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"content": "\u003cp>One year after the coronavirus pandemic shuttered classrooms around the country and the world, U.S. parents are guardedly optimistic about the academic and social development of their children, \u003ca href=\"https://www.ipsos.com/en-us/news-polls/parents-welcome-educational-support\">an NPR/Ipsos poll\u003c/a> finds.\u003c/p>\n\u003cp>But 62% of parents say their child's education has been disrupted. And more than 4 out of 5 would like to see schools provide targeted extra services to help their kids catch up. This includes just over half of parents who support the idea of summer school.\u003c/p>\n\u003cp>The nation has lacked solid national data on precisely where classrooms are open to students. In our survey, half of parents said their children were learning virtually, a third were attending in person full time, and the remainder were in person part time. As other\u003ca href=\"https://www.washingtonpost.com/context/july-24-31-2020-washington-post-schar-school-poll-of-parents/f7552bde-6f87-4e1a-83a2-268953720ff5/?itid=lk_inline_manual_1\"> polls have found\u003c/a>, Black and Hispanic parents were far more likely than white parents to say their children were all remote — 65% for Black parents, 57% for Hispanic parents and 38% for white parents.\u003c/p>\n\u003cp>In a sign of the disruptions that have become routine this school year, 43% of parents said that they had switched among virtual, in-person or hybrid since the previous fall.\u003c/p>\n\u003cp>It has been \"a bit of a journey, to put it mildly,\" said Nick Ehrenberg, a father of two in Minneapolis who was one of the parents polled. School for his children has shifted back and forth between virtual, hybrid, and virtual again due to closures and quarantine. It has been full time, in person for just the past few weeks.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>My kid is doing fine, but we want help \u003c/strong>\u003c/p>\n\u003cp>However their children were attending school, 48% of parents agreed that \"I am worried that my child will be behind when the pandemic is over.\" (In this question, as with others in the poll, there were not significant differences in the responses by race or ethnicity).\u003c/p>\n\u003cp>Yet when asked to pinpoint their areas of concern, robust majorities of parents actually judged their kids to be on track, or even ahead of schedule: in math and science, reading and writing, mental health and emotional well-being, and socialization and communication skills.\u003c/p>\n\u003cp>Considering their relatively positive outlook on children's development across these areas, it may not be surprising that parents give high marks overall to their kids' schools — 79% said \"My child's school has handled the pandemic well,\" and 82% said their schools had clearly communicated during the year.\u003c/p>\n\u003cp>When it came to specific concerns, slightly more parents were concerned about socialization and communication skills (22%) vs. academic skills (17% worried about reading and writing and 19% about math).\u003c/p>\n\u003cp>Susan Hom has a teenage son who is attending school online and lives in Poughkeepsie, N.Y., where he socializes with a neighbor outside and with friends online over video games. She says she's concerned about the \"lack of peer social interaction and also, peer learning. I think they could learn a lot from their peers if they're in the same classroom together.\"\u003c/p>\n\u003cp>The biggest area of concern among those NPR/Ipsos asked about was \"time management,\" and even there, just 1 in 4 parents say kids are behind.\u003c/p>\n\u003cp>\"There was some procrastination at times going on, where some things just didn't get done right away, and we had to kind of catch up,\" said Nick Ehrenberg in Minneapolis. He said his second-grader and kindergartner were learning from home, with himself usually supervising while also working from home.\u003c/p>\n\u003cp>Still, he said he was not too concerned about his children's progress. \"I consider myself privileged and lucky for that.\"\u003c/p>\n\u003cp>\u003cstrong>Full time, in person — or remote indefinitely\u003c/strong>\u003c/p>\n\u003cp>Looking ahead, precisely three-quarters of parents polled expect their children's schools to open full time in person next fall. And about half of those whose children now attend hybrid or remotely expect those schools to open full time in person as soon as teachers are fully vaccinated. President Biden has talked frequently about teacher vaccination and recently directed all states to \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/03/02/973030394/biden-says-u-s-will-have-vaccine-supply-for-all-adults-by-may-prioritizes-teache\">prioritize educators \u003c/a>for the shots this month.