/5392450002/\">\u003cspan style=\"font-weight: 400\">contested\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the prospect of \u003c/span>\u003ca href=\"https://www.instagram.com/p/CAWXoiig2cP/\">\u003cspan style=\"font-weight: 400\">returning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to familiar faces may be more appealing than ever.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Creating Coherence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometime in the late aughts, principal \u003c/span>\u003ca href=\"https://www.smuhsd.org/Page/1445\">\u003cspan style=\"font-weight: 400\">Jeff Gilbert\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> attended a meeting at Stanford Graduate School of Education with his administrative team from Hillsdale High School in San Mateo, California. They were seeking input on how to redesign the school’s upper grades. Linda Darling-Hammond, a prominent \u003c/span>\u003ca href=\"https://ed.stanford.edu/faculty/ldh\">\u003cspan style=\"font-weight: 400\">education policy researcher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who now serves as \u003c/span>\u003ca href=\"https://www.cde.ca.gov/be/ms/mm/\">\u003cspan style=\"font-weight: 400\">president\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the California State Board of Education, made a remark that stuck with Gilbert: “She said the flaw in American high schools is their lack of coherence.” In most public high schools, students must adjust to a new learning environment every 45 to 90 minutes, understand the expectations and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">grading systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of about eight different teachers and navigate dozens of social settings throughout each day and year. “So how do you simplify? How do you make it \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46456/why-a-schools-master-schedule-is-a-powerful-enabler-of-change\">\u003cspan style=\"font-weight: 400\">more elegant\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? How do you decrease the number of connects and systems that students are trying to decode?” Gilbert asked.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56281\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56281\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26.png\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Hillsdale students are looped, which means they have the same teachers for their four core subjects for two years. From May 2018: Teachers Danielle Robledo and Mike McCall have their weekly house meeting to discuss what's going on in the lives of their students in order to identify areas of need. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Hillsdale, looping became one of the answers. In their first two years, students have the same teachers for four subject areas — English, science, social studies and math. As juniors, they switch to new teachers, who, in most cases, stay with them until graduation. (Gilbert noted that there’s more variability in upper grades because of advanced placement classes.) This two-year looping process is part of a \u003c/span>\u003ca href=\"https://www.smuhsd.org/Page/2433\">\u003cspan style=\"font-weight: 400\">small learning communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> model that the school implemented 20 years ago. It creates coherence that enables teachers and students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/39427/steps-to-creating-the-conditions-for-deep-rigorous-applied-learning\">\u003cspan style=\"font-weight: 400\">dive deeper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into both academic and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It just really strikes you ... at the beginning of the second year where you see classes working just immediately,” Gilbert said. “This teacher knows every student. They know every family. Students are in groups. Students know each other. … It's really powerful.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a particular advantage during the COVID-19 outbreak. Gilbert said he felt good about existing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53091/why-schools-should-be-organized-to-prioritize-relationships\">\u003cspan style=\"font-weight: 400\">bonds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among students and with teachers for incoming sophomores and seniors: “Even if it’s distance learning they’ll be able to get into a space where they are very comfortable with each other and they can talk.” Johnson, too, felt positive her class could start strong despite the pandemic. She already knows, for instance, several students in class have mastered parts of the third-grade \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/math\">\u003cspan style=\"font-weight: 400\">math curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so she won’t have to spend weeks assessing those skills.* She also knows various instructional and behavioral strategies that have succeeded and failed with each student so she won't have to build from scratch. “We can get started on the very first day of school.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Community and Listening Deeply\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of looping may derive in part from increased \u003c/span>\u003ca href=\"https://halshs.archives-ouvertes.fr/halshs-00842265/\">\u003cspan style=\"font-weight: 400\">familiarity with peers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as with teachers. According to Gilbert, educators must play \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55144/relationships-are-important-how-do-we-build-them-effectively-with-kids\">\u003cspan style=\"font-weight: 400\">a proactive role\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in all of those relationships. Anybody can be a “purveyor of content,” he said. “You have to buy into the fact that you are also a liaison to the family, that you are an emotional support for the student, that you’re creating a community that lasts over time, and then you start to see those benefits of the students seeing themselves as a community that they can rely on.” At Hillsdale, community-building happens in class and in weekly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43362/how-schools-build-a-positive-culture-through-advisory\">\u003cspan style=\"font-weight: 400\">advisory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> periods, during which students might explore career paths, share food and stories or play a game outside. This fall, with Hillsdale likely opening to smaller groups of students, Gilbert said the school will prioritize getting freshmen and juniors on campus since the sophomores and seniors already have a foundation of trust within their cohorts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some educators see community-building activities as an “extra,” Gilbert said that the bonds that form within cohorts have “a significant impact on their ability to learn and their sense of emotional safety.” For example, his staff does not see the same conflicts with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\">\u003cspan style=\"font-weight: 400\">group projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that are typical in most high schools. The \u003c/span>\u003ca href=\"http://kqed.org/mindshift/tag/trust\">\u003cspan style=\"font-weight: 400\">trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forms among looping classes can also create space to tackle tough topics. In the wake of this summer’s \u003c/span>\u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice\">\u003cspan style=\"font-weight: 400\">protests against racial injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Gilbert said he’s confident that his staff will be able to facilitate \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56187/6-things-anti-racist-educators-want-grown-ups-to-know-about-teaching-and-raising-kids\">\u003cspan style=\"font-weight: 400\">meaningful conversations on race\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson, too, said she’s excited to build on the foundations of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">anti-racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that she already laid with her third-graders.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, looping is not a magic wand. Reaping its rewards requires \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences\">\u003cspan style=\"font-weight: 400\">listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deeply to kids and their caregivers — “not to hear what I want them to say, but what they are actually communicating,” said Johnson. When teachers do that, the learning is not unidirectional. One of the things Johnson has learned from her students, for instance, is “to confront my previously unconscious gender bias to be a more effective \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">teacher of boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, specifically Black, Indigenous, boys of color.” Johnson also said teachers must be conscious not to relax into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset\">\u003cspan style=\"font-weight: 400\">static views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of themselves or their students. In the entryway to her classroom, more than a hundred photos cover the wall. When the building is actually open, her students marvel at the snapshots of their former selves, proclaiming “We were so little!” or pointing out big events, such as the first time they touched the inside of a pumpkin. If it sounds like being inside someone’s living room, that’s intentional. While many educators are wondering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins\">\u003cspan style=\"font-weight: 400\">what school will look like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a few months, Johnson’s vision is clear: “continuing to grow together as a family.”\u003c/span>\u003c/p>\n\u003cp>\u003cem>*Correction: A previous version of this story mistakenly identified how many students mastered the math curriculum. We regret this error. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "As School Year Approaches, Parents and Educators Struggle with Uncertainty",
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"content": "\u003cp>Jeanne Norris is a teacher, the wife of a teacher and the mother of an 8-year-old in St. Louis. She'd love to send her son back to school in August. But, she says, \"I feel like my government and my fellow citizens have put me in a position where it's not really in the best interests of our family.\"\u003c/p>\n\u003cp>Norris has a long list of reasons why. She says she has taught in buildings where ventilation systems are outdated and malfunctioning, and even soap for hand-washing is in short supply.\u003c/p>\n\u003cp>In June, Missouri \u003ca href=\"https://www.kcur.org/government/2020-06-02/missouri-governor-cuts-209-million-in-planned-spending-addresses-protests\">cut K-12 education funding\u003c/a> by more than $100 million amid the pandemic-induced recession. The Center on Budget and Policy Priorities anticipates state budget shortfalls of \u003ca href=\"https://www.cbpp.org/research/state-budget-and-tax/states-grappling-with-hit-to-tax-collections\">25% this fiscal year\u003c/a> as a result of that recession. Education leaders have said schools may need \u003ca href=\"https://ccsso.org/sites/default/files/2020-06/HELPLetterFinal.pdf\">more than $200 billion\u003c/a> in new federal education funding to stop these gaps and meet the new need. The House \u003ca href=\"https://www.npr.org/2020/05/15/856095507/house-passes-3-trillion-coronavirus-relief-bill-that-has-dim-future\">passed a bill\u003c/a> in May with $58 billion for school districts, and the Republican-controlled Senate has not yet acted on it, though the president has recently weighed in \u003ca href=\"https://www.npr.org/2020/07/08/888898194/trump-blasts-expensive-cdc-guidelines-for-reopening-schools\">heavily in favor\u003c/a> of reopening schools.\u003c/p>\n\u003cp>Norris says she's disappointed by her state's response to the virus, and she's worried about the risk to her son's teachers, too.\u003c/p>\n\u003cp>\"You know, a third of teachers are \u003ca href=\"https://www.childtrends.org/nearly-one-third-of-u-s-teachers-are-at-higher-risk-of-severe-illness-from-covid-19-due-to-age\">over the age of 50\u003c/a>, I believe. ... You want to talk about social-emotional impacts? Thinking about my child experiencing somebody die because of coronavirus? Sounds like a pretty heavy burden to bear.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dozens of teachers, parents and district leaders around the country told NPR that the back-to-school season — that beloved annual ritual — has fogged over with confusion. States, districts and the federal government are \u003ca href=\"https://www.npr.org/2020/07/07/888157257/white-house-pushes-to-reopen-schools-despite-a-surge-in-coronavirus-cases\">pushing\u003c/a> and \u003ca href=\"https://www.nytimes.com/2020/07/08/nyregion/nyc-schools-reopening-plan.html\">pulling\u003c/a> in different directions. Scientists are \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/08/888853601/school-reopenings-should-keep-public-health-in-mind-pediatric-group-says?utm_medium=RSS&utm_campaign=nprblogscoronavirusliveupdates\">updating their advice\u003c/a> to reflect emerging research and the changing course of the pandemic. And parents and educators are finding it hard to make decisions in the murk.\u003c/p>\n\u003cp>What's at stake: An unknown number of lives, the futures of tens of millions of children, the livelihoods of their caregivers, the working conditions of millions of educators and people's trust in a fundamental American institution.\u003c/p>\n\u003cp>Thomas Jefferson, the scribe of the Declaration of Independence, was among the first Americans to propose a system of universal, publicly funded education in 1779. Since then, besides providing an education, public schools became by far the \u003ca href=\"https://nces.ed.gov/programs/crimeindicators/ind_01.asp\">physically safest places\u003c/a> for the nation's more than 50 million schoolchildren. They fed about 30 million children meals they might have missed otherwise, and offered crucial assistance with housing, health care and mental health.\u003c/p>\n\u003cp>Until this past spring.\u003c/p>\n\u003cp>Schools closed abruptly amid the coronavirus pandemic, in the U.S. and almost everywhere. At one point, \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">90% of the world's schoolchildren\u003c/a> were out of class. Now, across Europe and Asia, dozens of school systems have already reopened, with precautions in place, and \u003ca href=\"https://www.theguardian.com/world/2020/may/18/french-minister-tells-of-risks-of-missing-school-as-more-pupils-return-covid-19\">few virus spikes have been seen as a result\u003c/a>. But in the U.S., where the pandemic continues to rage, that version of normal is not being contemplated in most places.\u003c/p>\n\u003cp>One notable exception, Florida, has \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/07/888320203/florida-orders-schools-to-reopen-in-the-fall-for-in-person-instruction\">just ordered\u003c/a> schools to start back with full-time in-person instruction at least five days a week. This, in a state with \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/02/886595119/another-day-another-coronavirus-record-in-florida\">one of the worst outbreaks\u003c/a> in the country.\u003c/p>\n\u003cp>\"To be perfectly honest, it's terrifying,\" says Kirk Hansen, a middle school social studies teacher in Lakeland, Fla. \"We've worked with very little before. The story of public education is inadequate funding. And we are supposed to come back to an environment where we don't know what's happening and we're supposed to do it on limited funds. And I think it's just — it's going to be a fiasco.\"\u003c/p>\n\u003cp>\u003cstrong>Back to school, not back to normal \u003c/strong>\u003c/p>\n\u003cp>Many parents and teachers echoed Hansen's anxiety. Across the United States, each district is making its own decisions based on guidance — not directives — from the federal government, states, experts, educators, parents and local health authorities.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/downloads/FAQ-schools-child-care.pdf\">Guidance\u003c/a> from the Centers for Disease Control and Prevention calls for social distancing, and grouping kids into small pods, to limit the spread of a potential infection. That means a drastic reduction in class sizes everywhere. In the absence of funds for more space and more staff, that's driving schools to cut back on in-person class time. The state of California, for example, \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/documents/strongertogether.pdf\">recommends\u003c/a> splitting up students into smaller cohorts that attend two days a week, every other week, or mornings and afternoons, while offering remote instruction the rest of the time. We're hearing versions of this limited-time plan everywhere \u003ca href=\"https://www.nytimes.com/2020/07/08/nyregion/nyc-schools-reopening-plan.html\">from New York City\u003c/a> — the nation's largest school district — to \u003ca href=\"https://ktiv.com/2020/06/30/nebraskas-largest-school-district-reveals-fall-reopen-plan/\">Omaha\u003c/a>, Neb., \u003ca href=\"https://www.seattleschools.org/district/calendars/news/what_s_new/coronavirus_update\">Seattle\u003c/a> and \u003ca href=\"https://www.bridgemi.com/talent-education/two-days-school-three-home-thats-plan-one-michigan-district\">West Bloomfield\u003c/a>, Mich.\u003c/p>\n\u003cp>At the same time, districts are surveying parents and teachers to find out if they are willing to go back at all. One \u003ca href=\"https://www.aft.org/sites/default/files/june_2020_member_poll_slides_07072020.pdf\">national survey\u003c/a> by the American Federation of Teachers found about 1 in 4 educators were not willing to come back even with precautions, and a \u003ca href=\"https://www.cnbc.com/2020/07/08/the-anxiety-is-so-high-back-to-school-wont-be-the-same-in-2020.html\">survey of parents\u003c/a> found two-thirds were nervous about the prospect. That means many districts are offering remote learning at the same time, which is essentially a whole other job for schools and teachers.\u003c/p>\n\u003cp>Meanwhile, the pandemic is \u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/16/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">spiking\u003c/a> in some parts of the country, while other places like New York are vigilant based on past experience.\u003c/p>\n\u003cp>Districts are taking time to sort through all the information. The delays in communication, in turn, make it harder for families to make plans.\u003c/p>\n\u003cp>This convoluted, decentralized process around reopening schools is also pitting stakeholders against each other. In San Mateo, in the Bay Area, some teachers \u003ca href=\"https://www.smdailyjournal.com/news/local/sides-differ-over-reopening-plans-for-san-mateo-union-high-school-district/article_33b8d9c6-af87-11ea-917e-4b336f294162.html\">want to start the year remote-only\u003c/a>, while parents and administrators are pushing for more face time. Jinna Hwang, who teaches math at San Mateo High School, says she can't create a warm, accepting classroom culture when everyone is wearing masks and she must enforce physical distancing. Face masks will also be an obstacle for English language learners, Hwang says. She's not sure how she'll find time to teach her in-person lessons — multiple times over, to different cohorts of students — while also planning and executing remote teaching at the same time.\u003c/p>\n\u003cp>On the other hand, she says, if schools stick with remote-only, \"What do you do with kids who have difficulty learning online? What do you do about kids who are entering depression and need their wellness counselor?\"\u003c/p>\n\u003cp>Questions like these abound. After New Jersey Gov. Phil Murphy released that state's \"\u003ca href=\"https://www.nj.gov/education/reopening/NJDOETheRoadBack.pdf\">Restart and Recovery Plan for Education\u003c/a>,\" educators crowdsourced a \u003ca href=\"https://docs.google.com/document/d/1n6XUconG3-gJZPfQe4O1hi_kHUk7NxyJqQWHsZWesp4/edit\">list of nearly 400 unanswered questions\u003c/a> and concerns. Among them: How can we safely toilet train students with autism? How can students in band play a trumpet with a mask on? Will substitute teachers get paid more since their job is now high risk, and who pays for their health insurance if they get sick on the job?\u003c/p>\n\u003cp>\"The devil's in the details,\" sums up Hwang.\u003c/p>\n\u003cp>\u003cstrong>Reopening followed by re-closing?\u003c/strong>\u003c/p>\n\u003cp>As difficult as reopening plans are, they are just the beginning. As Dr. Anthony Fauci emphasized in \u003ca href=\"https://www.npr.org/2020/06/30/884658409/watch-live-senate-hearing-on-reopening-schools-workplaces-amid-coronavirus\">recent Senate testimony\u003c/a>, local coronavirus infection rates are a key factor driving schools' ability to not just open up, but to stay open.\u003c/p>\n\u003cp>Mike Looney, the superintendent of Fulton County Schools, a large district in the Atlanta area, has been grappling with the uncertainty around reopening. His schools are set to open Aug. 17, and he says he's been letting parents know: The rest is in their hands.\u003c/p>\n\u003cp>\"I have been doing my very best to communicate to our families that they really are in control of whether or not the school district opens up as planned — because the school district has to respond to the community spread.\"\u003c/p>\n\u003cp>Looney's district is unusual in having already released not just a reopening plan but a detailed \u003ca href=\"https://go.boarddocs.com/ga/fcss/Board.nsf/files/BQQHC5479633/%24file/Closure%20Matrix%20v4.pdf\">re-closing decision matrix\u003c/a>. It gives 12 options for how long to close a school if someone at the school tests positive for the coronavirus. For example, explains Looney, if there is low community spread and one person at a school tests positive, that school will close for up to 24 hours for cleaning and contact tracing. But if there are more or rising cases throughout the community, the closure for that single case will last for 72 hours. Conversely, even with few cases in the broader community, if there are five or more positive tests in a single school, that closure could last at least two weeks to give people time to isolate and recover.\u003c/p>\n\u003cp>The math around contact tracing and risk reduction can be head-spinning. And that's exactly why Michelle Hoffmann in High Bridge, N.J., is planning to home-school her 6-year-old son this year.\u003c/p>\n\u003cp>Hoffmann has been working as a contact tracer, following up with people who test positive for the coronavirus so that their close contacts can be notified to try to stop the spread of the virus. She anticipates schools closing down quickly and repeatedly after they open. And she doesn't see the utility of rotating cohorts of students as long as they share the same teacher.\u003c/p>\n\u003cp>\"If a teacher came in and said, 'Hey, I just found out my sister tested positive for COVID and we saw her over the weekend,' both groups of students are going to have to stay home.\"\u003c/p>\n\u003cp>It might work better if each tiny group of students had a different teacher, she says. \"But again, who has the resources for that? There is no unlimited supply of substitute teachers. That's just not a thing.\"\u003c/p>\n\u003cp>Hoffmann feels prepared to take on home-schooling. For one thing, her wife is an educator who may be laid off — New Jersey, too, is \u003ca href=\"https://www.nj.com/education/2020/05/nj-slashes-335m-from-its-school-funding-proposal-heres-what-it-means-for-your-district.html\">cutting hundreds of millions of dollars\u003c/a> from education this year. Hoffmann's mother has been teaching her son Korean. And she has friends who work in technical fields who are willing to pitch in, guiding her son with science projects over Skype. All of which seems preferable to the disruptions of repeated openings and re-closings, she says. \"I don't want to scramble. I'm very much a planner, so I want to have a plan in place.\"\u003c/p>\n\u003cp>But many families don't have the resources to make a plan like this. And online-only learning, the fallback option, isn't making many folks happy either.\u003c/p>\n\u003cp>\"We're all horrible teachers,\" Ashley Ruiz, a mother of two in south Florida, says of her and her friends' experiences with remote learning. Her 7-year-old son is on the autism spectrum, and relies on her school for speech and social skills therapy, and help with reading, none of which are really replicable online.\u003c/p>\n\u003cp>\"We now all recognize that teachers need to be paid a million dollars in cash, tax-free, because of what they do,\" Ruiz says.\u003c/p>\n\u003cp>Nicol Turner Lee, an expert on educational technology and digital divides at the Brookings Institution, is in frequent consultation with districts around the country. She calls this past spring's attempt at emergency remote learning \"an abject failure for our children.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one\">Research shows students\u003c/a> who struggle tend to do even worse with distance learning. Some districts are investing in training teachers to raise the quality of remote teaching, and working to get \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/27/862705225/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">special education students\u003c/a> and English language learners the support they need. Yet simple access is still a big problem. Turner Lee says an estimated 12 to 15 million students still do not have broadband Internet at home. And an estimated one-third of low-income students have to share devices with family members.\u003c/p>\n\u003cp>Can schools do better this coming year? \"I think we have run out of time,\" says Turner Lee.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Some localities, such as \u003ca href=\"https://chicago.suntimes.com/education/2020/6/25/21303344/chicago-public-schools-cps-students-internet-access-remote-learning\">Chicago\u003c/a>, Washington, \u003ca href=\"https://wtop.com/dc/2020/03/1m-fund-to-help-close-dcs-digital-divide-as-distance-learning-begins/\">D.C.\u003c/a>, and \u003ca href=\"https://www.wmdt.com/2020/06/governor-hogan-announces-more-than-45-million-in-education-funding-to-help-students-affected-by-covid-19/\">Maryland\u003c/a>, are working, sometimes with private donors, to get equipment and connectivity to students at a larger scale. And public libraries are boosting their Wi-Fi signals to allow students to gather and do their homework in the \u003ca href=\"https://www.nytimes.com/2020/05/05/technology/parking-lots-wifi-coronavirus.html\">parking lot\u003c/a>. But, she says, these are ultimately stopgaps, and they won't go far without massive federal aid. She says overall, efforts to meet the challenges facing public schools are \"a day late and a dollar short.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+It+Comes+To+Reopening+Schools%2C+%27The+Devil%27s+In+The+Details%2C%27+Educators+Say+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jeanne Norris is a teacher, the wife of a teacher and the mother of an 8-year-old in St. Louis. She'd love to send her son back to school in August. But, she says, \"I feel like my government and my fellow citizens have put me in a position where it's not really in the best interests of our family.\"\u003c/p>\n\u003cp>Norris has a long list of reasons why. She says she has taught in buildings where ventilation systems are outdated and malfunctioning, and even soap for hand-washing is in short supply.\u003c/p>\n\u003cp>In June, Missouri \u003ca href=\"https://www.kcur.org/government/2020-06-02/missouri-governor-cuts-209-million-in-planned-spending-addresses-protests\">cut K-12 education funding\u003c/a> by more than $100 million amid the pandemic-induced recession. The Center on Budget and Policy Priorities anticipates state budget shortfalls of \u003ca href=\"https://www.cbpp.org/research/state-budget-and-tax/states-grappling-with-hit-to-tax-collections\">25% this fiscal year\u003c/a> as a result of that recession. Education leaders have said schools may need \u003ca href=\"https://ccsso.org/sites/default/files/2020-06/HELPLetterFinal.pdf\">more than $200 billion\u003c/a> in new federal education funding to stop these gaps and meet the new need. The House \u003ca href=\"https://www.npr.org/2020/05/15/856095507/house-passes-3-trillion-coronavirus-relief-bill-that-has-dim-future\">passed a bill\u003c/a> in May with $58 billion for school districts, and the Republican-controlled Senate has not yet acted on it, though the president has recently weighed in \u003ca href=\"https://www.npr.org/2020/07/08/888898194/trump-blasts-expensive-cdc-guidelines-for-reopening-schools\">heavily in favor\u003c/a> of reopening schools.\u003c/p>\n\u003cp>Norris says she's disappointed by her state's response to the virus, and she's worried about the risk to her son's teachers, too.\u003c/p>\n\u003cp>\"You know, a third of teachers are \u003ca href=\"https://www.childtrends.org/nearly-one-third-of-u-s-teachers-are-at-higher-risk-of-severe-illness-from-covid-19-due-to-age\">over the age of 50\u003c/a>, I believe. ... You want to talk about social-emotional impacts? Thinking about my child experiencing somebody die because of coronavirus? Sounds like a pretty heavy burden to bear.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dozens of teachers, parents and district leaders around the country told NPR that the back-to-school season — that beloved annual ritual — has fogged over with confusion. States, districts and the federal government are \u003ca href=\"https://www.npr.org/2020/07/07/888157257/white-house-pushes-to-reopen-schools-despite-a-surge-in-coronavirus-cases\">pushing\u003c/a> and \u003ca href=\"https://www.nytimes.com/2020/07/08/nyregion/nyc-schools-reopening-plan.html\">pulling\u003c/a> in different directions. Scientists are \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/08/888853601/school-reopenings-should-keep-public-health-in-mind-pediatric-group-says?utm_medium=RSS&utm_campaign=nprblogscoronavirusliveupdates\">updating their advice\u003c/a> to reflect emerging research and the changing course of the pandemic. And parents and educators are finding it hard to make decisions in the murk.\u003c/p>\n\u003cp>What's at stake: An unknown number of lives, the futures of tens of millions of children, the livelihoods of their caregivers, the working conditions of millions of educators and people's trust in a fundamental American institution.\u003c/p>\n\u003cp>Thomas Jefferson, the scribe of the Declaration of Independence, was among the first Americans to propose a system of universal, publicly funded education in 1779. Since then, besides providing an education, public schools became by far the \u003ca href=\"https://nces.ed.gov/programs/crimeindicators/ind_01.asp\">physically safest places\u003c/a> for the nation's more than 50 million schoolchildren. They fed about 30 million children meals they might have missed otherwise, and offered crucial assistance with housing, health care and mental health.\u003c/p>\n\u003cp>Until this past spring.\u003c/p>\n\u003cp>Schools closed abruptly amid the coronavirus pandemic, in the U.S. and almost everywhere. At one point, \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">90% of the world's schoolchildren\u003c/a> were out of class. Now, across Europe and Asia, dozens of school systems have already reopened, with precautions in place, and \u003ca href=\"https://www.theguardian.com/world/2020/may/18/french-minister-tells-of-risks-of-missing-school-as-more-pupils-return-covid-19\">few virus spikes have been seen as a result\u003c/a>. But in the U.S., where the pandemic continues to rage, that version of normal is not being contemplated in most places.\u003c/p>\n\u003cp>One notable exception, Florida, has \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/07/888320203/florida-orders-schools-to-reopen-in-the-fall-for-in-person-instruction\">just ordered\u003c/a> schools to start back with full-time in-person instruction at least five days a week. This, in a state with \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/02/886595119/another-day-another-coronavirus-record-in-florida\">one of the worst outbreaks\u003c/a> in the country.\u003c/p>\n\u003cp>\"To be perfectly honest, it's terrifying,\" says Kirk Hansen, a middle school social studies teacher in Lakeland, Fla. \"We've worked with very little before. The story of public education is inadequate funding. And we are supposed to come back to an environment where we don't know what's happening and we're supposed to do it on limited funds. And I think it's just — it's going to be a fiasco.\"\u003c/p>\n\u003cp>\u003cstrong>Back to school, not back to normal \u003c/strong>\u003c/p>\n\u003cp>Many parents and teachers echoed Hansen's anxiety. Across the United States, each district is making its own decisions based on guidance — not directives — from the federal government, states, experts, educators, parents and local health authorities.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/downloads/FAQ-schools-child-care.pdf\">Guidance\u003c/a> from the Centers for Disease Control and Prevention calls for social distancing, and grouping kids into small pods, to limit the spread of a potential infection. That means a drastic reduction in class sizes everywhere. In the absence of funds for more space and more staff, that's driving schools to cut back on in-person class time. The state of California, for example, \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/documents/strongertogether.pdf\">recommends\u003c/a> splitting up students into smaller cohorts that attend two days a week, every other week, or mornings and afternoons, while offering remote instruction the rest of the time. We're hearing versions of this limited-time plan everywhere \u003ca href=\"https://www.nytimes.com/2020/07/08/nyregion/nyc-schools-reopening-plan.html\">from New York City\u003c/a> — the nation's largest school district — to \u003ca href=\"https://ktiv.com/2020/06/30/nebraskas-largest-school-district-reveals-fall-reopen-plan/\">Omaha\u003c/a>, Neb., \u003ca href=\"https://www.seattleschools.org/district/calendars/news/what_s_new/coronavirus_update\">Seattle\u003c/a> and \u003ca href=\"https://www.bridgemi.com/talent-education/two-days-school-three-home-thats-plan-one-michigan-district\">West Bloomfield\u003c/a>, Mich.\u003c/p>\n\u003cp>At the same time, districts are surveying parents and teachers to find out if they are willing to go back at all. One \u003ca href=\"https://www.aft.org/sites/default/files/june_2020_member_poll_slides_07072020.pdf\">national survey\u003c/a> by the American Federation of Teachers found about 1 in 4 educators were not willing to come back even with precautions, and a \u003ca href=\"https://www.cnbc.com/2020/07/08/the-anxiety-is-so-high-back-to-school-wont-be-the-same-in-2020.html\">survey of parents\u003c/a> found two-thirds were nervous about the prospect. That means many districts are offering remote learning at the same time, which is essentially a whole other job for schools and teachers.\u003c/p>\n\u003cp>Meanwhile, the pandemic is \u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/16/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">spiking\u003c/a> in some parts of the country, while other places like New York are vigilant based on past experience.\u003c/p>\n\u003cp>Districts are taking time to sort through all the information. The delays in communication, in turn, make it harder for families to make plans.\u003c/p>\n\u003cp>This convoluted, decentralized process around reopening schools is also pitting stakeholders against each other. In San Mateo, in the Bay Area, some teachers \u003ca href=\"https://www.smdailyjournal.com/news/local/sides-differ-over-reopening-plans-for-san-mateo-union-high-school-district/article_33b8d9c6-af87-11ea-917e-4b336f294162.html\">want to start the year remote-only\u003c/a>, while parents and administrators are pushing for more face time. Jinna Hwang, who teaches math at San Mateo High School, says she can't create a warm, accepting classroom culture when everyone is wearing masks and she must enforce physical distancing. Face masks will also be an obstacle for English language learners, Hwang says. She's not sure how she'll find time to teach her in-person lessons — multiple times over, to different cohorts of students — while also planning and executing remote teaching at the same time.\u003c/p>\n\u003cp>On the other hand, she says, if schools stick with remote-only, \"What do you do with kids who have difficulty learning online? What do you do about kids who are entering depression and need their wellness counselor?\"\u003c/p>\n\u003cp>Questions like these abound. After New Jersey Gov. Phil Murphy released that state's \"\u003ca href=\"https://www.nj.gov/education/reopening/NJDOETheRoadBack.pdf\">Restart and Recovery Plan for Education\u003c/a>,\" educators crowdsourced a \u003ca href=\"https://docs.google.com/document/d/1n6XUconG3-gJZPfQe4O1hi_kHUk7NxyJqQWHsZWesp4/edit\">list of nearly 400 unanswered questions\u003c/a> and concerns. Among them: How can we safely toilet train students with autism? How can students in band play a trumpet with a mask on? Will substitute teachers get paid more since their job is now high risk, and who pays for their health insurance if they get sick on the job?\u003c/p>\n\u003cp>\"The devil's in the details,\" sums up Hwang.\u003c/p>\n\u003cp>\u003cstrong>Reopening followed by re-closing?\u003c/strong>\u003c/p>\n\u003cp>As difficult as reopening plans are, they are just the beginning. As Dr. Anthony Fauci emphasized in \u003ca href=\"https://www.npr.org/2020/06/30/884658409/watch-live-senate-hearing-on-reopening-schools-workplaces-amid-coronavirus\">recent Senate testimony\u003c/a>, local coronavirus infection rates are a key factor driving schools' ability to not just open up, but to stay open.\u003c/p>\n\u003cp>Mike Looney, the superintendent of Fulton County Schools, a large district in the Atlanta area, has been grappling with the uncertainty around reopening. His schools are set to open Aug. 17, and he says he's been letting parents know: The rest is in their hands.\u003c/p>\n\u003cp>\"I have been doing my very best to communicate to our families that they really are in control of whether or not the school district opens up as planned — because the school district has to respond to the community spread.\"\u003c/p>\n\u003cp>Looney's district is unusual in having already released not just a reopening plan but a detailed \u003ca href=\"https://go.boarddocs.com/ga/fcss/Board.nsf/files/BQQHC5479633/%24file/Closure%20Matrix%20v4.pdf\">re-closing decision matrix\u003c/a>. It gives 12 options for how long to close a school if someone at the school tests positive for the coronavirus. For example, explains Looney, if there is low community spread and one person at a school tests positive, that school will close for up to 24 hours for cleaning and contact tracing. But if there are more or rising cases throughout the community, the closure for that single case will last for 72 hours. Conversely, even with few cases in the broader community, if there are five or more positive tests in a single school, that closure could last at least two weeks to give people time to isolate and recover.\u003c/p>\n\u003cp>The math around contact tracing and risk reduction can be head-spinning. And that's exactly why Michelle Hoffmann in High Bridge, N.J., is planning to home-school her 6-year-old son this year.\u003c/p>\n\u003cp>Hoffmann has been working as a contact tracer, following up with people who test positive for the coronavirus so that their close contacts can be notified to try to stop the spread of the virus. She anticipates schools closing down quickly and repeatedly after they open. And she doesn't see the utility of rotating cohorts of students as long as they share the same teacher.\u003c/p>\n\u003cp>\"If a teacher came in and said, 'Hey, I just found out my sister tested positive for COVID and we saw her over the weekend,' both groups of students are going to have to stay home.\"\u003c/p>\n\u003cp>It might work better if each tiny group of students had a different teacher, she says. \"But again, who has the resources for that? There is no unlimited supply of substitute teachers. That's just not a thing.\"\u003c/p>\n\u003cp>Hoffmann feels prepared to take on home-schooling. For one thing, her wife is an educator who may be laid off — New Jersey, too, is \u003ca href=\"https://www.nj.com/education/2020/05/nj-slashes-335m-from-its-school-funding-proposal-heres-what-it-means-for-your-district.html\">cutting hundreds of millions of dollars\u003c/a> from education this year. Hoffmann's mother has been teaching her son Korean. And she has friends who work in technical fields who are willing to pitch in, guiding her son with science projects over Skype. All of which seems preferable to the disruptions of repeated openings and re-closings, she says. \"I don't want to scramble. I'm very much a planner, so I want to have a plan in place.\"\u003c/p>\n\u003cp>But many families don't have the resources to make a plan like this. And online-only learning, the fallback option, isn't making many folks happy either.\u003c/p>\n\u003cp>\"We're all horrible teachers,\" Ashley Ruiz, a mother of two in south Florida, says of her and her friends' experiences with remote learning. Her 7-year-old son is on the autism spectrum, and relies on her school for speech and social skills therapy, and help with reading, none of which are really replicable online.\u003c/p>\n\u003cp>\"We now all recognize that teachers need to be paid a million dollars in cash, tax-free, because of what they do,\" Ruiz says.\u003c/p>\n\u003cp>Nicol Turner Lee, an expert on educational technology and digital divides at the Brookings Institution, is in frequent consultation with districts around the country. She calls this past spring's attempt at emergency remote learning \"an abject failure for our children.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one\">Research shows students\u003c/a> who struggle tend to do even worse with distance learning. Some districts are investing in training teachers to raise the quality of remote teaching, and working to get \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/27/862705225/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">special education students\u003c/a> and English language learners the support they need. Yet simple access is still a big problem. Turner Lee says an estimated 12 to 15 million students still do not have broadband Internet at home. And an estimated one-third of low-income students have to share devices with family members.\u003c/p>\n\u003cp>Can schools do better this coming year? \"I think we have run out of time,\" says Turner Lee.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some localities, such as \u003ca href=\"https://chicago.suntimes.com/education/2020/6/25/21303344/chicago-public-schools-cps-students-internet-access-remote-learning\">Chicago\u003c/a>, Washington, \u003ca href=\"https://wtop.com/dc/2020/03/1m-fund-to-help-close-dcs-digital-divide-as-distance-learning-begins/\">D.C.\u003c/a>, and \u003ca href=\"https://www.wmdt.com/2020/06/governor-hogan-announces-more-than-45-million-in-education-funding-to-help-students-affected-by-covid-19/\">Maryland\u003c/a>, are working, sometimes with private donors, to get equipment and connectivity to students at a larger scale. And public libraries are boosting their Wi-Fi signals to allow students to gather and do their homework in the \u003ca href=\"https://www.nytimes.com/2020/05/05/technology/parking-lots-wifi-coronavirus.html\">parking lot\u003c/a>. But, she says, these are ultimately stopgaps, and they won't go far without massive federal aid. She says overall, efforts to meet the challenges facing public schools are \"a day late and a dollar short.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+It+Comes+To+Reopening+Schools%2C+%27The+Devil%27s+In+The+Details%2C%27+Educators+Say+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Top Pediatrician Says States Shouldn't Force Schools To Reopen If Virus Is Surging",
"title": "Top Pediatrician Says States Shouldn't Force Schools To Reopen If Virus Is Surging",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>President Trump issued a\u003ca href=\"https://www.npr.org/2020/07/08/888898194/trump-blasts-expensive-cdc-guidelines-for-reopening-schools?live=1\"> forceful call\u003c/a> this week for America's K-12 schools to reopen full time for all children in the fall, suggesting that Democrats want to keep schools closed ahead of the November election and even threatening to cut off federal funding to schools if they don't fully reopen (something he cannot do). In this push, the administration has a powerful ally: the American Academy of Pediatrics.\u003c/p>\n\u003cp>Last week, the AAP issued a forceful policy \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/\">statement\u003c/a>, echoing the administration's sense of urgency to get children back into brick-and-mortar buildings:\u003c/p>\n\u003cblockquote>\u003cp>\"The AAP strongly advocates that all policy considerations for the coming school year should start with a goal of having students physically present in school. The importance of in-person learning is well-documented, and there is already evidence of the negative impacts on children because of school closures in the spring of 2020. Lengthy time away from school and associated interruption of supportive services often results in social isolation, making it difficult for schools to identify and address important learning deficits as well as child and adolescent physical or sexual abuse, substance use, depression, and suicidal ideation. This, in turn, places children and adolescents at considerable risk of morbidity and, in some cases, mortality. Beyond the educational impact and social impact of school closures, there has been substantial impact on food security and physical activity for children and families.\"\u003c/p>\u003c/blockquote>\n\u003cp>On Tuesday, the president of the AAP, Dr. Sally Goza, attended a White House roundtable where Trump and other administration officials reiterated their desire for schools to reopen quickly and repeatedly praised the AAP's guidance.\u003c/p>\n\u003cp>On Wednesday, Goza spoke with \u003cem>Morning Edition\u003c/em> host David Greene about that guidance and whether she's concerned that schools may be pressured into reopening too quickly.\u003c/p>\n\u003cp>Below is that interview, edited for length and clarity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>[In Florida] the virus is spiking: The number of new cases daily has been alarming, as is the case in some other states. Schools are being ordered to open in-person five days a week as early as next month in \u003c/strong>\u003ca href=\"https://www.tallahassee.com/story/news/2020/07/06/florida-schools-mandated-reopen-august/5387823002/\">\u003cstrong>Florida\u003c/strong>\u003c/a>\u003cstrong>, so just talk me through what the argument is for a decision like that right now? \u003c/strong>\u003c/p>\n\u003cp>So our guidelines reflect what we know right now about COVID-19 and its effects on children, as well as our own expertise and understanding of the benefits of in-person education for children's mental, emotional and physical health. And we reevaluate these guidelines regularly, since the pandemic changes so rapidly.\u003c/p>\n\u003cp>But our latest guidelines articulate that our main goal is for students to be physically present at school this fall. But we also recognize that COVID-19 remains a very real, active threat to community health. And we really believe that decisions on when and how to reopen need to consider a variety of factors, but a big one is the level of virus in the community.\u003c/p>\n\u003cp>\u003cstrong>Well, let me just ask about that — the level of virus in the state of Florida — we saw 7,000 new cases in a single day this week. I mean, would you encourage schools to open today if that decision had to be made based on the numbers you're seeing?\u003c/strong>\u003c/p>\n\u003cp>The way the numbers are looking in Florida right now are concerning. The level of the virus is really high. And so a statewide mandate to reopen [schools] without consideration of community spread really goes against our recommendations.\u003c/p>\n\u003cp>\u003cstrong>So you think that this was not a good idea for officials in Florida to come out [Tuesday] and say, \"You all have to reopen this fall?\"\u003c/strong>\u003c/p>\n\u003cp>We know that COVID is still a dangerous virus, and it's circulating throughout the country. And there are definitely hot spots, and Florida is one of them. And so all decisions really have to be made with public health and the school officials looking at that as part of their decision-making on whether they can reopen safely.\u003c/p>\n\u003cp>\u003cstrong>You were at the White House [Tuesday], and the president came out and made his point of view very clear. If you see numbers in the coming weeks in places like Florida, in places like Texas and elsewhere that do not start going down, would you go back to the president and say to him, you know, that you and your organization believe that he should get back behind the microphone again and say that this is probably not a good idea?\u003c/strong>\u003c/p>\n\u003cp>We will be sticking to what our guidelines say — that if it does not look safe in your community to open schools, that we need to really have that looked at. We also need to make sure that schools have the needed resources to reopen safely so that a lack of funding is not a reason to keep students home, which we're hearing in a lot of communities — to do what we're asking people to do to make schools safe is not really financially feasible in some of these communities.\u003c/p>\n\u003cp>\u003cstrong>There have been some estimates that school systems need more than $200 billion to reopen safely. Very little, maybe $13 billion, has been made available so far by Congress. So if something dramatic does not happen and more money is not available, you would say that this was not a good idea to reopen across the country?\u003c/strong>\u003c/p>\n\u003cp>We know that reopening schools in a way that maximizes safety, learning, the well-being of children, staff and teachers will clearly require new investments in our schools. And we really call on our leaders: Provide the resources necessary to ensure that funding does not stand in the way of safely educating and keeping our children safe.\u003c/p>\n\u003cp>\u003cstrong>Some of the thinking around reopening is that the coronavirus does not affect young children as much as others. But children will be going home after school to family members who could be at serious risk. How concerned are you that if schools are open five days a week, that exposures might take place and that family members could really be at risk here?\u003c/strong>\u003c/p>\n\u003cp>Pediatricians and educators, we all share the same goal of wanting children to return to school. But we know that it has to be safe, and we know that we have to try to decrease that transmission as much as we can. We do know that children are less likely to get the infection. They're less likely to show symptoms. Children do get the disease. And so we do have to really look at that and be very aware.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>You know, there will be some families who, in talking to their pediatricians and talking to the educators, may feel like it's best for their children to have in-home learning. And I think that is an option that all parents should have.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Top+Pediatrician+Says+States+Shouldn%27t+Force+Schools+To+Reopen+If+Virus+Is+Surging&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Trump issued a\u003ca href=\"https://www.npr.org/2020/07/08/888898194/trump-blasts-expensive-cdc-guidelines-for-reopening-schools?live=1\"> forceful call\u003c/a> this week for America's K-12 schools to reopen full time for all children in the fall, suggesting that Democrats want to keep schools closed ahead of the November election and even threatening to cut off federal funding to schools if they don't fully reopen (something he cannot do). In this push, the administration has a powerful ally: the American Academy of Pediatrics.\u003c/p>\n\u003cp>Last week, the AAP issued a forceful policy \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/\">statement\u003c/a>, echoing the administration's sense of urgency to get children back into brick-and-mortar buildings:\u003c/p>\n\u003cblockquote>\u003cp>\"The AAP strongly advocates that all policy considerations for the coming school year should start with a goal of having students physically present in school. The importance of in-person learning is well-documented, and there is already evidence of the negative impacts on children because of school closures in the spring of 2020. Lengthy time away from school and associated interruption of supportive services often results in social isolation, making it difficult for schools to identify and address important learning deficits as well as child and adolescent physical or sexual abuse, substance use, depression, and suicidal ideation. This, in turn, places children and adolescents at considerable risk of morbidity and, in some cases, mortality. Beyond the educational impact and social impact of school closures, there has been substantial impact on food security and physical activity for children and families.\"\u003c/p>\u003c/blockquote>\n\u003cp>On Tuesday, the president of the AAP, Dr. Sally Goza, attended a White House roundtable where Trump and other administration officials reiterated their desire for schools to reopen quickly and repeatedly praised the AAP's guidance.\u003c/p>\n\u003cp>On Wednesday, Goza spoke with \u003cem>Morning Edition\u003c/em> host David Greene about that guidance and whether she's concerned that schools may be pressured into reopening too quickly.\u003c/p>\n\u003cp>Below is that interview, edited for length and clarity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>[In Florida] the virus is spiking: The number of new cases daily has been alarming, as is the case in some other states. Schools are being ordered to open in-person five days a week as early as next month in \u003c/strong>\u003ca href=\"https://www.tallahassee.com/story/news/2020/07/06/florida-schools-mandated-reopen-august/5387823002/\">\u003cstrong>Florida\u003c/strong>\u003c/a>\u003cstrong>, so just talk me through what the argument is for a decision like that right now? \u003c/strong>\u003c/p>\n\u003cp>So our guidelines reflect what we know right now about COVID-19 and its effects on children, as well as our own expertise and understanding of the benefits of in-person education for children's mental, emotional and physical health. And we reevaluate these guidelines regularly, since the pandemic changes so rapidly.\u003c/p>\n\u003cp>But our latest guidelines articulate that our main goal is for students to be physically present at school this fall. But we also recognize that COVID-19 remains a very real, active threat to community health. And we really believe that decisions on when and how to reopen need to consider a variety of factors, but a big one is the level of virus in the community.\u003c/p>\n\u003cp>\u003cstrong>Well, let me just ask about that — the level of virus in the state of Florida — we saw 7,000 new cases in a single day this week. I mean, would you encourage schools to open today if that decision had to be made based on the numbers you're seeing?\u003c/strong>\u003c/p>\n\u003cp>The way the numbers are looking in Florida right now are concerning. The level of the virus is really high. And so a statewide mandate to reopen [schools] without consideration of community spread really goes against our recommendations.\u003c/p>\n\u003cp>\u003cstrong>So you think that this was not a good idea for officials in Florida to come out [Tuesday] and say, \"You all have to reopen this fall?\"\u003c/strong>\u003c/p>\n\u003cp>We know that COVID is still a dangerous virus, and it's circulating throughout the country. And there are definitely hot spots, and Florida is one of them. And so all decisions really have to be made with public health and the school officials looking at that as part of their decision-making on whether they can reopen safely.\u003c/p>\n\u003cp>\u003cstrong>You were at the White House [Tuesday], and the president came out and made his point of view very clear. If you see numbers in the coming weeks in places like Florida, in places like Texas and elsewhere that do not start going down, would you go back to the president and say to him, you know, that you and your organization believe that he should get back behind the microphone again and say that this is probably not a good idea?\u003c/strong>\u003c/p>\n\u003cp>We will be sticking to what our guidelines say — that if it does not look safe in your community to open schools, that we need to really have that looked at. We also need to make sure that schools have the needed resources to reopen safely so that a lack of funding is not a reason to keep students home, which we're hearing in a lot of communities — to do what we're asking people to do to make schools safe is not really financially feasible in some of these communities.\u003c/p>\n\u003cp>\u003cstrong>There have been some estimates that school systems need more than $200 billion to reopen safely. Very little, maybe $13 billion, has been made available so far by Congress. So if something dramatic does not happen and more money is not available, you would say that this was not a good idea to reopen across the country?\u003c/strong>\u003c/p>\n\u003cp>We know that reopening schools in a way that maximizes safety, learning, the well-being of children, staff and teachers will clearly require new investments in our schools. And we really call on our leaders: Provide the resources necessary to ensure that funding does not stand in the way of safely educating and keeping our children safe.\u003c/p>\n\u003cp>\u003cstrong>Some of the thinking around reopening is that the coronavirus does not affect young children as much as others. But children will be going home after school to family members who could be at serious risk. How concerned are you that if schools are open five days a week, that exposures might take place and that family members could really be at risk here?\u003c/strong>\u003c/p>\n\u003cp>Pediatricians and educators, we all share the same goal of wanting children to return to school. But we know that it has to be safe, and we know that we have to try to decrease that transmission as much as we can. We do know that children are less likely to get the infection. They're less likely to show symptoms. Children do get the disease. And so we do have to really look at that and be very aware.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>You know, there will be some families who, in talking to their pediatricians and talking to the educators, may feel like it's best for their children to have in-home learning. And I think that is an option that all parents should have.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Top+Pediatrician+Says+States+Shouldn%27t+Force+Schools+To+Reopen+If+Virus+Is+Surging&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Students Benefit from a School Reopening Plan Designed for Those at the Margins",
"title": "How Students Benefit from a School Reopening Plan Designed for Those at the Margins",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Design processes typically start with an average population in mind. As a result, “a lot of people who are at margins get left out, or we worry about them ‘catching up’ to the design,” says MIT professor of civic design \u003c/span>\u003ca href=\"https://dusp.mit.edu/faculty/ceasar-mcdowell\">\u003cspan style=\"font-weight: 400\">Ceasar McDowell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Y7O9etlevyw&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">2014 video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That’s what McDowell calls “design for the margins.” He gives another example, this time involving humans: sidewalk curb cuts. Originally created to \u003c/span>\u003ca href=\"https://americanhistory.si.edu/blog/smashing-barriers-access-disability-activism-and-curb-cuts\">\u003cspan style=\"font-weight: 400\">help disabled World War II veterans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> navigate urban areas with wheelchairs, curb cuts \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">became a legal requirement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the 1990 Americans with Disabilities Act.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">who benefits from that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">?” McDowell asks. “Take your average day walking down the street, and you’ll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You’ll even see runners making that run nice and smooth, they don’t even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone — some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea that creating equitable and flexible design can benefit all members of society undergirds \u003c/span>\u003ca href=\"https://www.udinstitute.org/what-is-ud\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a concept developed by architect \u003c/span>\u003ca href=\"https://www.nytimes.com/1998/07/13/us/ronald-l-mace-58-designer-of-buildings-accessible-to-all.html\">\u003cspan style=\"font-weight: 400\">Ronald Mace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/22/coronavirus-parents-distance-learning-woes-kids-disabilities/5227887002/\">\u003cspan style=\"font-weight: 400\">disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">homelessness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Recently, as schools planned for reopening, educators attending a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs&feature=youtu.be&t=105\">\u003cspan style=\"font-weight: 400\">design challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by University of California Berkeley’s \u003c/span>\u003ca href=\"https://gse.berkeley.edu/professional-development/uc-berkeley-professional-development-providers\">\u003cspan style=\"font-weight: 400\">Professional Development Providers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used universal design principles to think creatively about how schools might function in the fall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/how-schools-in-other-countries-have-reopened.html\">\u003cspan style=\"font-weight: 400\">reopening experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/what-needs-to-change-inside-school-buildings.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/6-ways-to-bring-students-and-staff.html\">\u003cspan style=\"font-weight: 400\">strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were “capacious enough and flexible enough” for all students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56197\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56197 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/24/health/coronavirus-face-shields.html\">\u003cspan style=\"font-weight: 400\">face shields\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen \u003c/span>\u003ca href=\"https://unric.org/en/covid-19-transparent-masks-made-for-the-deaf-and-hard-of-hearing-in-belgium/\">\u003cspan style=\"font-weight: 400\">transparent masks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they’re learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group’s ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other rooms, teachers discussed laundering masks at school, providing individual science kits, installing microphones for teachers and dozens of other ideas to accommodate new health and safety measures while centering the needs of marginalized students. The breakout sessions lasted about 35 minutes — just enough for participants to scratch the surface of creative solutions. After the stress of emergency distance learning and as they face ongoing uncertainty, this summer may be \u003c/span>\u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-06-04/schools-plan-to-reopen-as-watchdog-finds-major-facility-problems\">\u003cspan style=\"font-weight: 400\">an anxious time for educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants in the challenge said they felt empowered by the information shared and the opportunity to think collaboratively about the fall. With most of the nearly 200 attendees coming from California, some asked the organizers to share email lists so that colleagues could bring the model back to their districts. “In an ideal world, a community would spend five solid days on this,” said Carter, who hopes that the process will be used and improved upon by other educators. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs\">\u003cspan style=\"font-weight: 400\">panel recording\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1i-OTEMbt2N3AtYe5Gatx-XNmtcd-4Pjdy0rXPCJciEg/edit\">\u003cspan style=\"font-weight: 400\">activity materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the challenge are available online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56196\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56196 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge. \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former high school teacher of 18 years, Carter said that teachers are accustomed to “constantly planning for a series of contingencies,” but they need time to do so. Although guidance from state departments of education and public health agencies may change in the coming months, by looking at \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/01/867158531/u-k-schools-begin-reopening-despite-coronavirus-concerns\">\u003cspan style=\"font-weight: 400\">responses in other countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s possible to see the range of likelihoods, she said. As \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">education leaders plan for multiple options\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at a district level, they could be tapping into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">teachers’ knowledge and experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to generate ideas that “lead to actual positive outcomes for education rather than simply \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/10/874049532/senate-panel-asks-when-can-k-12-schools-safely-reopen\">\u003cspan style=\"font-weight: 400\">mitigating harm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the directions for the design challenge, organizers also noted that educators shouldn’t assume they know what groups at the margins might want when it comes to reopening schools. Students and families should be involved in the conversations, too. It would be easy for educators to view the needs of marginalized students as an added challenge on top of the stress of the pandemic, but the UC Berkeley event showed that the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/issues/reopening-schools/the-socially-distanced-school-day.html\">\u003cspan style=\"font-weight: 400\">changes demanded by COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">\u003cspan style=\"font-weight: 400\">think differently about schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Annie Johnston, another coordinator for the design challenge, said that “inclusion” in education has traditionally referred to bringing special education students into mainstream classes. “But really the idea that you can’t make substantive changes to a culture and (structure) without including all of the stakeholders and bringing the people from the margins into the center — it’s a real shift in a conception,” she said.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Fjta0KC3NCs\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/span>\u003c/p>\n\n",