\u003c/p>\n\u003cp>However, full-time learning might prove a difficult milestone to reach unless Centers for Disease Control and Prevention guidelines are altered, cases plummet, or schools receive a large infusion of money. Current \u003ca href=\"https://www.npr.org/2021/02/19/969467560/if-schools-follow-cdc-guidance-bidens-reopening-goals-could-be-hard-to-reach?live=1\">CDC guidelines recommend\u003c/a> 6 feet of distance between students, which is only possible with hybrid scheduling, given the size of most classrooms today.\u003c/p>\n\u003cp>On the other hand, fully 29% of parents told us they were likely to stick with remote learning indefinitely. That included about half of the parents who are currently enrolled in remote learning.\u003c/p>\n\u003cp>Perhaps in response to this interest, many schools, states and districts are looking at continuing to offer a remote public school option, districtwide or even statewide to make it more efficient. School districts as diverse as \u003ca href=\"https://www.wccusd.net/site/default.aspx?PageType=3&DomainID=1&ModuleInstanceID=26537&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=88474&PageID=1\">West Contra\u003c/a> \u003ca href=\"https://www.wccusd.net/site/default.aspx?PageType=3&DomainID=1&ModuleInstanceID=26537&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=88474&PageID=1\">Costa Unified\u003c/a> and \u003ca href=\"https://www.cnusd.k12.ca.us/c_n_u_s_d_c_o_n_n_e_c_t_i_o_n/connection_newsletter_1-22-2021\">Riverside \u003c/a>in California,\u003ca href=\"https://www.parkwayschools.net/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=63&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=73038&PageID=1\"> suburban St. Louis\u003c/a> and \u003ca href=\"https://rlp.lps.org/\">Lincoln, Neb., \u003c/a>all say they're offering districtwide virtual schools next year. A Rand Corp. survey found that about \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA956-1.html\">1 in 5 district\u003c/a>s are considering it. This could end up being the most significant change in education to extend beyond the pandemic.\u003c/p>\n\u003cp>America Velez, a mother of five in St. Cloud, Fla., says a virtual school is her preferred option for her daughter. \"It's a charter school within Florida, they pretty much stick to the state guidelines. So their teachers, again, have been phenomenal,\" she said. \"But then again, it's been a program that's been around for many years. So very different than ... something that pretty much was thrown together because of COVID.\"\u003c/p>\n\u003cp>\u003cstrong>Personalize my learning, and maybe summer school? \u003c/strong>\u003c/p>\n\u003cp>We asked parents about some of the \u003ca href=\"https://www.npr.org/2021/02/08/964524688/keep-schools-open-all-summer-and-other-bold-ideas-to-help-kids-catch-up\">various recovery ideas\u003c/a> that education leaders have proposed as a way of addressing the disrupted learning, as well as the emotional hardships of the pandemic itself. Most were fans.\u003c/p>\n\u003cp>Around 4 in 5 expected their own children would benefit from each of the following: \"individualized, detailed assessment,\" \"social and emotional wellness programs,\" \"one-on-one tutoring\" and \"better software-based practice programs.\" Across the board, Black and Hispanic parents saw even more potential benefits from these interventions.\u003c/p>\n\u003cp>\"It would be nice if the school would offer some after-school tutoring ... but we may not get informed about it because their grades are fine,\" said Travis Hall, father to a 10-year-old and 13-year-old in Brownstown, Mich.\u003c/p>\n\u003cp>And more than 4 in 5 parents support additional help for students in special education.\u003c/p>\n\u003cp>Kevin LaJuan Godley in San Antonio, Texas, has a 16-year-old daughter with some special needs. Though he says that remote learning has helped her stay focused in school, she has less consistent access to an aide. \"Out of class, when she's learning from home, sometimes she gets it, sometimes she doesn't. She doesn't get [support] when she needs it.\"\u003c/p>\n\u003cp>Extra learning time was the least popular option presented. When we asked if their children would benefit from \"additional school days or extended-day programs,\" 43% said they expected a \"large\" or \"moderate\" benefit.