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"excerpt": "By designing a better school experience for students at the margins, educators can make the in-school experience better for all. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Design processes typically start with an average population in mind. As a result, “a lot of people who are at margins get left out, or we worry about them ‘catching up’ to the design,” says MIT professor of civic design \u003c/span>\u003ca href=\"https://dusp.mit.edu/faculty/ceasar-mcdowell\">\u003cspan style=\"font-weight: 400\">Ceasar McDowell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Y7O9etlevyw&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">2014 video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That’s what McDowell calls “design for the margins.” He gives another example, this time involving humans: sidewalk curb cuts. Originally created to \u003c/span>\u003ca href=\"https://americanhistory.si.edu/blog/smashing-barriers-access-disability-activism-and-curb-cuts\">\u003cspan style=\"font-weight: 400\">help disabled World War II veterans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> navigate urban areas with wheelchairs, curb cuts \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">became a legal requirement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the 1990 Americans with Disabilities Act.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">who benefits from that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">?” McDowell asks. “Take your average day walking down the street, and you’ll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You’ll even see runners making that run nice and smooth, they don’t even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone — some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea that creating equitable and flexible design can benefit all members of society undergirds \u003c/span>\u003ca href=\"https://www.udinstitute.org/what-is-ud\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a concept developed by architect \u003c/span>\u003ca href=\"https://www.nytimes.com/1998/07/13/us/ronald-l-mace-58-designer-of-buildings-accessible-to-all.html\">\u003cspan style=\"font-weight: 400\">Ronald Mace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/22/coronavirus-parents-distance-learning-woes-kids-disabilities/5227887002/\">\u003cspan style=\"font-weight: 400\">disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">homelessness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Recently, as schools planned for reopening, educators attending a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs&feature=youtu.be&t=105\">\u003cspan style=\"font-weight: 400\">design challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by University of California Berkeley’s \u003c/span>\u003ca href=\"https://gse.berkeley.edu/professional-development/uc-berkeley-professional-development-providers\">\u003cspan style=\"font-weight: 400\">Professional Development Providers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used universal design principles to think creatively about how schools might function in the fall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/how-schools-in-other-countries-have-reopened.html\">\u003cspan style=\"font-weight: 400\">reopening experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/what-needs-to-change-inside-school-buildings.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/6-ways-to-bring-students-and-staff.html\">\u003cspan style=\"font-weight: 400\">strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were “capacious enough and flexible enough” for all students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56197\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56197 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/24/health/coronavirus-face-shields.html\">\u003cspan style=\"font-weight: 400\">face shields\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen \u003c/span>\u003ca href=\"https://unric.org/en/covid-19-transparent-masks-made-for-the-deaf-and-hard-of-hearing-in-belgium/\">\u003cspan style=\"font-weight: 400\">transparent masks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they’re learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group’s ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other rooms, teachers discussed laundering masks at school, providing individual science kits, installing microphones for teachers and dozens of other ideas to accommodate new health and safety measures while centering the needs of marginalized students. The breakout sessions lasted about 35 minutes — just enough for participants to scratch the surface of creative solutions. After the stress of emergency distance learning and as they face ongoing uncertainty, this summer may be \u003c/span>\u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-06-04/schools-plan-to-reopen-as-watchdog-finds-major-facility-problems\">\u003cspan style=\"font-weight: 400\">an anxious time for educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants in the challenge said they felt empowered by the information shared and the opportunity to think collaboratively about the fall. With most of the nearly 200 attendees coming from California, some asked the organizers to share email lists so that colleagues could bring the model back to their districts. “In an ideal world, a community would spend five solid days on this,” said Carter, who hopes that the process will be used and improved upon by other educators. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs\">\u003cspan style=\"font-weight: 400\">panel recording\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1i-OTEMbt2N3AtYe5Gatx-XNmtcd-4Pjdy0rXPCJciEg/edit\">\u003cspan style=\"font-weight: 400\">activity materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the challenge are available online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56196\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56196 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge. \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former high school teacher of 18 years, Carter said that teachers are accustomed to “constantly planning for a series of contingencies,” but they need time to do so. Although guidance from state departments of education and public health agencies may change in the coming months, by looking at \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/01/867158531/u-k-schools-begin-reopening-despite-coronavirus-concerns\">\u003cspan style=\"font-weight: 400\">responses in other countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s possible to see the range of likelihoods, she said. As \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">education leaders plan for multiple options\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at a district level, they could be tapping into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">teachers’ knowledge and experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to generate ideas that “lead to actual positive outcomes for education rather than simply \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/10/874049532/senate-panel-asks-when-can-k-12-schools-safely-reopen\">\u003cspan style=\"font-weight: 400\">mitigating harm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the directions for the design challenge, organizers also noted that educators shouldn’t assume they know what groups at the margins might want when it comes to reopening schools. Students and families should be involved in the conversations, too. It would be easy for educators to view the needs of marginalized students as an added challenge on top of the stress of the pandemic, but the UC Berkeley event showed that the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/issues/reopening-schools/the-socially-distanced-school-day.html\">\u003cspan style=\"font-weight: 400\">changes demanded by COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">\u003cspan style=\"font-weight: 400\">think differently about schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Annie Johnston, another coordinator for the design challenge, said that “inclusion” in education has traditionally referred to bringing special education students into mainstream classes. “But really the idea that you can’t make substantive changes to a culture and (structure) without including all of the stakeholders and bringing the people from the margins into the center — it’s a real shift in a conception,” she said.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Fjta0KC3NCs'\n title='//www.youtube.com/embed/Fjta0KC3NCs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Parents Can Learn From Child Care Centers That Stayed Open During COVID19 Lockdowns",
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"content": "\u003cp>When Arizona schools shut down in mid-March to prevent the spread of the coronavirus, Tatiana Laimit, a nurse in Phoenix, knew she needed a backup plan. Laimit is a single mother of a 6-year-old girl and had recently relocated to the area. She didn't have any friends or family nearby to ask for help.\u003c/p>\n\u003cp>It was past 8 on a Friday night when she shot off an email to her local YMCA to ask if they were providing emergency care for the children of front-line workers. \"And immediately [someone] responded and let me know, 'Yes.' \"\u003c/p>\n\u003cp>Throughout the pandemic, many child care centers have stayed open for the children of front-line workers — everyone from doctors to grocery store clerks. YMCA of the USA and New York City's Department of Education have been caring for, collectively, tens of thousands of children since March, and both tell NPR they have no reports of coronavirus clusters or outbreaks. As school districts sweat over reopening plans, and with just over half of parents \u003ca href=\"https://news.gallup.com/poll/312674/parents-slightly-favor-full-time-person-school-fall.aspx\">telling pollsters\u003c/a> they're comfortable with in-person school this fall, public health and policy experts say education leaders should be discussing and drawing on these real-world child care experiences.\u003c/p>\n\u003cp>The Y says that during the lockdowns it cared for up to 40,000 children between the ages of 1 and 14 at 1,100 separate sites, often in partnership with local and state governments. And in New York City, the pandemic's national epicenter in March and April, the city's Department of Education reports that it cared for more than 10,000 children at 170 sites.\u003c/p>\n\u003cp>Working in early days, and on very short notice, these two organizations followed safety guidance that closely resembles what's now been \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/14/856483424/cdc-issues-decision-tools-to-guide-reopening-of-schools-businesses-transit\">officially put out\u003c/a> by the Centers for Disease Control and Prevention. The Y says a few staff members and parents at sites around the country did test positive, but there are no records of having more than one case at a site. This, among a population of essential workers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a \u003ca href=\"https://docs.google.com/spreadsheets/d/1L45r63t8hpYfGLpT6gWKjYMscu8Wut6jtlxO-1FAW9c/edit#gid=204576280\">separate, unscientific survey\u003c/a> of child care centers, Brown University economist Emily Oster found that, as of Tuesday afternoon, among 916 centers serving more than 20,000 children, just over 1% of staff and 0.16% of children were confirmed infected with the coronavirus.\u003c/p>\n\u003cp>The Y emphasized to NPR that its data is not comprehensive, and the availability of testing has varied across the country. But experts say it's worth taking these low numbers into account.\u003c/p>\n\u003cfigure id=\"attachment_56163\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56163\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251.jpe\" alt=\"\" width=\"200\" height=\"129\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251-160x103.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">A Valley of the Sun YMCA staff member takes the temperature of a child before she enters child care. \u003ccite>(Valley of the Sun YMCA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"There are almost no recorded cases of child-to-adult transmission of COVID-19,\" says Elliot Haspel, an education policy expert and child care advocate who wrote \u003ca href=\"http://earlylearningnation.com/2020/06/opinion-child-cares-look-safe-its-time-to-act-like-it/\">an op-ed\u003c/a> arguing for reopening full-time child care and schools as soon as possible. \"It's not zero risk, [but] we're acting with a March 2020 understanding of COVID-19 and kids, and not with a June 2020 understanding of COVID-19 and kids.\"\u003c/p>\n\u003cp>\u003cstrong>Pods and \"airplane arms\"\u003c/strong>\u003c/p>\n\u003cp>In March, the CDC had yet to issue its official guidance about how to safely operate schools or group child care. And yet, the protocols that the Y and New York City came up with were strikingly similar to the CDC's May recommendations, as well as guidelines now being considered by states and districts.\u003c/p>\n\u003cp>In order to slow the spread of illness, local YMCAs and New York City grouped \"pods\" of no more than nine children with each adult. Heidi Brasher of the YMCA of the USA says this often meant using spaces such as basketball courts or even boardrooms, taking advantage of buildings that were otherwise closed. \"They were very creative in the way they utilized space,\" Brasher says.\u003c/p>\n\u003cp>Pods didn't mix, but social distancing and use of masks weren't necessarily observed within each pod, especially with very young children — the Y cares for children as young as 1 year old.\u003c/p>\n\u003cp>Brasher says her organization consulted with the CDC to create a \"quick start\" guide for each location around the country to get up and running with emergency child care, going over everything from morning check-in procedures to food prep.\u003c/p>\n\u003cp>They did temperature checks and symptom screenings on each child coming in each day, with staff members wearing masks, gloves and gowns where available. Children with symptoms were urged to stay home.\u003c/p>\n\u003cp>Staff came up with creative ways to reinforce frequent and thorough hand-washing. Libby Corral is chief operating officer of the Valley of the Sun YMCA, which operated nine emergency child care sites across Arizona (this month they expanded to regular camp programming). She says that at the beginning of each 30-minute activity, such as sports or craft time, children get a stamp or marker doodle on their hands, which they have to wash off before moving on to the next activity.\u003c/p>\n\u003cp>\"We were teaching them not just 'rinse your hands,' but 'scrub them.' And instead of having to dread washing their hands, they were able to get excited and laugh and have fun while they were doing that.\"\u003c/p>\n\u003cp>They also reinforce social distancing by having the kids make \"airplane arms\" when they're standing in line or moving from place to place. And children get their own materials, such as art supplies, to use from day to day, rather than sharing. Having individual materials worked so well, says Corral, that they plan to make it a policy in the future.\u003c/p>\n\u003cfigure id=\"attachment_56164\" class=\"wp-caption alignnone\" style=\"max-width: 1221px\">\u003cimg class=\"size-full wp-image-56164\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d.jpe\" alt=\"\" width=\"1221\" height=\"916\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d.jpe 1221w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-800x600.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-1020x765.jpe 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-160x120.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-768x576.jpe 768w\" sizes=\"(max-width: 1221px) 100vw, 1221px\">\u003cfigcaption class=\"wp-caption-text\">A Valley of the Sun YMCA staff member poses with children after a craft project that involved making face masks. \u003ccite>(Valley of the Sun YMCA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Of course, running things this way is expensive. Even after emergency state aid, her YMCA locations ran at a deficit, Corral says.\u003c/p>\n\u003cp>In New York, which is still operating its city-run child care centers, the rules are similar, and in some ways stricter. Face coverings are mandatory for all, whereas children at YMCA sites aren't required to wear them. Social distancing is maintained as much as possible by everyone inside the building, reinforced with 6-foot-long posters of animals like sea turtles. And daily temperature checks of everyone coming in the building are done by school nurses, according to New York City Department of Education spokeswoman Katie O'Hanlon.\u003c/p>\n\u003cp>Officials with both organizations say they don't know of any clusters of cases associated with a site. Corral, in Arizona, says she knows of one case in which a staff member, who didn't work directly with children, tested positive, and another case in which a parent called in and volunteered to self-quarantine after an exposure.\u003c/p>\n\u003cp>Laimit, the nurse in Phoenix, credits the Valley of the Sun YMCA with \"really great communication,\" both about health practices and her daughter's social and emotional needs.\u003c/p>\n\u003cp>\"It takes a weight off of me as a parent, because when I'm at work, especially providing care for others — and it's absolutely chaotic right now, Arizona is on the rise with their COVID cases — not having to worry about my daughter and her safety ... it's a savior for me. It's a weight off of my shoulders.\"\u003c/p>\n\u003cp>\u003cstrong>\"There are ways to substantially reduce the risks\"\u003c/strong>\u003c/p>\n\u003cp>Should parents across the country stop worrying about sending their kids off to camp and school, as long as a version of these guidelines is followed?\u003c/p>\n\u003cp>Dr. Joshua Sharfstein at the Johns Hopkins School of Public Health says we can learn from the YMCA and New York City examples, but we shouldn't overgeneralize.\u003c/p>\n\u003cp>\"These experiences illustrate that it's possible to bring kids together without a guarantee of an outbreak or a serious situation developing,\" he explains. On the other hand, they don't guarantee the opposite.\u003c/p>\n\u003cp>Sharfstein agrees it's OK to extrapolate — not only from essential worker child care in the U.S., but from the experiences of countries around the world where schools have already opened up. \"There are ways to substantially reduce the risks when kids get together,\" he says.\u003c/p>\n\u003cp>He also agrees with Haspel, the child care advocate, in saying that \"there is converging evidence that the coronavirus doesn't transmit among children like the flu — that it's a lower risk.\"\u003c/p>\n\u003cp>There are two related reasons for this, Sharfstein explains: One is that children \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/06/20/880983822/coronavirus-mystery-are-kids-less-likely-to-catch-it-than-adults-are\">seem to be less likely to get infected\u003c/a>, and the second is that when they \u003cem>are \u003c/em>infected they are much more likely to be mildly symptomatic or asymptomatic. If they're not coughing or sneezing, it's harder for them to spread the virus to others. \u003cem>The New Yorker\u003c/em> \u003ca href=\"https://www.newyorker.com/magazine/2020/06/08/how-iceland-beat-the-coronavirus\">reported\u003c/a> that Iceland, which did extensive contact tracing, found only two examples of child-to-parent transmission.\u003c/p>\n\u003cp>\u003cstrong>A question of priorities\u003c/strong>\u003c/p>\n\u003cp>Sharfstein says there are still some really important things we don't know — and that we'd like to know — as group child care and schools start to open up. He cites a \u003ca href=\"https://www.centerforhealthsecurity.org/our-work/publications/2020/filling-in-the-blanks-national-research-needs-to-guide-decisions-about-reopening-schools-in-the-united-states\">May report\u003c/a> from the Johns Hopkins Center for Health Security. It calls for a national research agenda to quickly address the outstanding questions about children and the coronavirus. Among them, says the report:\u003c/p>\n\u003cblockquote>\u003cp>\"How vulnerable to severe illness are students who have underlying health conditions, such as asthma, diabetes, or severe obesity? How safe is it for adults who themselves have serious underlying health conditions? ... How safe is it for teachers, administrators, and other school staff? ... Are certain school communities at greater risk than others relative to exposure, and should each school community be evaluated independently to determine level of risk?\"\u003c/p>\u003c/blockquote>\n\u003cp>And then there's the question of priorities. Among all the steps organizations are taking — hand-washing, masks, temperature checks, pods, social distancing, and guidelines about staying home if sick — which are the most important?\u003c/p>\n\u003cp>And crucially, how important is group size? The recommendation to keep groups of children small and separate imposes a particular burden on school districts. In most places, reducing class sizes means reducing in-person class time, staggering schedules and continuing remote learning in parallel with in-class instruction. That requires resources that not all students and schools have access to.\u003c/p>\n\u003cp>Right now, Sharfstein says, we just don't know how important it is to limit group size. \"I think it's a failure that we haven't prioritized opening schools.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Prioritizing schools, he adds, means doing lots of research on children and the coronavirus as soon as possible to inform the right policies to put in place.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Parents+Can+Learn+From+Child+Care+Centers+That+Stayed+Open+During+Lockdowns&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Arizona schools shut down in mid-March to prevent the spread of the coronavirus, Tatiana Laimit, a nurse in Phoenix, knew she needed a backup plan. Laimit is a single mother of a 6-year-old girl and had recently relocated to the area. She didn't have any friends or family nearby to ask for help.\u003c/p>\n\u003cp>It was past 8 on a Friday night when she shot off an email to her local YMCA to ask if they were providing emergency care for the children of front-line workers. \"And immediately [someone] responded and let me know, 'Yes.' \"\u003c/p>\n\u003cp>Throughout the pandemic, many child care centers have stayed open for the children of front-line workers — everyone from doctors to grocery store clerks. YMCA of the USA and New York City's Department of Education have been caring for, collectively, tens of thousands of children since March, and both tell NPR they have no reports of coronavirus clusters or outbreaks. As school districts sweat over reopening plans, and with just over half of parents \u003ca href=\"https://news.gallup.com/poll/312674/parents-slightly-favor-full-time-person-school-fall.aspx\">telling pollsters\u003c/a> they're comfortable with in-person school this fall, public health and policy experts say education leaders should be discussing and drawing on these real-world child care experiences.\u003c/p>\n\u003cp>The Y says that during the lockdowns it cared for up to 40,000 children between the ages of 1 and 14 at 1,100 separate sites, often in partnership with local and state governments. And in New York City, the pandemic's national epicenter in March and April, the city's Department of Education reports that it cared for more than 10,000 children at 170 sites.\u003c/p>\n\u003cp>Working in early days, and on very short notice, these two organizations followed safety guidance that closely resembles what's now been \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/14/856483424/cdc-issues-decision-tools-to-guide-reopening-of-schools-businesses-transit\">officially put out\u003c/a> by the Centers for Disease Control and Prevention. The Y says a few staff members and parents at sites around the country did test positive, but there are no records of having more than one case at a site. This, among a population of essential workers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a \u003ca href=\"https://docs.google.com/spreadsheets/d/1L45r63t8hpYfGLpT6gWKjYMscu8Wut6jtlxO-1FAW9c/edit#gid=204576280\">separate, unscientific survey\u003c/a> of child care centers, Brown University economist Emily Oster found that, as of Tuesday afternoon, among 916 centers serving more than 20,000 children, just over 1% of staff and 0.16% of children were confirmed infected with the coronavirus.\u003c/p>\n\u003cp>The Y emphasized to NPR that its data is not comprehensive, and the availability of testing has varied across the country. But experts say it's worth taking these low numbers into account.\u003c/p>\n\u003cfigure id=\"attachment_56163\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56163\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251.jpe\" alt=\"\" width=\"200\" height=\"129\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251-160x103.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">A Valley of the Sun YMCA staff member takes the temperature of a child before she enters child care. \u003ccite>(Valley of the Sun YMCA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"There are almost no recorded cases of child-to-adult transmission of COVID-19,\" says Elliot Haspel, an education policy expert and child care advocate who wrote \u003ca href=\"http://earlylearningnation.com/2020/06/opinion-child-cares-look-safe-its-time-to-act-like-it/\">an op-ed\u003c/a> arguing for reopening full-time child care and schools as soon as possible. \"It's not zero risk, [but] we're acting with a March 2020 understanding of COVID-19 and kids, and not with a June 2020 understanding of COVID-19 and kids.\"\u003c/p>\n\u003cp>\u003cstrong>Pods and \"airplane arms\"\u003c/strong>\u003c/p>\n\u003cp>In March, the CDC had yet to issue its official guidance about how to safely operate schools or group child care. And yet, the protocols that the Y and New York City came up with were strikingly similar to the CDC's May recommendations, as well as guidelines now being considered by states and districts.\u003c/p>\n\u003cp>In order to slow the spread of illness, local YMCAs and New York City grouped \"pods\" of no more than nine children with each adult. Heidi Brasher of the YMCA of the USA says this often meant using spaces such as basketball courts or even boardrooms, taking advantage of buildings that were otherwise closed. \"They were very creative in the way they utilized space,\" Brasher says.\u003c/p>\n\u003cp>Pods didn't mix, but social distancing and use of masks weren't necessarily observed within each pod, especially with very young children — the Y cares for children as young as 1 year old.\u003c/p>\n\u003cp>Brasher says her organization consulted with the CDC to create a \"quick start\" guide for each location around the country to get up and running with emergency child care, going over everything from morning check-in procedures to food prep.\u003c/p>\n\u003cp>They did temperature checks and symptom screenings on each child coming in each day, with staff members wearing masks, gloves and gowns where available. Children with symptoms were urged to stay home.\u003c/p>\n\u003cp>Staff came up with creative ways to reinforce frequent and thorough hand-washing. Libby Corral is chief operating officer of the Valley of the Sun YMCA, which operated nine emergency child care sites across Arizona (this month they expanded to regular camp programming). She says that at the beginning of each 30-minute activity, such as sports or craft time, children get a stamp or marker doodle on their hands, which they have to wash off before moving on to the next activity.\u003c/p>\n\u003cp>\"We were teaching them not just 'rinse your hands,' but 'scrub them.' And instead of having to dread washing their hands, they were able to get excited and laugh and have fun while they were doing that.\"\u003c/p>\n\u003cp>They also reinforce social distancing by having the kids make \"airplane arms\" when they're standing in line or moving from place to place. And children get their own materials, such as art supplies, to use from day to day, rather than sharing. Having individual materials worked so well, says Corral, that they plan to make it a policy in the future.\u003c/p>\n\u003cfigure id=\"attachment_56164\" class=\"wp-caption alignnone\" style=\"max-width: 1221px\">\u003cimg class=\"size-full wp-image-56164\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d.jpe\" alt=\"\" width=\"1221\" height=\"916\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d.jpe 1221w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-800x600.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-1020x765.jpe 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-160x120.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-768x576.jpe 768w\" sizes=\"(max-width: 1221px) 100vw, 1221px\">\u003cfigcaption class=\"wp-caption-text\">A Valley of the Sun YMCA staff member poses with children after a craft project that involved making face masks. \u003ccite>(Valley of the Sun YMCA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Of course, running things this way is expensive. Even after emergency state aid, her YMCA locations ran at a deficit, Corral says.\u003c/p>\n\u003cp>In New York, which is still operating its city-run child care centers, the rules are similar, and in some ways stricter. Face coverings are mandatory for all, whereas children at YMCA sites aren't required to wear them. Social distancing is maintained as much as possible by everyone inside the building, reinforced with 6-foot-long posters of animals like sea turtles. And daily temperature checks of everyone coming in the building are done by school nurses, according to New York City Department of Education spokeswoman Katie O'Hanlon.\u003c/p>\n\u003cp>Officials with both organizations say they don't know of any clusters of cases associated with a site. Corral, in Arizona, says she knows of one case in which a staff member, who didn't work directly with children, tested positive, and another case in which a parent called in and volunteered to self-quarantine after an exposure.\u003c/p>\n\u003cp>Laimit, the nurse in Phoenix, credits the Valley of the Sun YMCA with \"really great communication,\" both about health practices and her daughter's social and emotional needs.\u003c/p>\n\u003cp>\"It takes a weight off of me as a parent, because when I'm at work, especially providing care for others — and it's absolutely chaotic right now, Arizona is on the rise with their COVID cases — not having to worry about my daughter and her safety ... it's a savior for me. It's a weight off of my shoulders.\"\u003c/p>\n\u003cp>\u003cstrong>\"There are ways to substantially reduce the risks\"\u003c/strong>\u003c/p>\n\u003cp>Should parents across the country stop worrying about sending their kids off to camp and school, as long as a version of these guidelines is followed?\u003c/p>\n\u003cp>Dr. Joshua Sharfstein at the Johns Hopkins School of Public Health says we can learn from the YMCA and New York City examples, but we shouldn't overgeneralize.\u003c/p>\n\u003cp>\"These experiences illustrate that it's possible to bring kids together without a guarantee of an outbreak or a serious situation developing,\" he explains. On the other hand, they don't guarantee the opposite.\u003c/p>\n\u003cp>Sharfstein agrees it's OK to extrapolate — not only from essential worker child care in the U.S., but from the experiences of countries around the world where schools have already opened up. \"There are ways to substantially reduce the risks when kids get together,\" he says.\u003c/p>\n\u003cp>He also agrees with Haspel, the child care advocate, in saying that \"there is converging evidence that the coronavirus doesn't transmit among children like the flu — that it's a lower risk.\"\u003c/p>\n\u003cp>There are two related reasons for this, Sharfstein explains: One is that children \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/06/20/880983822/coronavirus-mystery-are-kids-less-likely-to-catch-it-than-adults-are\">seem to be less likely to get infected\u003c/a>, and the second is that when they \u003cem>are \u003c/em>infected they are much more likely to be mildly symptomatic or asymptomatic. If they're not coughing or sneezing, it's harder for them to spread the virus to others. \u003cem>The New Yorker\u003c/em> \u003ca href=\"https://www.newyorker.com/magazine/2020/06/08/how-iceland-beat-the-coronavirus\">reported\u003c/a> that Iceland, which did extensive contact tracing, found only two examples of child-to-parent transmission.\u003c/p>\n\u003cp>\u003cstrong>A question of priorities\u003c/strong>\u003c/p>\n\u003cp>Sharfstein says there are still some really important things we don't know — and that we'd like to know — as group child care and schools start to open up. He cites a \u003ca href=\"https://www.centerforhealthsecurity.org/our-work/publications/2020/filling-in-the-blanks-national-research-needs-to-guide-decisions-about-reopening-schools-in-the-united-states\">May report\u003c/a> from the Johns Hopkins Center for Health Security. It calls for a national research agenda to quickly address the outstanding questions about children and the coronavirus. Among them, says the report:\u003c/p>\n\u003cblockquote>\u003cp>\"How vulnerable to severe illness are students who have underlying health conditions, such as asthma, diabetes, or severe obesity? How safe is it for adults who themselves have serious underlying health conditions? ... How safe is it for teachers, administrators, and other school staff? ... Are certain school communities at greater risk than others relative to exposure, and should each school community be evaluated independently to determine level of risk?\"\u003c/p>\u003c/blockquote>\n\u003cp>And then there's the question of priorities. Among all the steps organizations are taking — hand-washing, masks, temperature checks, pods, social distancing, and guidelines about staying home if sick — which are the most important?\u003c/p>\n\u003cp>And crucially, how important is group size? The recommendation to keep groups of children small and separate imposes a particular burden on school districts. In most places, reducing class sizes means reducing in-person class time, staggering schedules and continuing remote learning in parallel with in-class instruction. That requires resources that not all students and schools have access to.\u003c/p>\n\u003cp>Right now, Sharfstein says, we just don't know how important it is to limit group size. \"I think it's a failure that we haven't prioritized opening schools.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Prioritizing schools, he adds, means doing lots of research on children and the coronavirus as soon as possible to inform the right policies to put in place.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Parents+Can+Learn+From+Child+Care+Centers+That+Stayed+Open+During+Lockdowns&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>There is no one answer for what the coming school year will look like, but it won't resemble the fall of 2019. Wherever classrooms are open, there will likely be some form of \u003ca href=\"https://www.npr.org/2020/04/24/842528906/what-it-might-look-like-to-safely-reopen-schools\">social distancing and other hygiene measures\u003c/a> in place that challenge traditional teaching and learning. Future outbreaks will make for unpredictable waves of closures. Virtual learning will continue. And all this will happen amid a \u003ca href=\"https://www.npr.org/2020/05/26/858257200/the-pandemic-is-driving-americas-schools-toward-a-financial-meltdown\">historic funding crunch. \u003c/a>\u003c/p>\n\u003cp>American education has long been full of innovators practicing alternatives to the mainstream. When the giant, uncontrolled experiment of the pandemic rolled across the country, certain approaches proved their mettle in new ways. Here are some ideas that seem newly relevant given the constraints of 2020 and beyond.\u003c/p>\n\u003cp>\u003cstrong>1. Support families to help teach children.\u003c/strong>\u003c/p>\n\u003cp>Recently, parents \u003ca href=\"https://www.census.gov/data/tables/2020/demo/hhp2.html\">told the U.S. Census Bureau\u003c/a> that teachers were spending about four hours a week in online contact with their children, while they, the parents, spent an average of 13 hours a week helping children with schoolwork themselves.\u003c/p>\n\u003cp>The debate over equity in emergency remote learning during the pandemic has centered on the lack of equipment like computers and hot spots. But access to home support is arguably even more important. A\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/27/862705225/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\"> national survey by the advocacy group ParentsTogether \u003c/a>found big gaps by income in the ability to access emergency learning. When asked about barriers to children's participation, lower-income families who took the survey were more likely to name issues such as \"school resources are too complicated\" or \"it's hard to get my child to focus\" than they were to cite a lack of equipment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Never in the modern history of our education system has the importance of family engagement been more apparent,\" says Alejandro Gibes de Gac, the founder of Springboard Collaborative.\u003c/p>\n\u003cp>Springboard is a \u003ca href=\"https://www.npr.org/2019/08/22/753090600/what-if-you-could-change-your-childs-future-in-one-hour-every-week\">social enterprise\u003c/a> that looks at families as the \"single greatest resource\" for helping struggling readers. In pre-pandemic times, it offered a series of hourlong workshops to family members, mostly in low-income communities, coaching them to set goals and practice specific reading concepts with elementary school-age children. In just five weeks, on average, 3 out of 4 of their participants get to the next reading level or even further. And these strategies work even though one-third of Springboard's parents, grandparents and other relatives are unable to access the text their child is holding, because of language differences, their own literacy gaps, or both.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56120\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/support-72fa80a5a8159d90cc905ff29004ab18af8df62b-e1592472969555.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>Now that parent-assisted learning has become the default across the country, Springboard has created an app for the 10,000 families they already work with. They've offered professional development webinars for teachers, through unions and other organizations, on engaging families. And they've recently announced a partnership with Teach For America. This summer, 3,000 fresh TFA recruits will offer a remote version of Springboard's reading strategies workshop for up to 9,000 pre-K through fourth-graders nationwide.\u003c/p>\n\u003cp>Gibes de Gac is excited about the impact this experience will have, not only on families, but on the pre-service teachers themselves: \"I expect to look back on this as a turning point in how America prepares teachers to partner with families not as a peripheral responsibility, but as the very essence of teaching.\"\u003c/p>\n\u003cp>\u003cstrong>2. Give teens one-on-one support.\u003c/strong>\u003c/p>\n\u003cp>In this time, as in previous educational disruptions, \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">teenagers are most at risk\u003c/a> for being knocked off course. One April survey found\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\"> 4 in 10 U.S. teens\u003c/a> weren't logging on to classes at all.\u003c/p>\n\u003cp>But not Christian Perez, 15, a sophomore at South Fort Myers High School in Fort Myers, Fla. He stuck with his schoolwork online even though his father, a plumber, sent him to stay with his family in Puerto Rico. \"I want to keep up my grades so I can stay on the baseball team,\" Perez tells NPR, in Spanish.\u003c/p>\n\u003cp>His ESL teacher, Nelson Aguedo Concepcion, is the one who really kept him on track. \"I'm in touch with my students two, three times a week,\" by text, phone, Google classroom and Zoom meetings, Concepcion says.\u003c/p>\n\u003cp>There are devoted teachers everywhere, but the relationship between Concepcion and Perez didn't come about by chance. South Fort Myers High School follows a \u003ca href=\"https://www.npr.org/sections/ed/2018/03/31/596054250/how-more-meetings-might-be-the-secret-to-fixing-high-school\">dropout prevention program\u003c/a> called BARR, which stands for Building Assets, Reducing Risks. The program, which is supported by randomized controlled trial evidence, focuses on building strong positive relationships between students and the adults in a building. It groups teachers and other professionals like counselors for weekly meetings where they compare notes and make plans to help students in trouble. Costs associated with the model are relatively small, related to scheduling and staffing. At South Fort Myers and other schools using the BARR method around the country, these regular meetings have continued over Zoom during the pandemic.\u003c/p>\n\u003cp>It's unusual for faculty in a high school to meet regularly to discuss student success, rather than curricula or administrative details. South Fort Myers High School Principal Ed Mathews credits BARR's \"team approach\" with helping his faculty keep the vast majority of his high school students engaged. \"The first week that we did virtual education, we missed 350 students,\" Mathews says. \"And then the following week we got it down to 125. And then the following week we got it down to two. And then out of the two we were able to get a hold of the one. And then unfortunately the other young lady was a runaway.\"\u003c/p>\n\u003cp>BARR is not the only education success model that prioritizes relationships. Marquise Pierre, 20, is finishing his degree at a small public \"transfer\" high school in Coney Island, N.Y., called Liberation Diploma Plus. Pierre tells NPR that on lockdown he hears from one of the faculty members every single day: \"The school is more like a family than staff and students.\"\u003c/p>\n\u003cp>And in King County, Wash., 15-year-old Osvaldo Riva Santiago is staying motivated with the help of an incentive plan created by his education specialist, Dani Erickson. Erickson works for Treehouse, a nonprofit with a \u003ca href=\"https://www.npr.org/sections/ed/2017/12/27/562341427/why-foster-care-students-in-seattle-are-beating-the-odds\">successful track record\u003c/a> of helping foster youth like Santiago graduate from high school. Through Erickson's incentive plan, Santiago earns prizes, such as Amazon gift cards, for keeping up with his schoolwork and doing self-care activities, such as jigsaw puzzles. \"She's been helping me emotionally,\" says Santiago.\u003c/p>\n\u003cp>\u003cstrong>3. Use online systems to assess, remediate and individualize learning.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf\">One study\u003c/a> of the \"COVID-19 slide\" estimates that children will be returning to school this fall with 70% of a typical year's reading gains and only half a year's gains in math. But those are averages; most experts believe we can expect to see much wider variations in progress than usual, because of equity gaps.\u003c/p>\n\u003cp>\"Obviously going into this back-to-school, if you already had some variance pre-COVID, the variance is going to be that much larger,\" Sal Khan, the founder of Khan Academy, the free automated learning site, tells NPR. \"And we're going into a world where there's been no standardized testing this past spring. So there's even less information to go on in terms of where kids are and what they need.\"\u003c/p>\n\u003cp>Khan Academy has seen traffic nearly triple since the pandemic began. In a typical week, says Khan, 30 million students are now spending 80 to 90 million minutes practicing everything from multiplication to AP U.S. History. As students answer questions, the site tracks their progress, which allows teachers or parents to easily see what areas they need to work on.\u003c/p>\n\u003cp>Khan says his team is working on preparing what he calls \"getting ready for grade level\" courses for this coming fall. For students beginning sixth grade math, for example, the course moves quickly from basic arithmetic onward, in a combination of review and assessment. \"The kids are learning, hopefully, while they're doing it, they're getting practice. But then over a few hours you can actually form, in some ways, a more granular view than you would in a traditional assessment.\"\u003c/p>\n\u003cp>Barry Sommer is director of advancement for Lindsay Unified School District, which serves Spanish-speaking migrant agricultural workers in California's Central Valley. The district has been lauded for its technology-driven approach where every student follows an individualized learning plan. Starting in 2016 it created a community Wi-Fi project, which meant when school buildings closed for the pandemic, there was little interruption in learning. Sommer says that what worked well wasn't just the technology but the social and emotional competencies that come when you create a culture of putting students in charge. \"Our learners have agency. They're taught to set goals, be responsible and resilient. They transitioned really, really well.\"\u003c/p>\n\u003cp>\u003cstrong>4. Form microschools and home-school co-ops.\u003c/strong>\u003c/p>\n\u003cp>A recent USA Today/Ipsos poll found that \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-05-26/1-in-5-teachers-unlikely-to-return-to-schools-if-reopened-in-the-fall-poll-finds\">60% of parents\u003c/a> are \"likely\" to continue with home-based education through next year, and 30% said they would be \"very likely\" do so even if schools reopen. By contrast, \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=91\">about 3% of children\u003c/a> have been home-schooled in previous years.\u003c/p>\n\u003cp>Some of these families will team up to share the work and allow children some safe company, or if budgets allow, even hire a teacher to help. Enter the coronavirus home-school co-op or microschool.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56121\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/artboard-5-4649e7ff2e5ea881c4c1524519528a9c8b01a5b6-e1592473000884.jpg\" alt=\"\" width=\"1920\" height=\"1439\">\u003c/p>\n\u003cp>Matt Candler is the principal of NOLA Micro Schools in New Orleans, which currently plans to reopen in the fall as a one-room schoolhouse, with about 25 K-12 students, in a former cider house that allows ample space for social distancing. Candler says what defines a \u003ca href=\"https://www.npr.org/sections/ed/2014/07/02/326196530/the-return-of-the-one-room-schoolhouse\">microschool\u003c/a> from his perspective is not size alone, but a focus on empowering the learner to pursue their own interests, which made his school's transition to remote learning unusually smooth. For example, his high schoolers organized their own morning \"huddles\" online, where they share progress and goals for the day. \"[Microschool parents] have greater trust in the child's ability to self-direct and the school's ability to adapt,\" he says.\u003c/p>\n\u003cp>Krystal Dillard is the co-director of Natural Creativity, a center for self-directed learning that supports home-schoolers, who generally attend between one and four days a week. She serves a diverse community in Philadelphia. She says the interest in the alternative they offer has exploded since the pandemic: \"I can't tell you how many [traditional school] parents who have reached out to me to say, 'This isn't working. I don't feel that my young person is being served through this virtual learning world that they're sort of being forced into.'\"\u003c/p>\n\u003cp>Parents are also forming networks and pooling resources to keep their kids happy, occupied and, hopefully, learning.\u003c/p>\n\u003cp>\u003ca href=\"http://www.homeschoolcoop2020.com/\">Homeschoolcoop2020.com\u003c/a> is a site where children ages 6 and older can tune in to live video classes. It's volunteer-run and free. Karen Miller, a historian at LaGuardia Community College, started the project to help occupy her 12-year-old son. \"What I found is that the things that were most helpful for me were the things that were synchronous because the asynchronous stuff required a lot of my attention and support.\" On Homeschool Co-op 2020, you can learn about the solar system, DNA or poetry, usually from practitioners in the field. But the most popular session — led by Miller's partner, Emily Drabinski, five mornings a week — is Cat Chat.\u003c/p>\n\u003cp>\u003cstrong>5. Take education outdoors.\u003c/strong>\u003c/p>\n\u003cp>Evidence suggests that coronavirus transmission is much less common outdoors.\u003c/p>\n\u003cp>A forest kindergarten is generally a group of eight to 10 children between the ages of 2 and 6 who spend the majority of their time outside. \"We always trot out this phrase:, There's no such thing as bad weather, only bad clothing,\" says Kimberly Worthington, president of the American Forest Kindergarten Association.\u003c/p>\n\u003cp>Worthington says there are currently about 60 forest kindergartens all over the country, most having formed since the early 2000s, based on a Northern European model. But interest in the idea is way up during the pandemic, says Worthington. \"This pandemic has us all separated and in our homes. And just walking outdoors and getting a little bit of nature is so beneficial,\" she says. Plus, it's safer.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"There's more physical space for children to be together and learn together at a safe distance. And have less shared materials, because most of the materials for learning are natural objects. And I can safely say that there's no shortage of sticks.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Radical+Schooling+Ideas+For+An+Uncertain+Fall+And+Beyond&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There is no one answer for what the coming school year will look like, but it won't resemble the fall of 2019. Wherever classrooms are open, there will likely be some form of \u003ca href=\"https://www.npr.org/2020/04/24/842528906/what-it-might-look-like-to-safely-reopen-schools\">social distancing and other hygiene measures\u003c/a> in place that challenge traditional teaching and learning. Future outbreaks will make for unpredictable waves of closures. Virtual learning will continue. And all this will happen amid a \u003ca href=\"https://www.npr.org/2020/05/26/858257200/the-pandemic-is-driving-americas-schools-toward-a-financial-meltdown\">historic funding crunch. \u003c/a>\u003c/p>\n\u003cp>American education has long been full of innovators practicing alternatives to the mainstream. When the giant, uncontrolled experiment of the pandemic rolled across the country, certain approaches proved their mettle in new ways. Here are some ideas that seem newly relevant given the constraints of 2020 and beyond.\u003c/p>\n\u003cp>\u003cstrong>1. Support families to help teach children.\u003c/strong>\u003c/p>\n\u003cp>Recently, parents \u003ca href=\"https://www.census.gov/data/tables/2020/demo/hhp2.html\">told the U.S. Census Bureau\u003c/a> that teachers were spending about four hours a week in online contact with their children, while they, the parents, spent an average of 13 hours a week helping children with schoolwork themselves.\u003c/p>\n\u003cp>The debate over equity in emergency remote learning during the pandemic has centered on the lack of equipment like computers and hot spots. But access to home support is arguably even more important. A\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/27/862705225/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\"> national survey by the advocacy group ParentsTogether \u003c/a>found big gaps by income in the ability to access emergency learning. When asked about barriers to children's participation, lower-income families who took the survey were more likely to name issues such as \"school resources are too complicated\" or \"it's hard to get my child to focus\" than they were to cite a lack of equipment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Never in the modern history of our education system has the importance of family engagement been more apparent,\" says Alejandro Gibes de Gac, the founder of Springboard Collaborative.\u003c/p>\n\u003cp>Springboard is a \u003ca href=\"https://www.npr.org/2019/08/22/753090600/what-if-you-could-change-your-childs-future-in-one-hour-every-week\">social enterprise\u003c/a> that looks at families as the \"single greatest resource\" for helping struggling readers. In pre-pandemic times, it offered a series of hourlong workshops to family members, mostly in low-income communities, coaching them to set goals and practice specific reading concepts with elementary school-age children. In just five weeks, on average, 3 out of 4 of their participants get to the next reading level or even further. And these strategies work even though one-third of Springboard's parents, grandparents and other relatives are unable to access the text their child is holding, because of language differences, their own literacy gaps, or both.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56120\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/support-72fa80a5a8159d90cc905ff29004ab18af8df62b-e1592472969555.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>Now that parent-assisted learning has become the default across the country, Springboard has created an app for the 10,000 families they already work with. They've offered professional development webinars for teachers, through unions and other organizations, on engaging families. And they've recently announced a partnership with Teach For America. This summer, 3,000 fresh TFA recruits will offer a remote version of Springboard's reading strategies workshop for up to 9,000 pre-K through fourth-graders nationwide.\u003c/p>\n\u003cp>Gibes de Gac is excited about the impact this experience will have, not only on families, but on the pre-service teachers themselves: \"I expect to look back on this as a turning point in how America prepares teachers to partner with families not as a peripheral responsibility, but as the very essence of teaching.\"\u003c/p>\n\u003cp>\u003cstrong>2. Give teens one-on-one support.\u003c/strong>\u003c/p>\n\u003cp>In this time, as in previous educational disruptions, \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">teenagers are most at risk\u003c/a> for being knocked off course. One April survey found\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\"> 4 in 10 U.S. teens\u003c/a> weren't logging on to classes at all.\u003c/p>\n\u003cp>But not Christian Perez, 15, a sophomore at South Fort Myers High School in Fort Myers, Fla. He stuck with his schoolwork online even though his father, a plumber, sent him to stay with his family in Puerto Rico. \"I want to keep up my grades so I can stay on the baseball team,\" Perez tells NPR, in Spanish.\u003c/p>\n\u003cp>His ESL teacher, Nelson Aguedo Concepcion, is the one who really kept him on track. \"I'm in touch with my students two, three times a week,\" by text, phone, Google classroom and Zoom meetings, Concepcion says.\u003c/p>\n\u003cp>There are devoted teachers everywhere, but the relationship between Concepcion and Perez didn't come about by chance. South Fort Myers High School follows a \u003ca href=\"https://www.npr.org/sections/ed/2018/03/31/596054250/how-more-meetings-might-be-the-secret-to-fixing-high-school\">dropout prevention program\u003c/a> called BARR, which stands for Building Assets, Reducing Risks. The program, which is supported by randomized controlled trial evidence, focuses on building strong positive relationships between students and the adults in a building. It groups teachers and other professionals like counselors for weekly meetings where they compare notes and make plans to help students in trouble. Costs associated with the model are relatively small, related to scheduling and staffing. At South Fort Myers and other schools using the BARR method around the country, these regular meetings have continued over Zoom during the pandemic.\u003c/p>\n\u003cp>It's unusual for faculty in a high school to meet regularly to discuss student success, rather than curricula or administrative details. South Fort Myers High School Principal Ed Mathews credits BARR's \"team approach\" with helping his faculty keep the vast majority of his high school students engaged. \"The first week that we did virtual education, we missed 350 students,\" Mathews says. \"And then the following week we got it down to 125. And then the following week we got it down to two. And then out of the two we were able to get a hold of the one. And then unfortunately the other young lady was a runaway.\"\u003c/p>\n\u003cp>BARR is not the only education success model that prioritizes relationships. Marquise Pierre, 20, is finishing his degree at a small public \"transfer\" high school in Coney Island, N.Y., called Liberation Diploma Plus. Pierre tells NPR that on lockdown he hears from one of the faculty members every single day: \"The school is more like a family than staff and students.\"\u003c/p>\n\u003cp>And in King County, Wash., 15-year-old Osvaldo Riva Santiago is staying motivated with the help of an incentive plan created by his education specialist, Dani Erickson. Erickson works for Treehouse, a nonprofit with a \u003ca href=\"https://www.npr.org/sections/ed/2017/12/27/562341427/why-foster-care-students-in-seattle-are-beating-the-odds\">successful track record\u003c/a> of helping foster youth like Santiago graduate from high school. Through Erickson's incentive plan, Santiago earns prizes, such as Amazon gift cards, for keeping up with his schoolwork and doing self-care activities, such as jigsaw puzzles. \"She's been helping me emotionally,\" says Santiago.\u003c/p>\n\u003cp>\u003cstrong>3. Use online systems to assess, remediate and individualize learning.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf\">One study\u003c/a> of the \"COVID-19 slide\" estimates that children will be returning to school this fall with 70% of a typical year's reading gains and only half a year's gains in math. But those are averages; most experts believe we can expect to see much wider variations in progress than usual, because of equity gaps.\u003c/p>\n\u003cp>\"Obviously going into this back-to-school, if you already had some variance pre-COVID, the variance is going to be that much larger,\" Sal Khan, the founder of Khan Academy, the free automated learning site, tells NPR. \"And we're going into a world where there's been no standardized testing this past spring. So there's even less information to go on in terms of where kids are and what they need.\"\u003c/p>\n\u003cp>Khan Academy has seen traffic nearly triple since the pandemic began. In a typical week, says Khan, 30 million students are now spending 80 to 90 million minutes practicing everything from multiplication to AP U.S. History. As students answer questions, the site tracks their progress, which allows teachers or parents to easily see what areas they need to work on.\u003c/p>\n\u003cp>Khan says his team is working on preparing what he calls \"getting ready for grade level\" courses for this coming fall. For students beginning sixth grade math, for example, the course moves quickly from basic arithmetic onward, in a combination of review and assessment. \"The kids are learning, hopefully, while they're doing it, they're getting practice. But then over a few hours you can actually form, in some ways, a more granular view than you would in a traditional assessment.\"\u003c/p>\n\u003cp>Barry Sommer is director of advancement for Lindsay Unified School District, which serves Spanish-speaking migrant agricultural workers in California's Central Valley. The district has been lauded for its technology-driven approach where every student follows an individualized learning plan. Starting in 2016 it created a community Wi-Fi project, which meant when school buildings closed for the pandemic, there was little interruption in learning. Sommer says that what worked well wasn't just the technology but the social and emotional competencies that come when you create a culture of putting students in charge. \"Our learners have agency. They're taught to set goals, be responsible and resilient. They transitioned really, really well.\"\u003c/p>\n\u003cp>\u003cstrong>4. Form microschools and home-school co-ops.\u003c/strong>\u003c/p>\n\u003cp>A recent USA Today/Ipsos poll found that \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-05-26/1-in-5-teachers-unlikely-to-return-to-schools-if-reopened-in-the-fall-poll-finds\">60% of parents\u003c/a> are \"likely\" to continue with home-based education through next year, and 30% said they would be \"very likely\" do so even if schools reopen. By contrast, \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=91\">about 3% of children\u003c/a> have been home-schooled in previous years.\u003c/p>\n\u003cp>Some of these families will team up to share the work and allow children some safe company, or if budgets allow, even hire a teacher to help. Enter the coronavirus home-school co-op or microschool.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56121\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/artboard-5-4649e7ff2e5ea881c4c1524519528a9c8b01a5b6-e1592473000884.jpg\" alt=\"\" width=\"1920\" height=\"1439\">\u003c/p>\n\u003cp>Matt Candler is the principal of NOLA Micro Schools in New Orleans, which currently plans to reopen in the fall as a one-room schoolhouse, with about 25 K-12 students, in a former cider house that allows ample space for social distancing. Candler says what defines a \u003ca href=\"https://www.npr.org/sections/ed/2014/07/02/326196530/the-return-of-the-one-room-schoolhouse\">microschool\u003c/a> from his perspective is not size alone, but a focus on empowering the learner to pursue their own interests, which made his school's transition to remote learning unusually smooth. For example, his high schoolers organized their own morning \"huddles\" online, where they share progress and goals for the day. \"[Microschool parents] have greater trust in the child's ability to self-direct and the school's ability to adapt,\" he says.