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Just over half said they were in support of summer school as a policy. Travis Hall said he'd support some kind of summer program, but he'd prefer it be an enrichment program, such as building a robot or writing a graphic novel. \"Just something else that was more entertaining than just, 'here's the book we're going to study.' When it's 75 degrees and sunny outside, that's not going to work.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=NPR%2FIpsos+Poll%3A+Nearly+One-Third+Of+Parents+May+Stick+With+Remote+Learning&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One year after the coronavirus pandemic shuttered classrooms around the country and the world, U.S. parents are guardedly optimistic about the academic and social development of their children, \u003ca href=\"https://www.ipsos.com/en-us/news-polls/parents-welcome-educational-support\">an NPR/Ipsos poll\u003c/a> finds.\u003c/p>\n\u003cp>But 62% of parents say their child's education has been disrupted. And more than 4 out of 5 would like to see schools provide targeted extra services to help their kids catch up. This includes just over half of parents who support the idea of summer school.\u003c/p>\n\u003cp>The nation has lacked solid national data on precisely where classrooms are open to students. In our survey, half of parents said their children were learning virtually, a third were attending in person full time, and the remainder were in person part time. As other\u003ca href=\"https://www.washingtonpost.com/context/july-24-31-2020-washington-post-schar-school-poll-of-parents/f7552bde-6f87-4e1a-83a2-268953720ff5/?itid=lk_inline_manual_1\"> polls have found\u003c/a>, Black and Hispanic parents were far more likely than white parents to say their children were all remote — 65% for Black parents, 57% for Hispanic parents and 38% for white parents.\u003c/p>\n\u003cp>In a sign of the disruptions that have become routine this school year, 43% of parents said that they had switched among virtual, in-person or hybrid since the previous fall.\u003c/p>\n\u003cp>It has been \"a bit of a journey, to put it mildly,\" said Nick Ehrenberg, a father of two in Minneapolis who was one of the parents polled. School for his children has shifted back and forth between virtual, hybrid, and virtual again due to closures and quarantine. It has been full time, in person for just the past few weeks.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>My kid is doing fine, but we want help \u003c/strong>\u003c/p>\n\u003cp>However their children were attending school, 48% of parents agreed that \"I am worried that my child will be behind when the pandemic is over.\" (In this question, as with others in the poll, there were not significant differences in the responses by race or ethnicity).\u003c/p>\n\u003cp>Yet when asked to pinpoint their areas of concern, robust majorities of parents actually judged their kids to be on track, or even ahead of schedule: in math and science, reading and writing, mental health and emotional well-being, and socialization and communication skills.\u003c/p>\n\u003cp>Considering their relatively positive outlook on children's development across these areas, it may not be surprising that parents give high marks overall to their kids' schools — 79% said \"My child's school has handled the pandemic well,\" and 82% said their schools had clearly communicated during the year.\u003c/p>\n\u003cp>When it came to specific concerns, slightly more parents were concerned about socialization and communication skills (22%) vs. academic skills (17% worried about reading and writing and 19% about math).\u003c/p>\n\u003cp>Susan Hom has a teenage son who is attending school online and lives in Poughkeepsie, N.Y., where he socializes with a neighbor outside and with friends online over video games. She says she's concerned about the \"lack of peer social interaction and also, peer learning. I think they could learn a lot from their peers if they're in the same classroom together.\"\u003c/p>\n\u003cp>The biggest area of concern among those NPR/Ipsos asked about was \"time management,\" and even there, just 1 in 4 parents say kids are behind.\u003c/p>\n\u003cp>\"There was some procrastination at times going on, where some things just didn't get done right away, and we had to kind of catch up,\" said Nick Ehrenberg in Minneapolis. He said his second-grader and kindergartner were learning from home, with himself usually supervising while also working from home.