\u003c/p>\n\u003cp>Krystal Dillard is the co-director of Natural Creativity, a center for self-directed learning that supports home-schoolers, who generally attend between one and four days a week. She serves a diverse community in Philadelphia. She says the interest in the alternative they offer has exploded since the pandemic: \"I can't tell you how many [traditional school] parents who have reached out to me to say, 'This isn't working. I don't feel that my young person is being served through this virtual learning world that they're sort of being forced into.'\"\u003c/p>\n\u003cp>Parents are also forming networks and pooling resources to keep their kids happy, occupied and, hopefully, learning.\u003c/p>\n\u003cp>\u003ca href=\"http://www.homeschoolcoop2020.com/\">Homeschoolcoop2020.com\u003c/a> is a site where children ages 6 and older can tune in to live video classes. It's volunteer-run and free. Karen Miller, a historian at LaGuardia Community College, started the project to help occupy her 12-year-old son. \"What I found is that the things that were most helpful for me were the things that were synchronous because the asynchronous stuff required a lot of my attention and support.\" On Homeschool Co-op 2020, you can learn about the solar system, DNA or poetry, usually from practitioners in the field. But the most popular session — led by Miller's partner, Emily Drabinski, five mornings a week — is Cat Chat.\u003c/p>\n\u003cp>\u003cstrong>5. Take education outdoors.\u003c/strong>\u003c/p>\n\u003cp>Evidence suggests that coronavirus transmission is much less common outdoors.\u003c/p>\n\u003cp>A forest kindergarten is generally a group of eight to 10 children between the ages of 2 and 6 who spend the majority of their time outside. \"We always trot out this phrase:, There's no such thing as bad weather, only bad clothing,\" says Kimberly Worthington, president of the American Forest Kindergarten Association.\u003c/p>\n\u003cp>Worthington says there are currently about 60 forest kindergartens all over the country, most having formed since the early 2000s, based on a Northern European model. But interest in the idea is way up during the pandemic, says Worthington. \"This pandemic has us all separated and in our homes. And just walking outdoors and getting a little bit of nature is so beneficial,\" she says. Plus, it's safer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Lainy Morse is an essential worker who has been out of work since the middle of March.\u003c/p>\n\u003cp>She teaches preschool and ordinarily provides a vital service for working parents.\u003c/p>\n\u003cp>\"Without us, moms [mostly] can't go back to work,\" Morse says.\u003c/p>\n\u003cp>The Portland, Ore., school where she works is temporarily closed but may reopen as an emergency child care center. Morse dreads the idea of going back to a classroom filled with 2-year-olds who don't understand hand-washing, let alone social distancing.\u003c/p>\n\u003cp>\"They always have snotty faces,\" Morse says kindly, noting that many of her students also spend time with elderly grandparents. \"It just feels like an epicenter for spreading disease. And it feels really scary to go back to that.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Morse has considered working temporarily as a nanny, where at least she could limit her exposure to a single family.\u003c/p>\n\u003cp>For now, she's staying home, grateful for the extra $600 a week in unemployment insurance that the federal government is offering during the pandemic.\u003c/p>\n\u003cp>\"Without that, our family would not be making it right now,\" she says.\u003c/p>\n\u003cp>Because preschool teachers are \"chronically underpaid,\" Morse says, unemployment benefits add up to about $500 a month more than she made when she was working.\u003c/p>\n\u003cp>\"That's two weeks of groceries,\" she says. And that complicates the idea of going back to work in close quarters with small children.\u003c/p>\n\u003cp>\"Part of your job as a preschool teacher is love and affection,\" Morse says. \"It's hard to think about going back to work in this pandemic and getting paid less than we are right now when we're safe and at home and in quarantine.\"\u003c/p>\n\u003cp>Morse and her husband — an elementary school teacher — have put off making mortgage payments for the last couple of months, banking the money in case she loses her jobless benefits.\u003c/p>\n\u003cp>\"It's just such an uncertain time,\" says Morse, who has a master's degree in early childhood education. \"Child care is something that everyone always needs, so it felt like a really secure occupation, until recently.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/series/842991031/faces-of-the-coronavirus-recession\">\u003cem>\u003cstrong>Read more stories in Faces of the Coronavirus Recession.\u003c/strong>\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Teacher+Ponders+Risk+Of+Returning+To+Work+While+Being+Paid+Less+Than+Unemployment&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Morse has considered working temporarily as a nanny, where at least she could limit her exposure to a single family.\u003c/p>\n\u003cp>For now, she's staying home, grateful for the extra $600 a week in unemployment insurance that the federal government is offering during the pandemic.\u003c/p>\n\u003cp>\"Without that, our family would not be making it right now,\" she says.\u003c/p>\n\u003cp>Because preschool teachers are \"chronically underpaid,\" Morse says, unemployment benefits add up to about $500 a month more than she made when she was working.\u003c/p>\n\u003cp>\"That's two weeks of groceries,\" she says. And that complicates the idea of going back to work in close quarters with small children.\u003c/p>\n\u003cp>\"Part of your job as a preschool teacher is love and affection,\" Morse says. \"It's hard to think about going back to work in this pandemic and getting paid less than we are right now when we're safe and at home and in quarantine.\"\u003c/p>\n\u003cp>Morse and her husband — an elementary school teacher — have put off making mortgage payments for the last couple of months, banking the money in case she loses her jobless benefits.\u003c/p>\n\u003cp>\"It's just such an uncertain time,\" says Morse, who has a master's degree in early childhood education. \"Child care is something that everyone always needs, so it felt like a really secure occupation, until recently.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/series/842991031/faces-of-the-coronavirus-recession\">\u003cem>\u003cstrong>Read more stories in Faces of the Coronavirus Recession.\u003c/strong>\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Teacher+Ponders+Risk+Of+Returning+To+Work+While+Being+Paid+Less+Than+Unemployment&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Reflections On A Lost Senior Year With Hope For The Future",
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"content": "\u003cp>Emma Cockrum was in her second week of quarantine when her father discovered an old bike behind their house.\u003c/p>\n\u003cp>And that bicycle turned out to be a gift: With school closed at East Ascension High School in Gonzales, La., bike riding for Emma became a way of coping with the loss of the rest of her senior year.\u003c/p>\n\u003cp>\"I would say the first two to three weeks we were out of school, I was not the most fun person to be around. I was a ticking time bomb,\" says the 18-year-old, who's headed to Northwestern State University in the fall. \"One minute, I would be fine and dandy, and then the next minute, I would be crying.\"\u003c/p>\n\u003cp>As she pedaled through her neighborhood each day, those bike rides forced her to stop and take in the world around her — and they became the inspiration behind these words in her valedictorian speech:\u003c/p>\n\u003cp>\"I got to see life happening. I saw families spending time together, like children playing basketball on their driveways, or fathers teaching their own kids to ride bikes. When we stop to observe our surroundings, we are oftentimes provided with new perspectives on our situations.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The coronavirus pandemic has caused many high school graduations to be replaced with virtual, drive-in and other alternative ceremonies. And so, the tradition of valedictorians and salutatorians addressing their classmates at this huge moment in their young lives is a little different this year.\u003c/p>\n\u003cp>NPR spoke with a few student leaders about their speeches and how a not-so-typical senior year inspired their words for the class of 2020.\u003c/p>\n\u003cp>\u003cstrong>Emma Cockrum\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, East Ascension High School, Gonzales, La.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56090\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56090\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ekask_emma1_slide-7584324b5ce89e49956b080c0b56fd98c3893eb0-e1591804757432.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">East Ascension High School Valedictorian Emma Cockrum with her dog Hercules in front of her old play house at her home in Prairieville, La. \u003ccite>(Emily Kask for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Aside from her bike rides, Cockrum was also inspired by a few words from Sol Rexius, a pastor at The Salt Company Church of Ames in Iowa. She says Rexius uses the analogy of a dump truck full of dirt being emptied all over their senior year. Here's how she put it in her address to her classmates:\u003c/p>\n\u003cblockquote>\u003cp>This may sound harsh, but it's not untrue to how some of us feel. It is easy to feel buried by our circumstances. However, he [the pastor] goes on to paint a picture of a farmer planting a seed. Did the farmer bury the seed? Well, yes, but he also planted it. Instead of feeling buried by our situation, we must realize that the pain and heartache that has been piled upon us is not meant to bury, but to plant us in a way that will allow us to grow and prosper into who we are meant to be. As you stop and take in the circumstances around you, will you allow yourself to be buried or to be planted?\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>As we move on from this place and embark on the next big journey of life, whether that's college, the workforce or something else, life will at some point begin to feel like it's going too fast. My bike rides have taught me a new way to handle these times because they allow me to exercise and be among the beauty of nature, which are things that cause me to slow down. When life becomes too much like a race for you, it may not be riding a bike. It may be playing an instrument, sport, creating art or something else entirely. I encourage you to find that one thing that allows you to unwind and refocus when life seems too much to handle.\u003c/p>\n\u003cp>Now, I'd like to take you on a bike ride with me as we share this experience together in our faces, something that is both exciting and terrifying: freedom. We sit atop our bikes of life as high school graduates and now have the freedom to choose who we are and where we will go.\u003cstrong> \u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Ryan Chua\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Salutatorian, Paducah Tilghman High School, Paducah, Ky.\u003c/strong>\u003c/p>\n\u003cp>Chua says he wanted to make his speech something that would provide some happiness to people, even if only be for a little while. Before offering some advice, he began his speech with a personal take on the famous line from \u003cem>Forrest Gump\u003c/em>: \"Life is like a box of chocolates.\"\u003c/p>\n\u003cp>\"Life is like a fistful of Sour Patch Kids,\" Chua says in his speech, recorded on video from his home in Paducah. \"Right now things are sour, but eventually they will turn sweet.\"\u003c/p>\n\u003cblockquote>\u003cp>The sharing of knowledge is just as important as receiving it because, without sharing, knowledge has no value. The first piece of advice I want to share is to always try new things and challenge yourself, even if you think it's a bad idea in the process. Always attempt to answer questions and solve problems. Find new ways to do the same tasks. Wear all white to black out. Take that ridiculously difficult course load. Buy that oversized $30 pack of UNO that is literally impossible to shuffle just so you can say you own it. Just spend responsibly, kids. All in all, just make life spicy. Make life something you want to reminisce on.\u003c/p>\n\u003cp>The second lesson is simple. Just be nice to people. Trust sows the seeds of freedom, and a little respect truly does go a long way. It could even solve a few of the world's problems. You never know when you'll need to fall back on someone, so build strong connections early and maintain them.\u003c/p>\n\u003cp>Lastly, the phrase \"I don't know\" is powerful. By admitting ignorance, you are asking to learn. Inevitably, I know I will come upon a hard stop, and I hope that when I do, I'll remind myself to pause and ask for a hand of enlightenment, so that I might come back from that hard experience knowing more than when I started. Life rarely hands you a golden opportunity, so make one. Just as the tornado creates a path in the wake of its destruction, this class of 2020 will, too, create their own, hopefully without the whole destruction part.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Kimani Ross \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Lake City High School, Lake City, S.C.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56094\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-56094\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85-160x107.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Valedictorian Kimani Ross leads the Lake City High School parade through downtown Lake City, SC. \u003ccite>(Taylor Adams/SCNow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ross says she wanted to remind her class that they can get through any obstacle. She recalls the adversities they've gone through together — like the death of a beloved coach — and the people that doubted her.\u003c/p>\n\u003cp>Ross says she'll attend North Carolina A&T State University in the fall, where she plans to study nursing.\u003c/p>\n\u003cblockquote>\u003cp>Many people didn't, and probably still don't believe that I have worked hard enough to be where I am now. I've had people tell me that I don't deserve to be where I am now, and that really made me contemplate, \"Do I really deserve this? Should I just give up and let them win?\" But look at where I am now. I'm glad that I didn't stop. I'm glad that I didn't let them get to me.\u003c/p>\n\u003cp>I'm especially glad that I earned this position so that all of the other little girls around Lake City and surrounding areas can look and say that they want to be just like me. I want those little girls to know that they can do it if no one else believes in them, I will always believe in them. Classmates, when we're out in the real world, don't get discouraged about the obstacles that will approach you.\u003c/p>\n\u003cp>As Michelle Obama once said, you should never view your challenges as a disadvantage. Instead, it is important for you to understand that your experience facing and overcoming adversity is actually one of your biggest advantages.\u003c/p>\u003c/blockquote>\n\u003cfigure id=\"attachment_56092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56092\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-1_slide-052be9982f89e2ec5f3815f4bb8965303c3d085e-e1591804864533.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Valedictorian Kimani Ross and her family at the Lake City graduation in Lake City, SC. \u003ccite>(Taylor Adams/SCNow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Lindley Andrew\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Salutatorian, Jordan-Matthews High School, Siler City, N.C. \u003c/strong>\u003c/p>\n\u003cp>Andrew says her mind flooded with high school memories as she tried to write her speech. This inspired her to get her fellow seniors involved. With the help of her class, she strung together a timeline of national events and local victories.\u003c/p>\n\u003cp>\"Sometimes it's the small, seemingly pointless experiences that leave the most lasting and impactful memories,\" she says.\u003c/p>\n\u003cblockquote>\u003cp>Some of us lost our senior sports seasons, our chances to be captains and team leaders. Some lost our final chances to compete for clubs that we've given our all to for the last four years. Some of us lost our final opportunities to perform or display our art, and all of us lost the chance to have all of the fun and closure that we were promised would come in the last three months of our senior year.\u003c/p>\n\u003cp>Losing the last third of our senior year to a virus was not what we had planned, but it's definitely an experience that will affect our lives forever and a memory that we will never, ever forget. We are made up of our experiences and memories. All of the things that we have been through up to this point make us who we are, and the best part is, we're not done yet. We'll continue to experience things and make memories every day that mold us here and there and to who we truly are and who we are meant to become.\u003c/p>\n\u003cp>What kind of experiences will you create for yourself? What kind of memories will you make? When things don't go quite as planned, like our senior year, how you handle the disappointments and challenges that you face will determine the experience that you have and the memory you walk away with.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Favio Gonzalez\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Central Valley High School, Ceres, Calif. \u003c/strong>\u003c/p>\n\u003cp>Gonzalez says there were many other events besides the pandemic that helped his class develop their character. In his speech, he highlights the election of President Donald Trump and the prevalence of school shootings. Despite what was happening in the world, he says his class never victimized themselves.\u003c/p>\n\u003cp>Gonzalez will be attending the University of California, Riverside, where he plans to study biology.\u003c/p>\n\u003cblockquote>\u003cp>The real test came our senior year with the current pandemic. Although society has developed a higher level of understanding, comprehension and acceptance in years prior, self-victimization has become a common occurrence and is a major impediment in achieving our goals. We expect others to find the solutions to our problems and to provide excessive help, since we truly are powerless in stopping the external factors that impact us constantly, whether it'd be natural disasters, terrorism or disease.\u003c/p>\n\u003cp>Yet, what many people don't realize is that the impact these unfortunate events have on our lives can be nullified by the effort we place in improving our condition. Learning this from past experiences, our class did not victimize itself. Studying and mastering new material is difficult enough with the help of our amazing teachers, with the added responsibilities of helping more at the house, working an essential job and other challenges that come with being at home, it seemed impossible to keep up with schoolwork. We had to face a multitude of barriers with our unrelenting will to succeed. Standing here today, despite all of the setbacks and obstacles, because of our drive, our perseverance, our willpower to endure is stronger than any deterrent.\u003c/p>\n\u003cp>Now, as we step into adulthood and start to reach our goals, there will be harder challenges to overcome. But our willpower has been proven irrevocable. Never forget classmates, that as long as you use your unrelenting well, you're an unstoppable force.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Barrie Barto \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, South High School, Denver\u003c/strong>\u003c/p>\n\u003cp>Barto says when her school closed, she tried ignoring some of the emotions she was processing. \"I realized that you need to take the time to acknowledge what we have lost and celebrate how we have grown and how this is going to change us as a class,\" she says.\u003c/p>\n\u003cp>This inspired her to write the speech she felt that \u003cem>she \u003c/em>needed to hear.\u003c/p>\n\u003cblockquote>\u003cp>To be honest with everyone, when I sat down to write this speech, I really wanted to avoid talking about everything we miss as a class. It would be way easier to reminisce about when the homecoming bonfire was in the back parking lot. But when people told me they were sorry that my whole senior year was turned upside down, I shrugged it off and said it's not a big deal. It's a hard thing to talk about, and not talking about it seems less painful. But it is a big deal. We missed senior prom and graduation and our barbecue and awards. I would even go back for one more class meeting in the auditorium just to sit in South for one more Thursday. This pandemic was not the defining event for our class. Don't let it be. We had monumental events occur every year we were at South. We have supported our teachers when they rallied for themselves. They've supported us when walking into school was harder than it was any other day. We supported each other through the pains of block day, and air conditioning only working in the winter time, but also shifts in friendships and hard times with family. South brought us all together to teach us something about ourselves that we didn't know before.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Haylie Cortez\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Bartlett High School, Anchorage, Alaska\u003c/strong>\u003c/p>\n\u003cp>Cortez says she feels lucky to still be able to give a message and was inspired by what has been helping her cope.\u003c/p>\n\u003cp>\"One of the things that pushes me through everything is knowing that things will go on and stuff will change,\" she says. \"I just want to remind everyone that the future is still there and it's still coming to us.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Cortez plans on attending the University of Alaska Fairbanks in the fall, where she wants to study civil engineering.\u003c/p>\n\u003cblockquote>\u003cp>We all deserve to celebrate and be proud of ourselves. It's upsetting that we won't have a traditional graduation ceremony and sadly, we cannot control the circumstances that we face today.\u003c/p>\n\u003cp>What we can do is choose how we respond to it as we take these next steps in life. It can be hard to imagine what life could look like as time progresses. The only certainty we have is that time goes on and the future will arrive. We can use the pandemic as an excuse for why we can't move on in life, or we can use it as a motivator to find our purpose. Whether we plan to go to college, trade school, the military or straight into the workforce, there is no denying that society will gain something worthwhile. The situation we are living through shows how valuable everyone in society is. The world is finally realizing the importance of the jobs of janitors, cashiers, teachers, politicians, first responders and more. Whatever we plan on doing after we graduate, it will impact society.\u003c/p>\n\u003cp>I invite everyone to look to who you can't thank, and take your time to do so, although the door for high school has abruptly shut for us. I would like to remind everyone that another has opened and we can do with it what we want.\u003c/p>\u003c/blockquote>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Reflections+On+A+Lost+Senior+Year+With+Hope+For+The+Future+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Emma Cockrum was in her second week of quarantine when her father discovered an old bike behind their house.\u003c/p>\n\u003cp>And that bicycle turned out to be a gift: With school closed at East Ascension High School in Gonzales, La., bike riding for Emma became a way of coping with the loss of the rest of her senior year.\u003c/p>\n\u003cp>\"I would say the first two to three weeks we were out of school, I was not the most fun person to be around. I was a ticking time bomb,\" says the 18-year-old, who's headed to Northwestern State University in the fall. \"One minute, I would be fine and dandy, and then the next minute, I would be crying.\"\u003c/p>\n\u003cp>As she pedaled through her neighborhood each day, those bike rides forced her to stop and take in the world around her — and they became the inspiration behind these words in her valedictorian speech:\u003c/p>\n\u003cp>\"I got to see life happening. I saw families spending time together, like children playing basketball on their driveways, or fathers teaching their own kids to ride bikes. When we stop to observe our surroundings, we are oftentimes provided with new perspectives on our situations.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The coronavirus pandemic has caused many high school graduations to be replaced with virtual, drive-in and other alternative ceremonies. And so, the tradition of valedictorians and salutatorians addressing their classmates at this huge moment in their young lives is a little different this year.\u003c/p>\n\u003cp>NPR spoke with a few student leaders about their speeches and how a not-so-typical senior year inspired their words for the class of 2020.\u003c/p>\n\u003cp>\u003cstrong>Emma Cockrum\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, East Ascension High School, Gonzales, La.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56090\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56090\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ekask_emma1_slide-7584324b5ce89e49956b080c0b56fd98c3893eb0-e1591804757432.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">East Ascension High School Valedictorian Emma Cockrum with her dog Hercules in front of her old play house at her home in Prairieville, La. \u003ccite>(Emily Kask for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Aside from her bike rides, Cockrum was also inspired by a few words from Sol Rexius, a pastor at The Salt Company Church of Ames in Iowa. She says Rexius uses the analogy of a dump truck full of dirt being emptied all over their senior year. Here's how she put it in her address to her classmates:\u003c/p>\n\u003cblockquote>\u003cp>This may sound harsh, but it's not untrue to how some of us feel. It is easy to feel buried by our circumstances. However, he [the pastor] goes on to paint a picture of a farmer planting a seed. Did the farmer bury the seed? Well, yes, but he also planted it. Instead of feeling buried by our situation, we must realize that the pain and heartache that has been piled upon us is not meant to bury, but to plant us in a way that will allow us to grow and prosper into who we are meant to be. As you stop and take in the circumstances around you, will you allow yourself to be buried or to be planted?\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>As we move on from this place and embark on the next big journey of life, whether that's college, the workforce or something else, life will at some point begin to feel like it's going too fast. My bike rides have taught me a new way to handle these times because they allow me to exercise and be among the beauty of nature, which are things that cause me to slow down. When life becomes too much like a race for you, it may not be riding a bike. It may be playing an instrument, sport, creating art or something else entirely. I encourage you to find that one thing that allows you to unwind and refocus when life seems too much to handle.\u003c/p>\n\u003cp>Now, I'd like to take you on a bike ride with me as we share this experience together in our faces, something that is both exciting and terrifying: freedom. We sit atop our bikes of life as high school graduates and now have the freedom to choose who we are and where we will go.\u003cstrong> \u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Ryan Chua\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Salutatorian, Paducah Tilghman High School, Paducah, Ky.\u003c/strong>\u003c/p>\n\u003cp>Chua says he wanted to make his speech something that would provide some happiness to people, even if only be for a little while. Before offering some advice, he began his speech with a personal take on the famous line from \u003cem>Forrest Gump\u003c/em>: \"Life is like a box of chocolates.\"\u003c/p>\n\u003cp>\"Life is like a fistful of Sour Patch Kids,\" Chua says in his speech, recorded on video from his home in Paducah. \"Right now things are sour, but eventually they will turn sweet.\"\u003c/p>\n\u003cblockquote>\u003cp>The sharing of knowledge is just as important as receiving it because, without sharing, knowledge has no value. The first piece of advice I want to share is to always try new things and challenge yourself, even if you think it's a bad idea in the process. Always attempt to answer questions and solve problems. Find new ways to do the same tasks. Wear all white to black out. Take that ridiculously difficult course load. Buy that oversized $30 pack of UNO that is literally impossible to shuffle just so you can say you own it. Just spend responsibly, kids. All in all, just make life spicy. Make life something you want to reminisce on.\u003c/p>\n\u003cp>The second lesson is simple. Just be nice to people. Trust sows the seeds of freedom, and a little respect truly does go a long way. It could even solve a few of the world's problems. You never know when you'll need to fall back on someone, so build strong connections early and maintain them.\u003c/p>\n\u003cp>Lastly, the phrase \"I don't know\" is powerful. By admitting ignorance, you are asking to learn. Inevitably, I know I will come upon a hard stop, and I hope that when I do, I'll remind myself to pause and ask for a hand of enlightenment, so that I might come back from that hard experience knowing more than when I started. Life rarely hands you a golden opportunity, so make one. Just as the tornado creates a path in the wake of its destruction, this class of 2020 will, too, create their own, hopefully without the whole destruction part.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Kimani Ross \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Lake City High School, Lake City, S.C.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56094\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-56094\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85-160x107.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Valedictorian Kimani Ross leads the Lake City High School parade through downtown Lake City, SC. \u003ccite>(Taylor Adams/SCNow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ross says she wanted to remind her class that they can get through any obstacle. She recalls the adversities they've gone through together — like the death of a beloved coach — and the people that doubted her.\u003c/p>\n\u003cp>Ross says she'll attend North Carolina A&T State University in the fall, where she plans to study nursing.\u003c/p>\n\u003cblockquote>\u003cp>Many people didn't, and probably still don't believe that I have worked hard enough to be where I am now. I've had people tell me that I don't deserve to be where I am now, and that really made me contemplate, \"Do I really deserve this? Should I just give up and let them win?\" But look at where I am now. I'm glad that I didn't stop. I'm glad that I didn't let them get to me.\u003c/p>\n\u003cp>I'm especially glad that I earned this position so that all of the other little girls around Lake City and surrounding areas can look and say that they want to be just like me. I want those little girls to know that they can do it if no one else believes in them, I will always believe in them. Classmates, when we're out in the real world, don't get discouraged about the obstacles that will approach you.\u003c/p>\n\u003cp>As Michelle Obama once said, you should never view your challenges as a disadvantage. Instead, it is important for you to understand that your experience facing and overcoming adversity is actually one of your biggest advantages.\u003c/p>\u003c/blockquote>\n\u003cfigure id=\"attachment_56092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56092\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-1_slide-052be9982f89e2ec5f3815f4bb8965303c3d085e-e1591804864533.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Valedictorian Kimani Ross and her family at the Lake City graduation in Lake City, SC. \u003ccite>(Taylor Adams/SCNow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Lindley Andrew\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Salutatorian, Jordan-Matthews High School, Siler City, N.C. \u003c/strong>\u003c/p>\n\u003cp>Andrew says her mind flooded with high school memories as she tried to write her speech. This inspired her to get her fellow seniors involved. With the help of her class, she strung together a timeline of national events and local victories.\u003c/p>\n\u003cp>\"Sometimes it's the small, seemingly pointless experiences that leave the most lasting and impactful memories,\" she says.\u003c/p>\n\u003cblockquote>\u003cp>Some of us lost our senior sports seasons, our chances to be captains and team leaders. Some lost our final chances to compete for clubs that we've given our all to for the last four years. Some of us lost our final opportunities to perform or display our art, and all of us lost the chance to have all of the fun and closure that we were promised would come in the last three months of our senior year.\u003c/p>\n\u003cp>Losing the last third of our senior year to a virus was not what we had planned, but it's definitely an experience that will affect our lives forever and a memory that we will never, ever forget. We are made up of our experiences and memories. All of the things that we have been through up to this point make us who we are, and the best part is, we're not done yet. We'll continue to experience things and make memories every day that mold us here and there and to who we truly are and who we are meant to become.\u003c/p>\n\u003cp>What kind of experiences will you create for yourself? What kind of memories will you make? When things don't go quite as planned, like our senior year, how you handle the disappointments and challenges that you face will determine the experience that you have and the memory you walk away with.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Favio Gonzalez\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Central Valley High School, Ceres, Calif. \u003c/strong>\u003c/p>\n\u003cp>Gonzalez says there were many other events besides the pandemic that helped his class develop their character. In his speech, he highlights the election of President Donald Trump and the prevalence of school shootings. Despite what was happening in the world, he says his class never victimized themselves.\u003c/p>\n\u003cp>Gonzalez will be attending the University of California, Riverside, where he plans to study biology.\u003c/p>\n\u003cblockquote>\u003cp>The real test came our senior year with the current pandemic. Although society has developed a higher level of understanding, comprehension and acceptance in years prior, self-victimization has become a common occurrence and is a major impediment in achieving our goals. We expect others to find the solutions to our problems and to provide excessive help, since we truly are powerless in stopping the external factors that impact us constantly, whether it'd be natural disasters, terrorism or disease.\u003c/p>\n\u003cp>Yet, what many people don't realize is that the impact these unfortunate events have on our lives can be nullified by the effort we place in improving our condition. Learning this from past experiences, our class did not victimize itself. Studying and mastering new material is difficult enough with the help of our amazing teachers, with the added responsibilities of helping more at the house, working an essential job and other challenges that come with being at home, it seemed impossible to keep up with schoolwork. We had to face a multitude of barriers with our unrelenting will to succeed. Standing here today, despite all of the setbacks and obstacles, because of our drive, our perseverance, our willpower to endure is stronger than any deterrent.\u003c/p>\n\u003cp>Now, as we step into adulthood and start to reach our goals, there will be harder challenges to overcome. But our willpower has been proven irrevocable. Never forget classmates, that as long as you use your unrelenting well, you're an unstoppable force.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Barrie Barto \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, South High School, Denver\u003c/strong>\u003c/p>\n\u003cp>Barto says when her school closed, she tried ignoring some of the emotions she was processing. \"I realized that you need to take the time to acknowledge what we have lost and celebrate how we have grown and how this is going to change us as a class,\" she says.\u003c/p>\n\u003cp>This inspired her to write the speech she felt that \u003cem>she \u003c/em>needed to hear.\u003c/p>\n\u003cblockquote>\u003cp>To be honest with everyone, when I sat down to write this speech, I really wanted to avoid talking about everything we miss as a class. It would be way easier to reminisce about when the homecoming bonfire was in the back parking lot. But when people told me they were sorry that my whole senior year was turned upside down, I shrugged it off and said it's not a big deal. It's a hard thing to talk about, and not talking about it seems less painful. But it is a big deal. We missed senior prom and graduation and our barbecue and awards. I would even go back for one more class meeting in the auditorium just to sit in South for one more Thursday. This pandemic was not the defining event for our class. Don't let it be. We had monumental events occur every year we were at South. We have supported our teachers when they rallied for themselves. They've supported us when walking into school was harder than it was any other day. We supported each other through the pains of block day, and air conditioning only working in the winter time, but also shifts in friendships and hard times with family. South brought us all together to teach us something about ourselves that we didn't know before.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Haylie Cortez\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Bartlett High School, Anchorage, Alaska\u003c/strong>\u003c/p>\n\u003cp>Cortez says she feels lucky to still be able to give a message and was inspired by what has been helping her cope.\u003c/p>\n\u003cp>\"One of the things that pushes me through everything is knowing that things will go on and stuff will change,\" she says. \"I just want to remind everyone that the future is still there and it's still coming to us.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cortez plans on attending the University of Alaska Fairbanks in the fall, where she wants to study civil engineering.\u003c/p>\n\u003cblockquote>\u003cp>We all deserve to celebrate and be proud of ourselves. It's upsetting that we won't have a traditional graduation ceremony and sadly, we cannot control the circumstances that we face today.\u003c/p>\n\u003cp>What we can do is choose how we respond to it as we take these next steps in life. It can be hard to imagine what life could look like as time progresses. The only certainty we have is that time goes on and the future will arrive. We can use the pandemic as an excuse for why we can't move on in life, or we can use it as a motivator to find our purpose. Whether we plan to go to college, trade school, the military or straight into the workforce, there is no denying that society will gain something worthwhile. The situation we are living through shows how valuable everyone in society is. The world is finally realizing the importance of the jobs of janitors, cashiers, teachers, politicians, first responders and more. Whatever we plan on doing after we graduate, it will impact society.\u003c/p>\n\u003cp>I invite everyone to look to who you can't thank, and take your time to do so, although the door for high school has abruptly shut for us. I would like to remind everyone that another has opened and we can do with it what we want.\u003c/p>\u003c/blockquote>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Reflections+On+A+Lost+Senior+Year+With+Hope+For+The+Future+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Teachers Want Emergency Distance Learning Improved",
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"content": "\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>Teachers from across the country reflect on their experiences teaching during the \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> outbreak. In this post, seven teachers describe the emotional experience of recent months and share some of the successes and challenges of emergency distance learning. Quotes have been edited for length and clarity.\u003c/i>\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"wp-image-56077 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249.png 1918w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">José Vilson\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Middle school math teacher\u003cbr>\n\u003c/span>Harold O. Levy School \u003c/em>\u003c/p>\n\u003cp>\u003cem>Inwood/Washington Heights, New York City\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan: \u003c/strong>\u003cspan style=\"font-weight: 400\">Online assignments and 5-10 minute prerecorded video lessons created by Vilson, live video meetings with subgroups of students 8-12 times per week, office hours eight times per week\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>On teaching in one of the country’s \u003c/b>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/16/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">\u003cb>coronavirus epicenters\u003c/b>\u003c/a>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">“The whole first two months and change, we were hearing about 10 sirens a day. And obviously New York City is a very special place in that respect because of the density of the population, surely. But it can really rack on the brain in a way when you have so many sirens going off and so many things happening around you and the (few) degrees of separation between you and someone who's passed away. ... For me, living in Harlem, which is not too different from Washington Heights, that's kept me closer to the kids than they can imagine. Even though I can't see them every day, I know … what they're going through. I have students whose parents have passed away, whose family members have passed away, whose families also many of them are essential workers. And that's a lot. It's a lot of things going on right now. So we're just trying to manage it day to day.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>How administrative support helped: \u003c/b>\u003cspan style=\"font-weight: 400\">Vilson said his administrators checked in on teacher and student mental health and adjusted plans as needed. “I've been very appreciative of that,” he said. “And it's actually made me want to work harder, to be honest. Like, you mean that you actually care about my wellbeing? OK, great. So I can start when I need to start and I'll work as long as I need to to make up for whatever time I look like I'm missing or whatever. It's that human touch that really had been missing for me for a really long time. This year I finally was able to get it, and that was important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“I think I'm finally going to take a well earned nap. I haven't been faithful to naps. I'll probably do some bingeing of TV. I'm not a big binger but I can see the value in that. … My family and I are probably going to invest in daily walks. And, you know, we do have parks nearby and they're gonna have some open streets that would be good for us to have. But generally speaking, we understand that staying in is a project that we all have to do together in order to get rid of this virus. So in so far as staying in, we're going to do the majority of that specifically because of this virus. But if you told me, ‘Oh, y'all can go outside now and go to these places,’ oh we'll go ahead and do that. But only when it's safe to do so. And not a minute before.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: “\u003c/b>\u003cspan style=\"font-weight: 400\">I would say about 80 percent of the job is pretty much in rhythm. I'm doing what I can. The assignments are coming together nicely. The scope of sequence of what I would be teaching is coming together pretty well. ... But then the other 20 percent is really about transforming the things (like) live instruction, which I think there's \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">different expectations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around that depending on who you ask. But we never got a clear explanation as to what that's supposed to look like from any angle, whether it's parents, students, teachers. So without that conversation, it becomes really hard to navigate what the expectation is for everybody.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would just try to be able to map out what videos I'd want to put out there, what content I'd want to teach, what would constitute a big class meeting versus a subgroup meeting. ... I think that's what I would do differently. Obviously, you know, the situation didn't help. We didn't even get a break in the middle of all this. But as it turns out, this is what the job required, right?”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would say, academically, if you were inclined to think about students as human beings who \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">deserved chances and grace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, then this transition isn't as difficult. I respect the conversation about high expectations, not as much about rigor, but high expectations. ... But we are in a situation where our system has not been equipped and has never been equipped to give kids equitable access to the things that we need to fully teach them. And so this period has only exacerbated that. … So I think that's been a big takeaway for me is that I'm blessed that I already had an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">orientation around centering children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it made this transition, not easy in terms of the relationships — I miss kids daily — but I guess the technical parts, like\u003c/span> \u003cspan style=\"font-weight: 400\">what assignments I'm going to give, what am I going to do to facilitate learning, that stuff has been relatively simple.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56070\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605.jpeg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605.jpeg 801w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-800x800.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-768x768.jpeg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">Coral Zayas\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Bilingual grade 5 science teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">T.A. Brown Elementary School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Austin, Texas\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan: \u003c/strong>\u003cspan style=\"font-weight: 400\">Paper packets or online lessons equivalent to 22.5 minutes of work per day with review content only, 2-3 optional live classes per week, grades for completion\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the emotional toll of educational inequities: \u003c/b>\u003cspan style=\"font-weight: 400\">With one week remaining in the school year, many of Zayas’ students still did not have devices or internet access to participate in live classes. Seeing the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/13/enormous-variation-among-state-online-learning-programs.html\">\u003cspan style=\"font-weight: 400\">gap between her district and what was happening elsewhere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was tough. “It was so hard to watch others get (high quality education) — the same people who always have access to these things,” she said. “I love getting to create creative lessons with technology, but I can connect far more with students who are not mine than my own students. And that is the hardest part because they're my students and I want my students to be able to still see their teacher ... So it has taken a toll. There have been plenty of nights without a lot of sleep.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>How her network helped: \u003c/b>\u003cspan style=\"font-weight: 400\">As a \u003c/span>\u003ca href=\"https://teachplus.org/programs/meet-our-teachers/coral-zayas\">\u003cspan style=\"font-weight: 400\">Teach Plus Ready to Lead Fellow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zayas volunteered to facilitate a teacher support group during the pandemic. The group met twice weekly to discuss instructional strategies and \u003c/span>\u003ca href=\"http://www.ascd.org/ascd-express/vol15/num13/5-strategies-for-teacher-self-care.aspx\">\u003cspan style=\"font-weight: 400\">self-care\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “That has been crucial for me, because a lot of times I feel that those who are not teachers do not really understand everything that we do on a daily basis. But teachers do,” she said. “So we’re very honest and we talk about what went well that week (and) what we are still working on. I may be the facilitator of that group, but I have learned just as much from the other teachers as I hope that they have learned from me.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">Zayas also finished a graduate program while teaching remotely this spring. “I'm hoping to not be working 60-hour weeks in a few weeks and to take some more time for me and focus more on self care,” she said. Her teacher support group plans to start reading \"\u003c/span>\u003ca href=\"https://www.onwardthebook.com/start-here/\">\u003cspan style=\"font-weight: 400\">Onward\u003c/span>\u003c/a>\"\u003cspan style=\"font-weight: 400\"> by Elena Aguilar, which focuses on educators’ emotional resilience. “We focus on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students, but I don't think that we focused nearly enough on that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55708/when-a-childs-emotions-spike-how-can-a-parent-find-their-best-self\">\u003cspan style=\"font-weight: 400\">SEL for adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Zayas said. “And I'm really excited about getting to do something that I enjoy as a hobby, reading, that I never give myself enough time to do.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“I really have appreciated and enjoyed the live lessons, whether they've been actual lessons or we've done ‘Fun Friday.’ So it's a whole game hour. All we do is review something we've done throughout that throughout the year, but in game format. They love it. I have more kids that come to that because they get to see each other and they get to play with each other.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would have started live classes sooner because we had a lot more kids coming and engaged with the material once we started doing live lessons. ... But at the same time, it wasn't something I could do because my kids don't have computers. … I would hope that if we're in this situation again or as we prepare for potential other shutdowns or anything else that might occur in the next year, that (district leaders are) a lot more prepared than they were now. Because I don't think it's acceptable that we're one week from school (ending) and we still have kids who never received (devices).”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“At K-12 especially (we were) not ready for anything like this. My biggest takeaway is that I hope that others recognize that we have to be ready for whatever can come at us. And that also means that you need to be supporting not just your students, but your teachers and your employees. Because if this is gonna work, then everybody needs to be OK. Everybody needs to be taken care of emotionally, not just the students and their families, but also all the employees involved.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56074\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430.png 1857w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">Colby Sharp\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 5 language arts and social studies teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Parma Elementary School\u003cbr>\nParma, Michigan\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Two reading assignments and two writing assignments per week, optional social studies activities, prerecorded video lessons created by Sharp, three live classes per week, no grades for the fourth quarter\u003c/span>\u003c/p>\n\u003cp>\u003cb>On parenting and teaching remotely:\u003c/b>\u003cspan style=\"font-weight: 400\"> “It's pretty crazy. My wife is also a teacher. She's a high school chemistry teacher. And we have five children. Four of them are in school, and one is three. So it's pretty intense. I'd say we have between 30 and 40 Zooms between the two teachers and four kids a week that we're organizing and managing ... So that's been tricky. Today during the Zoom with my students, my 3-year-old was sitting at the table and singing the Power Rangers theme song the entire time. The (students) really enjoy that stuff when the kids drop by or the cats drop by and stop by. It's tricky.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“The beginning of summer is so often an opportunity to spend a little bit of time with your family after running here and there and doing everything. But I've been spending all of my time with my family, so that will be an interesting transition. I plan on getting right to work. I have a stack of professional development books I want to read.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning:\u003c/b>\u003cspan style=\"font-weight: 400\"> Allowing students to unmute their mics and kids chat without an agenda at the start and end of classes was valuable, Sharp said. “I think that's magical to just give kids that time. (Normally) I like to have a bit of a soft start to my school day where kids come in and kind of work on whatever it is they want to work on. Some are drawing. Some are writing. Some are chit-chatting. Some are reading magazines. Just that part, letting them hang out, I think has worked pretty well. Just \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55729/how-will-social-isolation-during-covid-19-affect-our-kids\">\u003cspan style=\"font-weight: 400\">letting them be 10\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Sharp also said recording his own video lessons rather than relying on pre-existing materials was important. “Kids come to school for a lot of reasons and a big reason is for the teachers. We can't be content with other people just showing videos or why do kids even need to come back to school? So I'm trying to give them me as much as possible.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I think just better practice. Right now I'm so focused on making sure kids are OK that I hope that I can do a better job of making sure that they're still learning the things that they need to learn. ... I really struggled with read-aloud, not having the kids there. So I think I'll talk to some of my teacher friends who have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">\u003cspan style=\"font-weight: 400\">found a lot of success with reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over distance learning. I've just abandoned it. One of the best parts of our days just wasn't working, so I'm trying to figure that out.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeway: \u003c/b>\u003cspan style=\"font-weight: 400\">“My biggest takeaway is that my kids have amazing caregivers. Nobody signed up for this, but everybody stepped up.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56072\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525.jpg 832w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">LaNesha Tabb\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Kindergarten teacher\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Early Learning Center at Mary Castle Elementary School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\"> Lawrence Township, Indiana\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Lessons shared via \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, emphasis on regular communication with parents, 1-2 virtual classes per week, fourth quarter grades could not be lower than before closures\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the emotional ups and downs during coronavirus closures: \u003c/b>\u003cspan style=\"font-weight: 400\">“It was a rollercoaster,” Tabb said. “Probably about the first two weeks, I was just very scared, very anxious. I kept thinking I was going to see the National Guard roll down the street any minute, and it was freaking me out. I had to really talk to myself and calm myself down.” She eventually loosened up on the schedules she initially created for her family and found a groove with teaching. As summer approached, though, \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2020/05/CDC-guidance-reopening-schools-masks-cafeterias-desks.html\">\u003cspan style=\"font-weight: 400\">uncertainty about the fall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> brought anxiety creeping back. “It's the highs and lows. I'm dealing one day at a time,” Tabb said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">When the pandemic caused them to cancel their 10-year anniversary trip, Tabb and her husband redirected the funds to landscape their backyard. That’s where she intended to be after packing up her school supplies. “I just really plan on making summer feel like summer, because while we've been at home, it's still like you have that mental, ‘I should be doing something, I should be doing something’ feeling,” she said. “So it'll be nice once summer hits, I plan on letting all that go away like it normally does. And just spend a lot of time in that new garden.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">Tabb said that the Seesaw app made it easy to communicate with both parents and kindergarteners. “So they're doing an assignment, they can click a record button and I can listen to them while they're doing the assignments. … I've gotten videos of them reading their sight words or counting to 100 or whatever the assignment was.” Even so, she struggled with the idea of teaching when not all of her students could access learning through technology. “That has been very difficult for me to reconcile, especially when I see all of the amazing things on social media that teachers are doing. I'm thinking, ‘that's so great, but is everybody able to access that? And what is the consequence of that if they can't?’ And that's very bothersome to me.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Tabb said the remote learning that occurred this spring “was our best stab at doing something literally overnight,” but as school leaders have started to discuss \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55790/what-it-might-look-like-to-safely-reopen-schools\">\u003cspan style=\"font-weight: 400\">staggered schedules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55878/a-few-schools-reopen-but-remote-learning-could-go-on-for-years-in-u-s\">\u003cspan style=\"font-weight: 400\">other changes for the fall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she worried about how those plans could affect teacher safety and mental health. “I would hate to see teachers just say, ‘I can't do this. How am I supposed to teach in person but then also manage an entire class online?’ So right now, I'm just being patient and waiting to see what these plans actually look like. And we'll have to just go from there.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“If we didn't think teachers were important before, and need to be supported and need legislation in place that makes sense and funding and things like that, that is my biggest takeaway because all of the sudden the world was able to see, ‘Oh my gosh, without school and teachers, look how many things that affects,’ right? ... And then, you know, just the power of, I don't know, we just took everything for granted. When in our lifetime have we ever had to be like, ‘No, we can't go to school,’ you know? It's difficult.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56073\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243.jpg 965w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">Larry Ferlazzo\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">High school English, social studies and International Baccalaureate teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Luther Burbank High School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Sacramento, California\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>:\u003c/strong> Daily 15-30 minute live video classes with English language learners, asynchronous assignments leading up to live project presentations with IB students in small groups\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the energy required for remote teaching:\u003c/b>\u003cspan style=\"font-weight: 400\"> “Good online teaching takes a lot of energy,” Ferlazzo said. “And one of the things that is concerning to me is if we get into a hybrid situation where we have seven students a day in our classes, if you only get one shot at our students each week, it is going to take an incredible amount of energy from teachers because you got one shot with students and you want to be on.” Ferlazzo said two things gave him an advantage for maintaining his energy this spring. First, he anticipated the school closures and spent the week prior in the computer lab preparing students. Second, his own children are grown, so it’s only him and his wife at home. In contrast, he described a recent video call during which another teacher’s child decided to hose his brother off inside the house. “She sort of just put her head in her hands,” Ferlazzo said. “So many teachers are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">having to homeschool their kids and teach their students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I just don't know how they're doing it.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“Try to figure out what I'm gonna do next year, as well as take a little bit of a break. My colleague and I have to write a second edition of one of our books, so that's gonna be one of the things we do over the summer. And, as plans progress about \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/a_superintendents_thoughts_on_re-opening_schools_in_the_fall.html\">\u003cspan style=\"font-weight: 400\">what the fall looks like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, we've got to start preparing for whatever it may bring. It's one thing to do distance learning when most of the school year is done and you have relationships with all the students. I don't know what that's going to look like in September if we're still doing this and I've got 115 brand new students that I'm meeting online for the first time.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">Ferlazzo anticipated California’s school closures a week ahead of time and planned accordingly. He took both his IB students and his English language learners to the computer lab daily to get familiar with the technology he expected to use. That preparation allowed him to continue instruction without delay when schools did close. “Fortunately, I think what I've done has gone pretty well. It's been a combination of planning and luck. I don't know what percentage of either one,” he said. “It also helped that I use a fair amount and technology in my instruction. Not an extraordinary amount, but enough that this wasn't new.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would have preferred to be able to spend more time with the English language learner newcomers because those are the students — That's one of the vulnerable populations that's going to take the biggest hit from missing these last few months of school. I think most students are going to be fine, right. But \u003c/span>\u003ca href=\"https://hechingerreport.org/teachers-use-high-and-low-tech-means-to-reach-english-language-learners-during-coronavirus-crisis/\">\u003cspan style=\"font-weight: 400\">ELLs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55737/educators-get-creative-to-serve-students-with-disabilities\">\u003cspan style=\"font-weight: 400\">special ed students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and students who face \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">other academic challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they're going to take a hit. So I hope that next year, whatever we do, that we look beyond equality and focus on equity so we can provide extra support to the students who need it the most.