\u003c/p>\n\u003cp>Still, he said he was not too concerned about his children's progress. \"I consider myself privileged and lucky for that.\"\u003c/p>\n\u003cp>\u003cstrong>Full time, in person — or remote indefinitely\u003c/strong>\u003c/p>\n\u003cp>Looking ahead, precisely three-quarters of parents polled expect their children's schools to open full time in person next fall. And about half of those whose children now attend hybrid or remotely expect those schools to open full time in person as soon as teachers are fully vaccinated. President Biden has talked frequently about teacher vaccination and recently directed all states to \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/03/02/973030394/biden-says-u-s-will-have-vaccine-supply-for-all-adults-by-may-prioritizes-teache\">prioritize educators \u003c/a>for the shots this month.\u003c/p>\n\u003cp>However, full-time learning might prove a difficult milestone to reach unless Centers for Disease Control and Prevention guidelines are altered, cases plummet, or schools receive a large infusion of money. Current \u003ca href=\"https://www.npr.org/2021/02/19/969467560/if-schools-follow-cdc-guidance-bidens-reopening-goals-could-be-hard-to-reach?live=1\">CDC guidelines recommend\u003c/a> 6 feet of distance between students, which is only possible with hybrid scheduling, given the size of most classrooms today.\u003c/p>\n\u003cp>On the other hand, fully 29% of parents told us they were likely to stick with remote learning indefinitely. That included about half of the parents who are currently enrolled in remote learning.\u003c/p>\n\u003cp>Perhaps in response to this interest, many schools, states and districts are looking at continuing to offer a remote public school option, districtwide or even statewide to make it more efficient. School districts as diverse as \u003ca href=\"https://www.wccusd.net/site/default.aspx?PageType=3&DomainID=1&ModuleInstanceID=26537&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=88474&PageID=1\">West Contra\u003c/a> \u003ca href=\"https://www.wccusd.net/site/default.aspx?PageType=3&DomainID=1&ModuleInstanceID=26537&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=88474&PageID=1\">Costa Unified\u003c/a> and \u003ca href=\"https://www.cnusd.k12.ca.us/c_n_u_s_d_c_o_n_n_e_c_t_i_o_n/connection_newsletter_1-22-2021\">Riverside \u003c/a>in California,\u003ca href=\"https://www.parkwayschools.net/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=63&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=73038&PageID=1\"> suburban St. Louis\u003c/a> and \u003ca href=\"https://rlp.lps.org/\">Lincoln, Neb., \u003c/a>all say they're offering districtwide virtual schools next year. A Rand Corp. survey found that about \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA956-1.html\">1 in 5 district\u003c/a>s are considering it. This could end up being the most significant change in education to extend beyond the pandemic.\u003c/p>\n\u003cp>America Velez, a mother of five in St. Cloud, Fla., says a virtual school is her preferred option for her daughter. \"It's a charter school within Florida, they pretty much stick to the state guidelines. So their teachers, again, have been phenomenal,\" she said. \"But then again, it's been a program that's been around for many years. So very different than ... something that pretty much was thrown together because of COVID.\"\u003c/p>\n\u003cp>\u003cstrong>Personalize my learning, and maybe summer school? \u003c/strong>\u003c/p>\n\u003cp>We asked parents about some of the \u003ca href=\"https://www.npr.org/2021/02/08/964524688/keep-schools-open-all-summer-and-other-bold-ideas-to-help-kids-catch-up\">various recovery ideas\u003c/a> that education leaders have proposed as a way of addressing the disrupted learning, as well as the emotional hardships of the pandemic itself. Most were fans.\u003c/p>\n\u003cp>Around 4 in 5 expected their own children would benefit from each of the following: \"individualized, detailed assessment,\" \"social and emotional wellness programs,\" \"one-on-one tutoring\" and \"better software-based practice programs.\" Across the board, Black and Hispanic parents saw even more potential benefits from these interventions.\u003c/p>\n\u003cp>\"It would be nice if the school would offer some after-school tutoring ... but we may not get informed about it because their grades are fine,\" said Travis Hall, father to a 10-year-old and 13-year-old in Brownstown, Mich.