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: “\u003c/b>\u003cspan style=\"font-weight: 400\">Without a doubt, the biggest takeaway is that ed tech is not the future. In my EdWeek \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">\u003cspan style=\"font-weight: 400\">Classroom Q&A\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> column I've just finished \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/students_thoughts_about_online_learning.html\">\u003cspan style=\"font-weight: 400\">a four-part series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> sharing commentary from students around the country about their experience, and students are just saying, ‘We want to be in a classroom.’ … Admittedly, the online classes are very mixed, I'm sure, and these classes are not ideal online examples of online learning, but no matter what it is, it is not going to replace the caring, the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional growth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the academic needs that students are only gonna be able to get from being in the classroom with a teacher.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56076\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629.png 1641w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">Elizabeth Raff\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 5 Language Arts\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Pequea Elementary School\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Willow Street, Pennsylvania\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Distance learning plan:\u003c/strong> \u003c/span>\u003cspan style=\"font-weight: 400\">Asynchronous online or paper assignments, weekly virtual meetings for learning games and connection, narrative feedback instead of letter grades\u003c/span>\u003c/p>\n\u003cp>\u003cb>On finding a rhythm and looking for positives: \u003c/b>\u003cspan style=\"font-weight: 400\">“The first couple of weeks and also the transition then into distance learning were some of the hardest ones. A lot of the unknowns or just not knowing how it was actually going to happen gave me a lot of anxiety. But I do feel like I was able to get into a rhythm. And I think rhythm is so important,” Raff said. She and her husband, who is also an educator, kept track of their virtual meetings on a shared white board and tag-teamed watching their son in between. They also made sure to get outdoors to keep their spirits up. “Even though there are moments when I complain about having to have a toddler at home, and I sometimes wish I could just chill and relax, I do feel like I will look back on this time with fond memories that I wouldn't have been able to be with him.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">Raff will be taking courses toward principal certification this summer, as well as boning up on sixth-grade math since she will be teaching a self-contained classroom in the fall. Beyond that, she said, “I'll probably still chase a toddler around. It's weird, I do feel like I'm kind of in summer mode because I'm at home. And it's a weird dynamic. I really feel like it won't feel too different.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“I feel really lucky for the leadership that I have at Penn Manor. I've heard teachers who are pulling their hair out trying to do live lessons throughout the day and teachers that are having to give hard grades on things, and I feel really blessed that I feel like my district was able to \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Zw_M9M6KWtcu9GXCCAGDiGqJWRaj9UNcqk7T0CvXZ-k/edit\">\u003cspan style=\"font-weight: 400\">look at it very thoughtfully\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and understand the circumstance and the context of what we're dealing with. … And I do feel like we finally started to get into a routine once we got into the distance learning … in terms of assignments and Google Hangouts, and we would do a weekly check-in. And so my students expected the same thing each week and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">that kind of normalcy was really important\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Raff said that if she went back in time she would try to deepen relationships among her classes sooner. “Typically, March is when you get to that sweet spot of the school year. ... I would have tried to get that groove going a little bit earlier, because we're just trying to hold on to threads right now.” And if she’d known schools would close for the remainder of the year, she said, “I would have hugged all my students as they left because I won't see them again in the same kind of capacity, especially because they're sixth-graders and moving on to middle school.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“No matter how many cool tech tools you have and how much you can integrate, thoughtfully, technology into dynamic lessons online, that kind of stuff, there's just nothing like the presence of being in person with a group of kids and that learning that takes place there,” Raff said. The experience of the past few months also highlighted the needs of the most vulnerable students, she said. “You could hook up someone's Internet, you can get them the laptop that they need, but if their home life isn't stable, if they don't have the support that they have at home, we are doing a disservice to our students expecting that everybody's on the same playing field in terms of their assignments and the support that they have to get those things done. And so that's been kind of eye opening for me because we think that education is a great equalizer … But when it's forced outside of the classroom it really reminds me that there are still a lot of inequities that need to be matched even back in the classroom, too.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56071\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197.jpeg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197.jpeg 462w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197-160x160.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Juan Gonzalez Jr.\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 3 teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Lobit Elementary School\u003cbr>\nDickinson, Texas\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> at least one graded assignment per subject per week, 2-3 prerecorded lessons by Gonzalez per week, emphasis on review content, 3-4 office hours per day, one live meeting per week for learning games and connection\u003c/span>\u003c/p>\n\u003cp>\u003cb>On worrying about students who are not connected: \u003c/b>\u003cspan style=\"font-weight: 400\">Prior to COVID-19, Gonzalez did not use technology too much in his classes. Adapting to that in the midst of a pandemic was “a lot,” he said, but he approached it with optimism. Once his school decided to continue grading despite disparities in technology and other aspects of students’ home environment, his emotional state took a dive. “That's when it got really hard, and I started missing the everyday things,” Gonzalez said. “For me, it felt like teaching in the classroom but if five of my kids had to listen from the hallway. And to get over it, people would tell me, ‘Well, you know, focus on the kids who are there, who do have access.’ But I couldn't just focus on them and not think about those who weren’t getting the same.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“I keep thinking that — about what I’ll do once I'm no longer just leaving my computer open and checking my phone constantly and my emails. To be funny, just to be silly, I feel like I just wanna grab all technology and throw it out the window,” said Gonzalez. Typically he travels to professional development and teacher networking events during the summer, but those are all canceled. Since he’s \u003c/span>\u003ca href=\"https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14482\">\u003cspan style=\"font-weight: 400\">looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with his current students, he will use the time to design lessons for fourth grade. “I will hopefully not have to be on the Zoom for a while and then just kind of slowly and ease myself back into prepping for the following year,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“Learning the digital world, like technology applications and things of that sort, I think it's good that I know those things now. … I think student relationships, parent relationships, those got stronger. But as far as academics, in elementary school where it's such a social time in their life and learning and exploring — to be doing it on a computer, it's just not it.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Establishing a routine amid the pandemic and a new work reality was hard, Gonzalez said. \u003c/span>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">I would be better about scheduling myself. I found myself doing my lessons late into the night.” He also said that could have given himself more grace. “There was this enormous amount of guilt that I kept holding on to. And I think if you speak to any teachers, they'll tell you the same. I don't know why we do that to ourselves. Because we want our students, no matter who they are, to be successful. We want to be a part of that. And so it was just so hard to not feel powerless in that sense. I think that guilt also held me back from doing my best with what I had.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: “\u003c/b>\u003cspan style=\"font-weight: 400\">Because (teaching) was ripped away from me, I realized how much I really love it. So I'm just excited to get back to that because I miss it so much. And that's just the positive side, but also the not-so-shiny-and-happy side is, with everything that COVID has brought to us, we have unveiled the inequity that exists within schools. And so I hope that we don’t go back and we are the same. I hope that we are more understanding of students and their families and what students are also bringing to schools and going through. Hopefully that discussion stays around. … Those hard discussions sometimes are easier to move away from. So I think for me, I will always be now speaking up on it more because I don't ever want to feel that again of teaching and not being fair to all of our students.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>Teachers from across the country reflect on their experiences teaching during the \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> outbreak. In this post, seven teachers describe the emotional experience of recent months and share some of the successes and challenges of emergency distance learning. Quotes have been edited for length and clarity.\u003c/i>\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"wp-image-56077 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249.png 1918w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">José Vilson\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Middle school math teacher\u003cbr>\n\u003c/span>Harold O. Levy School \u003c/em>\u003c/p>\n\u003cp>\u003cem>Inwood/Washington Heights, New York City\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan: \u003c/strong>\u003cspan style=\"font-weight: 400\">Online assignments and 5-10 minute prerecorded video lessons created by Vilson, live video meetings with subgroups of students 8-12 times per week, office hours eight times per week\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>On teaching in one of the country’s \u003c/b>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/16/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">\u003cb>coronavirus epicenters\u003c/b>\u003c/a>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">“The whole first two months and change, we were hearing about 10 sirens a day. And obviously New York City is a very special place in that respect because of the density of the population, surely. But it can really rack on the brain in a way when you have so many sirens going off and so many things happening around you and the (few) degrees of separation between you and someone who's passed away. ... For me, living in Harlem, which is not too different from Washington Heights, that's kept me closer to the kids than they can imagine. Even though I can't see them every day, I know … what they're going through. I have students whose parents have passed away, whose family members have passed away, whose families also many of them are essential workers. And that's a lot. It's a lot of things going on right now. So we're just trying to manage it day to day.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>How administrative support helped: \u003c/b>\u003cspan style=\"font-weight: 400\">Vilson said his administrators checked in on teacher and student mental health and adjusted plans as needed. “I've been very appreciative of that,” he said. “And it's actually made me want to work harder, to be honest. Like, you mean that you actually care about my wellbeing? OK, great. So I can start when I need to start and I'll work as long as I need to to make up for whatever time I look like I'm missing or whatever. It's that human touch that really had been missing for me for a really long time. This year I finally was able to get it, and that was important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“I think I'm finally going to take a well earned nap. I haven't been faithful to naps. I'll probably do some bingeing of TV. I'm not a big binger but I can see the value in that. … My family and I are probably going to invest in daily walks. And, you know, we do have parks nearby and they're gonna have some open streets that would be good for us to have. But generally speaking, we understand that staying in is a project that we all have to do together in order to get rid of this virus. So in so far as staying in, we're going to do the majority of that specifically because of this virus. But if you told me, ‘Oh, y'all can go outside now and go to these places,’ oh we'll go ahead and do that. But only when it's safe to do so. And not a minute before.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: “\u003c/b>\u003cspan style=\"font-weight: 400\">I would say about 80 percent of the job is pretty much in rhythm. I'm doing what I can. The assignments are coming together nicely. The scope of sequence of what I would be teaching is coming together pretty well. ... But then the other 20 percent is really about transforming the things (like) live instruction, which I think there's \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">different expectations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around that depending on who you ask. But we never got a clear explanation as to what that's supposed to look like from any angle, whether it's parents, students, teachers. So without that conversation, it becomes really hard to navigate what the expectation is for everybody.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would just try to be able to map out what videos I'd want to put out there, what content I'd want to teach, what would constitute a big class meeting versus a subgroup meeting. ... I think that's what I would do differently. Obviously, you know, the situation didn't help. We didn't even get a break in the middle of all this. But as it turns out, this is what the job required, right?”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would say, academically, if you were inclined to think about students as human beings who \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">deserved chances and grace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, then this transition isn't as difficult. I respect the conversation about high expectations, not as much about rigor, but high expectations. ... But we are in a situation where our system has not been equipped and has never been equipped to give kids equitable access to the things that we need to fully teach them. And so this period has only exacerbated that. … So I think that's been a big takeaway for me is that I'm blessed that I already had an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">orientation around centering children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it made this transition, not easy in terms of the relationships — I miss kids daily — but I guess the technical parts, like\u003c/span> \u003cspan style=\"font-weight: 400\">what assignments I'm going to give, what am I going to do to facilitate learning, that stuff has been relatively simple.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56070\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605.jpeg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605.jpeg 801w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-800x800.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-768x768.jpeg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">Coral Zayas\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Bilingual grade 5 science teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">T.A. Brown Elementary School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Austin, Texas\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan: \u003c/strong>\u003cspan style=\"font-weight: 400\">Paper packets or online lessons equivalent to 22.5 minutes of work per day with review content only, 2-3 optional live classes per week, grades for completion\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the emotional toll of educational inequities: \u003c/b>\u003cspan style=\"font-weight: 400\">With one week remaining in the school year, many of Zayas’ students still did not have devices or internet access to participate in live classes. Seeing the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/13/enormous-variation-among-state-online-learning-programs.html\">\u003cspan style=\"font-weight: 400\">gap between her district and what was happening elsewhere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was tough. “It was so hard to watch others get (high quality education) — the same people who always have access to these things,” she said. “I love getting to create creative lessons with technology, but I can connect far more with students who are not mine than my own students. And that is the hardest part because they're my students and I want my students to be able to still see their teacher ... So it has taken a toll. There have been plenty of nights without a lot of sleep.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>How her network helped: \u003c/b>\u003cspan style=\"font-weight: 400\">As a \u003c/span>\u003ca href=\"https://teachplus.org/programs/meet-our-teachers/coral-zayas\">\u003cspan style=\"font-weight: 400\">Teach Plus Ready to Lead Fellow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zayas volunteered to facilitate a teacher support group during the pandemic. The group met twice weekly to discuss instructional strategies and \u003c/span>\u003ca href=\"http://www.ascd.org/ascd-express/vol15/num13/5-strategies-for-teacher-self-care.aspx\">\u003cspan style=\"font-weight: 400\">self-care\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “That has been crucial for me, because a lot of times I feel that those who are not teachers do not really understand everything that we do on a daily basis. But teachers do,” she said. “So we’re very honest and we talk about what went well that week (and) what we are still working on. I may be the facilitator of that group, but I have learned just as much from the other teachers as I hope that they have learned from me.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">Zayas also finished a graduate program while teaching remotely this spring. “I'm hoping to not be working 60-hour weeks in a few weeks and to take some more time for me and focus more on self care,” she said. Her teacher support group plans to start reading \"\u003c/span>\u003ca href=\"https://www.onwardthebook.com/start-here/\">\u003cspan style=\"font-weight: 400\">Onward\u003c/span>\u003c/a>\"\u003cspan style=\"font-weight: 400\"> by Elena Aguilar, which focuses on educators’ emotional resilience. “We focus on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students, but I don't think that we focused nearly enough on that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55708/when-a-childs-emotions-spike-how-can-a-parent-find-their-best-self\">\u003cspan style=\"font-weight: 400\">SEL for adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Zayas said. “And I'm really excited about getting to do something that I enjoy as a hobby, reading, that I never give myself enough time to do.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“I really have appreciated and enjoyed the live lessons, whether they've been actual lessons or we've done ‘Fun Friday.’ So it's a whole game hour. All we do is review something we've done throughout that throughout the year, but in game format. They love it. I have more kids that come to that because they get to see each other and they get to play with each other.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would have started live classes sooner because we had a lot more kids coming and engaged with the material once we started doing live lessons. ... But at the same time, it wasn't something I could do because my kids don't have computers. … I would hope that if we're in this situation again or as we prepare for potential other shutdowns or anything else that might occur in the next year, that (district leaders are) a lot more prepared than they were now. Because I don't think it's acceptable that we're one week from school (ending) and we still have kids who never received (devices).”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“At K-12 especially (we were) not ready for anything like this. My biggest takeaway is that I hope that others recognize that we have to be ready for whatever can come at us. And that also means that you need to be supporting not just your students, but your teachers and your employees. Because if this is gonna work, then everybody needs to be OK. Everybody needs to be taken care of emotionally, not just the students and their families, but also all the employees involved.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56074\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430.png 1857w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">Colby Sharp\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 5 language arts and social studies teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Parma Elementary School\u003cbr>\nParma, Michigan\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Two reading assignments and two writing assignments per week, optional social studies activities, prerecorded video lessons created by Sharp, three live classes per week, no grades for the fourth quarter\u003c/span>\u003c/p>\n\u003cp>\u003cb>On parenting and teaching remotely:\u003c/b>\u003cspan style=\"font-weight: 400\"> “It's pretty crazy. My wife is also a teacher. She's a high school chemistry teacher. And we have five children. Four of them are in school, and one is three. So it's pretty intense. I'd say we have between 30 and 40 Zooms between the two teachers and four kids a week that we're organizing and managing ... So that's been tricky. Today during the Zoom with my students, my 3-year-old was sitting at the table and singing the Power Rangers theme song the entire time. The (students) really enjoy that stuff when the kids drop by or the cats drop by and stop by. It's tricky.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“The beginning of summer is so often an opportunity to spend a little bit of time with your family after running here and there and doing everything. But I've been spending all of my time with my family, so that will be an interesting transition. I plan on getting right to work. I have a stack of professional development books I want to read.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning:\u003c/b>\u003cspan style=\"font-weight: 400\"> Allowing students to unmute their mics and kids chat without an agenda at the start and end of classes was valuable, Sharp said. “I think that's magical to just give kids that time. (Normally) I like to have a bit of a soft start to my school day where kids come in and kind of work on whatever it is they want to work on. Some are drawing. Some are writing. Some are chit-chatting. Some are reading magazines. Just that part, letting them hang out, I think has worked pretty well. Just \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55729/how-will-social-isolation-during-covid-19-affect-our-kids\">\u003cspan style=\"font-weight: 400\">letting them be 10\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Sharp also said recording his own video lessons rather than relying on pre-existing materials was important. “Kids come to school for a lot of reasons and a big reason is for the teachers. We can't be content with other people just showing videos or why do kids even need to come back to school? So I'm trying to give them me as much as possible.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I think just better practice. Right now I'm so focused on making sure kids are OK that I hope that I can do a better job of making sure that they're still learning the things that they need to learn. ... I really struggled with read-aloud, not having the kids there. So I think I'll talk to some of my teacher friends who have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">\u003cspan style=\"font-weight: 400\">found a lot of success with reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over distance learning. I've just abandoned it. One of the best parts of our days just wasn't working, so I'm trying to figure that out.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeway: \u003c/b>\u003cspan style=\"font-weight: 400\">“My biggest takeaway is that my kids have amazing caregivers. Nobody signed up for this, but everybody stepped up.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56072\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525.jpg 832w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">LaNesha Tabb\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Kindergarten teacher\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Early Learning Center at Mary Castle Elementary School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\"> Lawrence Township, Indiana\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Lessons shared via \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, emphasis on regular communication with parents, 1-2 virtual classes per week, fourth quarter grades could not be lower than before closures\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the emotional ups and downs during coronavirus closures: \u003c/b>\u003cspan style=\"font-weight: 400\">“It was a rollercoaster,” Tabb said. “Probably about the first two weeks, I was just very scared, very anxious. I kept thinking I was going to see the National Guard roll down the street any minute, and it was freaking me out. I had to really talk to myself and calm myself down.” She eventually loosened up on the schedules she initially created for her family and found a groove with teaching. As summer approached, though, \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2020/05/CDC-guidance-reopening-schools-masks-cafeterias-desks.html\">\u003cspan style=\"font-weight: 400\">uncertainty about the fall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> brought anxiety creeping back. “It's the highs and lows. I'm dealing one day at a time,” Tabb said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">When the pandemic caused them to cancel their 10-year anniversary trip, Tabb and her husband redirected the funds to landscape their backyard. That’s where she intended to be after packing up her school supplies. “I just really plan on making summer feel like summer, because while we've been at home, it's still like you have that mental, ‘I should be doing something, I should be doing something’ feeling,” she said. “So it'll be nice once summer hits, I plan on letting all that go away like it normally does. And just spend a lot of time in that new garden.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">Tabb said that the Seesaw app made it easy to communicate with both parents and kindergarteners. “So they're doing an assignment, they can click a record button and I can listen to them while they're doing the assignments. … I've gotten videos of them reading their sight words or counting to 100 or whatever the assignment was.” Even so, she struggled with the idea of teaching when not all of her students could access learning through technology. “That has been very difficult for me to reconcile, especially when I see all of the amazing things on social media that teachers are doing. I'm thinking, ‘that's so great, but is everybody able to access that? And what is the consequence of that if they can't?’ And that's very bothersome to me.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Tabb said the remote learning that occurred this spring “was our best stab at doing something literally overnight,” but as school leaders have started to discuss \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55790/what-it-might-look-like-to-safely-reopen-schools\">\u003cspan style=\"font-weight: 400\">staggered schedules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55878/a-few-schools-reopen-but-remote-learning-could-go-on-for-years-in-u-s\">\u003cspan style=\"font-weight: 400\">other changes for the fall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she worried about how those plans could affect teacher safety and mental health. “I would hate to see teachers just say, ‘I can't do this. How am I supposed to teach in person but then also manage an entire class online?’ So right now, I'm just being patient and waiting to see what these plans actually look like. And we'll have to just go from there.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“If we didn't think teachers were important before, and need to be supported and need legislation in place that makes sense and funding and things like that, that is my biggest takeaway because all of the sudden the world was able to see, ‘Oh my gosh, without school and teachers, look how many things that affects,’ right? ... And then, you know, just the power of, I don't know, we just took everything for granted. When in our lifetime have we ever had to be like, ‘No, we can't go to school,’ you know? It's difficult.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56073\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243.jpg 965w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">Larry Ferlazzo\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">High school English, social studies and International Baccalaureate teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Luther Burbank High School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Sacramento, California\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>:\u003c/strong> Daily 15-30 minute live video classes with English language learners, asynchronous assignments leading up to live project presentations with IB students in small groups\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the energy required for remote teaching:\u003c/b>\u003cspan style=\"font-weight: 400\"> “Good online teaching takes a lot of energy,” Ferlazzo said. “And one of the things that is concerning to me is if we get into a hybrid situation where we have seven students a day in our classes, if you only get one shot at our students each week, it is going to take an incredible amount of energy from teachers because you got one shot with students and you want to be on.” Ferlazzo said two things gave him an advantage for maintaining his energy this spring. First, he anticipated the school closures and spent the week prior in the computer lab preparing students. Second, his own children are grown, so it’s only him and his wife at home. In contrast, he described a recent video call during which another teacher’s child decided to hose his brother off inside the house. “She sort of just put her head in her hands,” Ferlazzo said. “So many teachers are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">having to homeschool their kids and teach their students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I just don't know how they're doing it.