\u003c/p>\n\u003cp>And more than 4 in 5 parents support additional help for students in special education.\u003c/p>\n\u003cp>Kevin LaJuan Godley in San Antonio, Texas, has a 16-year-old daughter with some special needs. Though he says that remote learning has helped her stay focused in school, she has less consistent access to an aide. \"Out of class, when she's learning from home, sometimes she gets it, sometimes she doesn't. She doesn't get [support] when she needs it.\"\u003c/p>\n\u003cp>Extra learning time was the least popular option presented. When we asked if their children would benefit from \"additional school days or extended-day programs,\" 43% said they expected a \"large\" or \"moderate\" benefit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Just over half said they were in support of summer school as a policy. Travis Hall said he'd support some kind of summer program, but he'd prefer it be an enrichment program, such as building a robot or writing a graphic novel. \"Just something else that was more entertaining than just, 'here's the book we're going to study.' When it's 75 degrees and sunny outside, that's not going to work.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=NPR%2FIpsos+Poll%3A+Nearly+One-Third+Of+Parents+May+Stick+With+Remote+Learning&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy",
"title": "Millions Of Kids Learn English At School. Teaching Them Remotely Hasn't Been Easy",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>A year ago, the kindergartners learning English in Tanya Gan Lim's class were thriving. Back then, she'd bring in props and pictures to help her students learn the language and sound out words. Then she'd lavish them with praise, even if they stumbled, to build their confidence.\u003c/p>\n\u003cp>Lim teaches in Prince George's County Public Schools, just outside Washington, D.C. She is used to planning every minute of class, but that's harder to do now that class time is punctuated with frozen screens, garbled audio and children wandering away from the camera. Sometimes, her kindergartners don't have supplies. On a recent morning, Lim tells her class it's time for a writing exercise, and a little boy interrupts.\u003c/p>\n\u003cp>\"I need my book,\" he says plaintively. \"My mommy didn't bring it.\"\u003c/p>\n\u003cp>Needless to say, Lim's job teaching English has gotten a lot harder during the pandemic. How much harder? Lim laughs and says she can't quantify it. \"Maybe 10 times?\"\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgf.asp\">Five million\u003c/a> children in the U.S. rely on public schools to teach them English, and those kids have been hard hit by online schooling. Children learning English are more likely\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3290413/\"> to struggle in school and drop out, and\u003c/a> school districts in several states, including\u003ca href=\"https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/BVYM7659CD8F/%24file/Opening%20Schls%20Recovery%20Ed%20201203%20PPT.pdf\"> Maryland\u003c/a>,\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/BVJV847F7247/%24file/Q1%20Marks%20Rpt%20-%20v6%20lzh.pdf\"> Virginia\u003c/a> and\u003ca href=\"https://ca-times.brightspotcdn.com/e8/56/ea7c2fcb4e2da92db8bf436960f9/board-presentation-reopening.pdf\"> California\u003c/a>, already have data showing these students are falling further behind.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Among the challenges: There are \u003ca href=\"https://www2.ed.gov/rschstat/eval/title-iii/180414.pdf\">fewer resources\u003c/a> for teaching English learners remotely, and many English learners are less likely to have access to technology. Even in a school district like Prince George's, which has distributed free devices and mobile Wi-Fi units, these children may not have support at home to navigate technology.\u003c/p>\n\u003cp>Lim, a former English learner herself, says it is harder to build relationships and engage her students virtually. It's not like last year, when she saw them in the hallway or during lunch duty.\u003c/p>\n\u003cp>\"This year, I only get to interact with my class for 30 minutes and then we log out and that's it,\" Lim says.\u003c/p>\n\u003cp>When children are learning another language, she says, it's important for them to see nuances of communication, such as facial expressions and other non-verbal signs. But those are also harder to make out on a screen.\u003c/p>\n\u003cp>And Lim worries about her students when they go to their regular, online classes for the rest of the day. \"In the mainstream classrooms, they feel shy, they don't want to talk, they don't want to make mistakes,\" she says.\u003c/p>\n\u003cp>Ninth-grader Jimmy is self-conscious about his English skills. When he first moved to Prince George's from El Salvador, he knew just three phrases in English: \"Hello. How are you? Nice to meet you.\" (We aren't using Jimmy's last name to protect his privacy.)\u003c/p>\n\u003cp>Last year, when school was in-person, he said some kids picked on him because he didn't speak English well.\u003c/p>\n\u003cp>But he tried really hard, and he made a new friend who helped him with words he didn't understand. \"He's like my brother to me. He helped me a lot,\" Jimmy said.\u003c/p>\n\u003cp>Now with his school closed, Jimmy only sees his friend in his online class. And he's sometimes afraid to speak up, worried about what his classmates will think of his English.\u003c/p>\n\u003cp>\"Having one friend who speaks English well is a very, very good predictor of your grades,\" says Marcelo Suárez-Orozco, who has spent years researching immigrant youth. Now the chancellor of the University of Massachusetts Boston, Suarez-Orozco previously co-authored a study with his wife about the process of learning English.\u003c/p>\n\u003cp>\"Very few youth in our study could say they had one friend who was an English dominant speaker.\"\u003c/p>\n\u003cp>Those friendships have been even harder to foster in the age of social distancing.\u003c/p>\n\u003cp>Teachers worry students like Jimmy aren't hearing even casual English on the playground or at the bus stop. Many live in neighborhoods where they don't hear English spoken at all. That doesn't only impact students, for whom English can be a way to fit in — it can also affect families who rely on children's English skills.\u003c/p>\n\u003cp>Lim, the kindergarten teacher, has tried to adapt her lesson plans for remote learning. One new feature is a scavenger hunt in which she asks students to show the class one of their favorites things — she laughs out loud when one kindergartener drags a big plant in front of his computer screen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Lim still worries about her students, but says she's trying to accept there are some things that are out of her control. And she hopes to see at least some of them in April, when Prince George's schools are \u003ca href=\"https://www.washingtonpost.com/local/education/prince-georges-county-schools-reopen/2021/02/17/a153b876-7123-11eb-93be-c10813e358a2_story.html\">set to reopen\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Millions+Of+Kids+Learn+English+At+School.+Teaching+Them+Remotely+Hasn%27t+Been+Easy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A year ago, the kindergartners learning English in Tanya Gan Lim's class were thriving. Back then, she'd bring in props and pictures to help her students learn the language and sound out words. Then she'd lavish them with praise, even if they stumbled, to build their confidence.\u003c/p>\n\u003cp>Lim teaches in Prince George's County Public Schools, just outside Washington, D.C. She is used to planning every minute of class, but that's harder to do now that class time is punctuated with frozen screens, garbled audio and children wandering away from the camera. Sometimes, her kindergartners don't have supplies. On a recent morning, Lim tells her class it's time for a writing exercise, and a little boy interrupts.\u003c/p>\n\u003cp>\"I need my book,\" he says plaintively. \"My mommy didn't bring it.\"\u003c/p>\n\u003cp>Needless to say, Lim's job teaching English has gotten a lot harder during the pandemic. How much harder? Lim laughs and says she can't quantify it. \"Maybe 10 times?\"\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgf.asp\">Five million\u003c/a> children in the U.S. rely on public schools to teach them English, and those kids have been hard hit by online schooling. Children learning English are more likely\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3290413/\"> to struggle in school and drop out, and\u003c/a> school districts in several states, including\u003ca href=\"https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/BVYM7659CD8F/%24file/Opening%20Schls%20Recovery%20Ed%20201203%20PPT.pdf\"> Maryland\u003c/a>,\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/BVJV847F7247/%24file/Q1%20Marks%20Rpt%20-%20v6%20lzh.pdf\"> Virginia\u003c/a> and\u003ca href=\"https://ca-times.brightspotcdn.com/e8/56/ea7c2fcb4e2da92db8bf436960f9/board-presentation-reopening.pdf\"> California\u003c/a>, already have data showing these students are falling further behind.