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“Try to figure out what I'm gonna do next year, as well as take a little bit of a break. My colleague and I have to write a second edition of one of our books, so that's gonna be one of the things we do over the summer. And, as plans progress about \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/a_superintendents_thoughts_on_re-opening_schools_in_the_fall.html\">\u003cspan style=\"font-weight: 400\">what the fall looks like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, we've got to start preparing for whatever it may bring. It's one thing to do distance learning when most of the school year is done and you have relationships with all the students. I don't know what that's going to look like in September if we're still doing this and I've got 115 brand new students that I'm meeting online for the first time.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">Ferlazzo anticipated California’s school closures a week ahead of time and planned accordingly. He took both his IB students and his English language learners to the computer lab daily to get familiar with the technology he expected to use. That preparation allowed him to continue instruction without delay when schools did close. “Fortunately, I think what I've done has gone pretty well. It's been a combination of planning and luck. I don't know what percentage of either one,” he said. “It also helped that I use a fair amount and technology in my instruction. Not an extraordinary amount, but enough that this wasn't new.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would have preferred to be able to spend more time with the English language learner newcomers because those are the students — That's one of the vulnerable populations that's going to take the biggest hit from missing these last few months of school. I think most students are going to be fine, right. But \u003c/span>\u003ca href=\"https://hechingerreport.org/teachers-use-high-and-low-tech-means-to-reach-english-language-learners-during-coronavirus-crisis/\">\u003cspan style=\"font-weight: 400\">ELLs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55737/educators-get-creative-to-serve-students-with-disabilities\">\u003cspan style=\"font-weight: 400\">special ed students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and students who face \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">other academic challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they're going to take a hit. So I hope that next year, whatever we do, that we look beyond equality and focus on equity so we can provide extra support to the students who need it the most.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: “\u003c/b>\u003cspan style=\"font-weight: 400\">Without a doubt, the biggest takeaway is that ed tech is not the future. In my EdWeek \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">\u003cspan style=\"font-weight: 400\">Classroom Q&A\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> column I've just finished \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/students_thoughts_about_online_learning.html\">\u003cspan style=\"font-weight: 400\">a four-part series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> sharing commentary from students around the country about their experience, and students are just saying, ‘We want to be in a classroom.’ … Admittedly, the online classes are very mixed, I'm sure, and these classes are not ideal online examples of online learning, but no matter what it is, it is not going to replace the caring, the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional growth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the academic needs that students are only gonna be able to get from being in the classroom with a teacher.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56076\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629.png 1641w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">Elizabeth Raff\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 5 Language Arts\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Pequea Elementary School\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Willow Street, Pennsylvania\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Distance learning plan:\u003c/strong> \u003c/span>\u003cspan style=\"font-weight: 400\">Asynchronous online or paper assignments, weekly virtual meetings for learning games and connection, narrative feedback instead of letter grades\u003c/span>\u003c/p>\n\u003cp>\u003cb>On finding a rhythm and looking for positives: \u003c/b>\u003cspan style=\"font-weight: 400\">“The first couple of weeks and also the transition then into distance learning were some of the hardest ones. A lot of the unknowns or just not knowing how it was actually going to happen gave me a lot of anxiety. But I do feel like I was able to get into a rhythm. And I think rhythm is so important,” Raff said. She and her husband, who is also an educator, kept track of their virtual meetings on a shared white board and tag-teamed watching their son in between. They also made sure to get outdoors to keep their spirits up. “Even though there are moments when I complain about having to have a toddler at home, and I sometimes wish I could just chill and relax, I do feel like I will look back on this time with fond memories that I wouldn't have been able to be with him.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">Raff will be taking courses toward principal certification this summer, as well as boning up on sixth-grade math since she will be teaching a self-contained classroom in the fall. Beyond that, she said, “I'll probably still chase a toddler around. It's weird, I do feel like I'm kind of in summer mode because I'm at home. And it's a weird dynamic. I really feel like it won't feel too different.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“I feel really lucky for the leadership that I have at Penn Manor. I've heard teachers who are pulling their hair out trying to do live lessons throughout the day and teachers that are having to give hard grades on things, and I feel really blessed that I feel like my district was able to \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Zw_M9M6KWtcu9GXCCAGDiGqJWRaj9UNcqk7T0CvXZ-k/edit\">\u003cspan style=\"font-weight: 400\">look at it very thoughtfully\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and understand the circumstance and the context of what we're dealing with. … And I do feel like we finally started to get into a routine once we got into the distance learning … in terms of assignments and Google Hangouts, and we would do a weekly check-in. And so my students expected the same thing each week and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">that kind of normalcy was really important\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Raff said that if she went back in time she would try to deepen relationships among her classes sooner. “Typically, March is when you get to that sweet spot of the school year. ... I would have tried to get that groove going a little bit earlier, because we're just trying to hold on to threads right now.” And if she’d known schools would close for the remainder of the year, she said, “I would have hugged all my students as they left because I won't see them again in the same kind of capacity, especially because they're sixth-graders and moving on to middle school.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“No matter how many cool tech tools you have and how much you can integrate, thoughtfully, technology into dynamic lessons online, that kind of stuff, there's just nothing like the presence of being in person with a group of kids and that learning that takes place there,” Raff said. The experience of the past few months also highlighted the needs of the most vulnerable students, she said. “You could hook up someone's Internet, you can get them the laptop that they need, but if their home life isn't stable, if they don't have the support that they have at home, we are doing a disservice to our students expecting that everybody's on the same playing field in terms of their assignments and the support that they have to get those things done. And so that's been kind of eye opening for me because we think that education is a great equalizer … But when it's forced outside of the classroom it really reminds me that there are still a lot of inequities that need to be matched even back in the classroom, too.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56071\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197.jpeg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197.jpeg 462w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197-160x160.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Juan Gonzalez Jr.\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 3 teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Lobit Elementary School\u003cbr>\nDickinson, Texas\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> at least one graded assignment per subject per week, 2-3 prerecorded lessons by Gonzalez per week, emphasis on review content, 3-4 office hours per day, one live meeting per week for learning games and connection\u003c/span>\u003c/p>\n\u003cp>\u003cb>On worrying about students who are not connected: \u003c/b>\u003cspan style=\"font-weight: 400\">Prior to COVID-19, Gonzalez did not use technology too much in his classes. Adapting to that in the midst of a pandemic was “a lot,” he said, but he approached it with optimism. Once his school decided to continue grading despite disparities in technology and other aspects of students’ home environment, his emotional state took a dive. “That's when it got really hard, and I started missing the everyday things,” Gonzalez said. “For me, it felt like teaching in the classroom but if five of my kids had to listen from the hallway. And to get over it, people would tell me, ‘Well, you know, focus on the kids who are there, who do have access.’ But I couldn't just focus on them and not think about those who weren’t getting the same.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“I keep thinking that — about what I’ll do once I'm no longer just leaving my computer open and checking my phone constantly and my emails. To be funny, just to be silly, I feel like I just wanna grab all technology and throw it out the window,” said Gonzalez. Typically he travels to professional development and teacher networking events during the summer, but those are all canceled. Since he’s \u003c/span>\u003ca href=\"https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14482\">\u003cspan style=\"font-weight: 400\">looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with his current students, he will use the time to design lessons for fourth grade. “I will hopefully not have to be on the Zoom for a while and then just kind of slowly and ease myself back into prepping for the following year,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“Learning the digital world, like technology applications and things of that sort, I think it's good that I know those things now. … I think student relationships, parent relationships, those got stronger. But as far as academics, in elementary school where it's such a social time in their life and learning and exploring — to be doing it on a computer, it's just not it.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Establishing a routine amid the pandemic and a new work reality was hard, Gonzalez said. \u003c/span>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">I would be better about scheduling myself. I found myself doing my lessons late into the night.” He also said that could have given himself more grace. “There was this enormous amount of guilt that I kept holding on to. And I think if you speak to any teachers, they'll tell you the same. I don't know why we do that to ourselves. Because we want our students, no matter who they are, to be successful. We want to be a part of that. And so it was just so hard to not feel powerless in that sense. I think that guilt also held me back from doing my best with what I had.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: “\u003c/b>\u003cspan style=\"font-weight: 400\">Because (teaching) was ripped away from me, I realized how much I really love it. So I'm just excited to get back to that because I miss it so much. And that's just the positive side, but also the not-so-shiny-and-happy side is, with everything that COVID has brought to us, we have unveiled the inequity that exists within schools. And so I hope that we don’t go back and we are the same. I hope that we are more understanding of students and their families and what students are also bringing to schools and going through. Hopefully that discussion stays around. … Those hard discussions sometimes are easier to move away from. So I think for me, I will always be now speaking up on it more because I don't ever want to feel that again of teaching and not being fair to all of our students.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When most of the nation’s schools closed in March due to COVID-19, educators turned to whatever methods they could to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">keep learning going\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — from online classes to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55743/phone-calls-become-crucial-tools-for-teachers-to-stay-in-touch-with-students\">\u003cspan style=\"font-weight: 400\">phone calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to drive-by packet pick-ups. Still, many students were \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55701/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\">\u003cspan style=\"font-weight: 400\">unreachable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and as teachers \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/27/instruction-during-covid-19-less-learning-time-drives.html\">\u003cspan style=\"font-weight: 400\">navigated those challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they turned up the volume on \u003c/span>\u003ca href=\"https://www.vox.com/2020/4/9/21200159/coronavirus-school-digital-low-income-students-covid-new-york\">\u003cspan style=\"font-weight: 400\">discussion about educational inequities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of focus has been on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">computer and internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but there’s more to equity than technology, according to \u003c/span>\u003ca href=\"https://triciaebarvia.org/\">\u003cspan style=\"font-weight: 400\">Tricia Ebarvia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a high school English teacher in Pennsylvania. “We have to think about the ways in which we are recreating the systems and structures that have resulted in racial inequities in in-person education, but now in an online environment. And actually exacerbating them,” Ebarvia said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ebarvia and Massachusetts-based literacy organizer \u003c/span>\u003ca href=\"https://drkimparker.org/\">\u003cspan style=\"font-weight: 400\">Kimberly N. Parker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the cofounders of \u003c/span>\u003ca href=\"https://31daysibpoc.wordpress.com/\">\u003cspan style=\"font-weight: 400\">#31DaysIBPOC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a blog series that spotlighted the voices of Indigenous, Black and people of color educators throughout May. Now in its \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=may-means-31DaysIBPOC-centering-indigenous-black-and-people-of-color-in-education\">\u003cspan style=\"font-weight: 400\">second year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the project, Ebarvia said, serves as “a beacon and a flashing light to people, to educators, who are willing to listen, to say, ‘You know what? Maybe there’s a different way to go about this. Maybe there’s wisdom in the experiences of IBPOC communities that we can learn from.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That kind of wisdom could be useful to government and school leaders as they figure out \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2020/05/cdc-reopening-schools-covid-video.html\">\u003cspan style=\"font-weight: 400\">what the fall semester will look like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While more than \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cge.asp\">\u003cspan style=\"font-weight: 400\">50 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of public school students are of color, about \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=28\">\u003cspan style=\"font-weight: 400\">80 percent of public school teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. In many of the #31DaysIBPOC posts, the contributors point to ways that the education system has harmed both IBPOC students and teachers by \u003c/span>\u003ca href=\"https://www.multiculturalclassroomconsulting.com/2020/05/what-i-remember/\">\u003cspan style=\"font-weight: 400\">devaluing them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, demanding \u003c/span>\u003ca href=\"https://dawnquigley.com/dawn-quigley-31daysibpoc/\">\u003cspan style=\"font-weight: 400\">assimilation to white values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://booktoss.blog/2020/05/09/2020-the-hold-my-beer-decade/\">\u003cspan style=\"font-weight: 400\">centering only white voices in professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">T\u003c/span>\u003cspan style=\"font-weight: 400\">he authors also do \u003c/span>\u003ca href=\"http://hemakhodai.com/Amma/\">\u003cspan style=\"font-weight: 400\">more\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than provide examples of everyday, structural racism. They rejoice in \u003c/span>\u003ca href=\"https://medium.com/@freeyourheart/we-all-we-got-teaching-as-an-emancipatory-and-healing-practice-631e23fbb316\">\u003cspan style=\"font-weight: 400\">being the teachers they needed as children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They draw strength from IBPOC \u003c/span>\u003ca href=\"https://drkimparker.org/2020/05/01/31daysibpoc-we-begin/\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.lstringfellow.com/blog/31daysibpoc-the-emotional-toll-of-speaking-up\">\u003cspan style=\"font-weight: 400\">activists\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the past. They envision \u003c/span>\u003ca href=\"https://www.sonjacherrypaul.com/post/becoming-the-architects-of-school\">\u003cspan style=\"font-weight: 400\">working together for a better future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When organizing the series, Ebarvia and Parker asked contributors to pick a date and left the choice of what to write about open. During a month when the \u003c/span>\u003ca href=\"https://www.cdc.gov/media/releases/2020/s0528-coronavirus-death-toll.html\">\u003cspan style=\"font-weight: 400\">U.S. coronavirus death toll passed 100,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with \u003c/span>\u003ca href=\"https://www.washingtonpost.com/graphics/2020/investigations/coronavirus-race-data-map/\">\u003cspan style=\"font-weight: 400\">disproportionate impact\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Black and brown communities, and when the \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/29/865261916/a-decade-of-watching-black-people-die\">\u003cspan style=\"font-weight: 400\">deaths\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/26/862230724/white-woman-who-called-police-on-black-bird-watcher-in-central-park-placed-on-le\">\u003cspan style=\"font-weight: 400\">harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Black men and women dominated non-COVID news, they said their project had to be able to hold both pain and joy. In a \u003c/span>\u003ca href=\"https://kinderbender.com/2020/05/02/31daysibpoc-an-open-letter-to-black-joy/\">\u003cspan style=\"font-weight: 400\">post addressed directly to Black joy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, second-grade teacher Aeriale N. Johnson pointed to how this duality has long been necessary for marginalized communities:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That a people could rail against\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">the horrors of chattel slavery\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">for centuries,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">spend every moment since emancipation\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">fighting for our humanity\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">and have you remain,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">unspeakable,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">in our hearts\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">is nothing short of a miraculous\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">gift from the ancestors.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And it’s the joy that motivates the cofounders of #31DaysIBPOC. Parker said what she loves most about the posts, along with the retweets and comments they generate, is the chance to celebrate IBPOC educators. “We’ve always known they’re excellent,” she said. “It’s nice that other people can know that, too.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With that recognition, Parker and Ebarvia hope the series will challenge teachers to reflect and to adopt \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">anti-racist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also hope education leaders will ask families what they \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">need from education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic and how their assets can be leveraged to transform schools. “Especially at this time, I think that there is a need to recenter education on a ethos of community and collectivism and organizing around those principles that has not traditionally been the mode of operation of most American schools which function on individualism and competition,” said Ebarvia.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to show people what it could look like to be different,” said Parker. “[\u003ca href=\"https://31daysibpoc.wordpress.com/\">#31DaysIBPOC\u003c/a>] is what is created just by asking people. And so, more people can do this.”\u003c/span>\u003c/p>\n\n",
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"excerpt": "Indigenous, Black and People of Color educators love their culture but also grappled with it because of racism at schools and in their communities. Many #31DaysIBPOC writers share their experiences growing up and how things can be improved.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When most of the nation’s schools closed in March due to COVID-19, educators turned to whatever methods they could to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">keep learning going\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — from online classes to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55743/phone-calls-become-crucial-tools-for-teachers-to-stay-in-touch-with-students\">\u003cspan style=\"font-weight: 400\">phone calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to drive-by packet pick-ups. Still, many students were \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55701/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\">\u003cspan style=\"font-weight: 400\">unreachable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and as teachers \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/27/instruction-during-covid-19-less-learning-time-drives.html\">\u003cspan style=\"font-weight: 400\">navigated those challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they turned up the volume on \u003c/span>\u003ca href=\"https://www.vox.com/2020/4/9/21200159/coronavirus-school-digital-low-income-students-covid-new-york\">\u003cspan style=\"font-weight: 400\">discussion about educational inequities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of focus has been on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">computer and internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but there’s more to equity than technology, according to \u003c/span>\u003ca href=\"https://triciaebarvia.org/\">\u003cspan style=\"font-weight: 400\">Tricia Ebarvia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a high school English teacher in Pennsylvania. “We have to think about the ways in which we are recreating the systems and structures that have resulted in racial inequities in in-person education, but now in an online environment. And actually exacerbating them,” Ebarvia said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ebarvia and Massachusetts-based literacy organizer \u003c/span>\u003ca href=\"https://drkimparker.org/\">\u003cspan style=\"font-weight: 400\">Kimberly N. Parker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the cofounders of \u003c/span>\u003ca href=\"https://31daysibpoc.wordpress.com/\">\u003cspan style=\"font-weight: 400\">#31DaysIBPOC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a blog series that spotlighted the voices of Indigenous, Black and people of color educators throughout May. Now in its \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=may-means-31DaysIBPOC-centering-indigenous-black-and-people-of-color-in-education\">\u003cspan style=\"font-weight: 400\">second year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the project, Ebarvia said, serves as “a beacon and a flashing light to people, to educators, who are willing to listen, to say, ‘You know what? Maybe there’s a different way to go about this. Maybe there’s wisdom in the experiences of IBPOC communities that we can learn from.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That kind of wisdom could be useful to government and school leaders as they figure out \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2020/05/cdc-reopening-schools-covid-video.html\">\u003cspan style=\"font-weight: 400\">what the fall semester will look like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While more than \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cge.asp\">\u003cspan style=\"font-weight: 400\">50 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of public school students are of color, about \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=28\">\u003cspan style=\"font-weight: 400\">80 percent of public school teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. In many of the #31DaysIBPOC posts, the contributors point to ways that the education system has harmed both IBPOC students and teachers by \u003c/span>\u003ca href=\"https://www.multiculturalclassroomconsulting.com/2020/05/what-i-remember/\">\u003cspan style=\"font-weight: 400\">devaluing them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, demanding \u003c/span>\u003ca href=\"https://dawnquigley.com/dawn-quigley-31daysibpoc/\">\u003cspan style=\"font-weight: 400\">assimilation to white values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://booktoss.blog/2020/05/09/2020-the-hold-my-beer-decade/\">\u003cspan style=\"font-weight: 400\">centering only white voices in professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">T\u003c/span>\u003cspan style=\"font-weight: 400\">he authors also do \u003c/span>\u003ca href=\"http://hemakhodai.com/Amma/\">\u003cspan style=\"font-weight: 400\">more\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than provide examples of everyday, structural racism. They rejoice in \u003c/span>\u003ca href=\"https://medium.com/@freeyourheart/we-all-we-got-teaching-as-an-emancipatory-and-healing-practice-631e23fbb316\">\u003cspan style=\"font-weight: 400\">being the teachers they needed as children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They draw strength from IBPOC \u003c/span>\u003ca href=\"https://drkimparker.org/2020/05/01/31daysibpoc-we-begin/\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.lstringfellow.com/blog/31daysibpoc-the-emotional-toll-of-speaking-up\">\u003cspan style=\"font-weight: 400\">activists\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the past. They envision \u003c/span>\u003ca href=\"https://www.sonjacherrypaul.com/post/becoming-the-architects-of-school\">\u003cspan style=\"font-weight: 400\">working together for a better future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When organizing the series, Ebarvia and Parker asked contributors to pick a date and left the choice of what to write about open. During a month when the \u003c/span>\u003ca href=\"https://www.cdc.gov/media/releases/2020/s0528-coronavirus-death-toll.html\">\u003cspan style=\"font-weight: 400\">U.S. coronavirus death toll passed 100,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with \u003c/span>\u003ca href=\"https://www.washingtonpost.com/graphics/2020/investigations/coronavirus-race-data-map/\">\u003cspan style=\"font-weight: 400\">disproportionate impact\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Black and brown communities, and when the \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/29/865261916/a-decade-of-watching-black-people-die\">\u003cspan style=\"font-weight: 400\">deaths\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/26/862230724/white-woman-who-called-police-on-black-bird-watcher-in-central-park-placed-on-le\">\u003cspan style=\"font-weight: 400\">harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Black men and women dominated non-COVID news, they said their project had to be able to hold both pain and joy. In a \u003c/span>\u003ca href=\"https://kinderbender.com/2020/05/02/31daysibpoc-an-open-letter-to-black-joy/\">\u003cspan style=\"font-weight: 400\">post addressed directly to Black joy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, second-grade teacher Aeriale N. Johnson pointed to how this duality has long been necessary for marginalized communities:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That a people could rail against\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">the horrors of chattel slavery\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">for centuries,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">spend every moment since emancipation\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">fighting for our humanity\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">and have you remain,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">unspeakable,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">in our hearts\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">is nothing short of a miraculous\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">gift from the ancestors.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And it’s the joy that motivates the cofounders of #31DaysIBPOC. Parker said what she loves most about the posts, along with the retweets and comments they generate, is the chance to celebrate IBPOC educators. “We’ve always known they’re excellent,” she said. “It’s nice that other people can know that, too.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With that recognition, Parker and Ebarvia hope the series will challenge teachers to reflect and to adopt \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">anti-racist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also hope education leaders will ask families what they \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">need from education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic and how their assets can be leveraged to transform schools. “Especially at this time, I think that there is a need to recenter education on a ethos of community and collectivism and organizing around those principles that has not traditionally been the mode of operation of most American schools which function on individualism and competition,” said Ebarvia.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to show people what it could look like to be different,” said Parker. “[\u003ca href=\"https://31daysibpoc.wordpress.com/\">#31DaysIBPOC\u003c/a>] is what is created just by asking people. And so, more people can do this.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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