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Among the challenges: There are \u003ca href=\"https://www2.ed.gov/rschstat/eval/title-iii/180414.pdf\">fewer resources\u003c/a> for teaching English learners remotely, and many English learners are less likely to have access to technology. Even in a school district like Prince George's, which has distributed free devices and mobile Wi-Fi units, these children may not have support at home to navigate technology.\u003c/p>\n\u003cp>Lim, a former English learner herself, says it is harder to build relationships and engage her students virtually. It's not like last year, when she saw them in the hallway or during lunch duty.\u003c/p>\n\u003cp>\"This year, I only get to interact with my class for 30 minutes and then we log out and that's it,\" Lim says.\u003c/p>\n\u003cp>When children are learning another language, she says, it's important for them to see nuances of communication, such as facial expressions and other non-verbal signs. But those are also harder to make out on a screen.\u003c/p>\n\u003cp>And Lim worries about her students when they go to their regular, online classes for the rest of the day. \"In the mainstream classrooms, they feel shy, they don't want to talk, they don't want to make mistakes,\" she says.\u003c/p>\n\u003cp>Ninth-grader Jimmy is self-conscious about his English skills. When he first moved to Prince George's from El Salvador, he knew just three phrases in English: \"Hello. How are you? Nice to meet you.\" (We aren't using Jimmy's last name to protect his privacy.)\u003c/p>\n\u003cp>Last year, when school was in-person, he said some kids picked on him because he didn't speak English well.\u003c/p>\n\u003cp>But he tried really hard, and he made a new friend who helped him with words he didn't understand. \"He's like my brother to me. He helped me a lot,\" Jimmy said.\u003c/p>\n\u003cp>Now with his school closed, Jimmy only sees his friend in his online class. And he's sometimes afraid to speak up, worried about what his classmates will think of his English.\u003c/p>\n\u003cp>\"Having one friend who speaks English well is a very, very good predictor of your grades,\" says Marcelo Suárez-Orozco, who has spent years researching immigrant youth. Now the chancellor of the University of Massachusetts Boston, Suarez-Orozco previously co-authored a study with his wife about the process of learning English.\u003c/p>\n\u003cp>\"Very few youth in our study could say they had one friend who was an English dominant speaker.\"\u003c/p>\n\u003cp>Those friendships have been even harder to foster in the age of social distancing.\u003c/p>\n\u003cp>Teachers worry students like Jimmy aren't hearing even casual English on the playground or at the bus stop. Many live in neighborhoods where they don't hear English spoken at all. That doesn't only impact students, for whom English can be a way to fit in — it can also affect families who rely on children's English skills.\u003c/p>\n\u003cp>Lim, the kindergarten teacher, has tried to adapt her lesson plans for remote learning. One new feature is a scavenger hunt in which she asks students to show the class one of their favorites things — she laughs out loud when one kindergartener drags a big plant in front of his computer screen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Lim still worries about her students, but says she's trying to accept there are some things that are out of her control. And she hopes to see at least some of them in April, when Prince George's schools are \u003ca href=\"https://www.washingtonpost.com/local/education/prince-georges-county-schools-reopen/2021/02/17/a153b876-7123-11eb-93be-c10813e358a2_story.html\">set to reopen\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Millions+Of+Kids+Learn+English+At+School.+Teaching+Them+Remotely+Hasn%27t+Been+Easy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Home Visits, Deliveries and Care Can Help Students Who've Disappeared From Online Learning",
"title": "Home Visits, Deliveries and Care Can Help Students Who've Disappeared From Online Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>When Dirigo High School, in western Maine, moved to remote learning for a few weeks last fall, sophomore Mason Ducharme started falling behind. And without athletics, he lost any motivation to keep his grades up.\u003c/p>\n\u003cp>\"I just didn't do anything, I just sat in my room all day,\" he said. \"And I didn't do any work. I didn't attend any classes.\"\u003c/p>\n\u003cp>Many school districts across the country have reported big drop-offs in attendance as they've shifted to remote learning. Some students, like Ducharme, dropped off the map entirely.\u003c/p>\n\u003cp>In response, some schools have been calling, texting and even knocking on doors to try to connect with students.\u003c/p>\n\u003cp>\"It's a battle, for sure,\" says Dirigo High School principal Pam Doyen. \"When they choose to be virtual, and then don't Zoom into classes. And it's hard to find them sometimes.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Doyen says after just a few weeks of classes this fall, the school saw that dozens of students had \"disappeared,\" meaning they weren't showing up to remote Zoom classes or responding to communication. She says the school formed a small group to get them back on track.\u003c/p>\n\u003cp>\"We've done calls, texts, emails, home visits, home delivery of materials,\" Doyen said. \"We've scheduled multiple parent meetings, including evening hours, that work best for parents to talk about, 'Your kid's not showing up for their Zooms.' \"\u003c/p>\n\u003ch2>\u003cstrong>Going from doorstep to doorstep\u003c/strong>\u003c/h2>\n\u003cp>And even though the home visits may only take a few minutes, administrators say they've become a critical tool for keeping students connected to school.\u003c/p>\n\u003cp>Doyen says the school worked to connect families with basic needs, like heating assistance, and began making deliveries last fall to get them food.\u003c/p>\n\u003cp>Early on a recent chilly morning, Dirigo teacher Rachel Buck drove around the school district, her car loaded up with boxes of school materials and canned goods.\u003c/p>\n\u003cp>Buck wasn't scheduled to teach for another two hours, but as the district's remote learning coordinator, she went from doorstep to doorstep, distributing supplies to students she hadn't seen in-person for weeks or months.\u003c/p>\n\u003cp>It was during the first few deliveries last fall that Buck says she already noticed that a quick face-to-face interaction helped families to trust her, and made it easier to work together to get their children to show up to class.\u003c/p>\n\u003cp>\"So these deliveries, whatever way districts are able to reach out and connect with their families, and their community, it is putting action behind the words, 'I care about your kids' education,' \" Buck said. \"It's a way to concretely look at it and say, 'Yeah, they do care. They really do.' \"\u003c/p>\n\u003cp>\u003cstrong>Knowing that teachers care \u003c/strong>\u003c/p>\n\u003cp>Administrators acknowledge that the texts and visits haven't fixed everything, but their list of students who've \"disappeared\" has gone from a few dozen this fall to just a handful now.\u003c/p>\n\u003cp>After getting bombarded with texts and phone calls, Ducharme finally met with his teachers. He got back to work and is now mostly caught up.\u003c/p>\n\u003cp>\"I'm very thankful to have them,\" he said. \"And having them reach out and say, 'We care about you. We really want you to succeed in life. We want you to be here.'\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ducharme said he doesn't want to miss class now. He knows that if he does slack off, his teachers will hunt him down again.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 Maine Public. To see more, visit \u003ca href=\"https://mainepublic.org\">Maine Public\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+Knock+On+Doors+Looking+For+Students+Who%27ve+Disappeared+From+Online+Learning&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Dirigo High School, in western Maine, moved to remote learning for a few weeks last fall, sophomore Mason Ducharme started falling behind. And without athletics, he lost any motivation to keep his grades up.\u003c/p>\n\u003cp>\"I just didn't do anything, I just sat in my room all day,\" he said. \"And I didn't do any work. I didn't attend any classes.\"\u003c/p>\n\u003cp>Many school districts across the country have reported big drop-offs in attendance as they've shifted to remote learning. Some students, like Ducharme, dropped off the map entirely.\u003c/p>\n\u003cp>In response, some schools have been calling, texting and even knocking on doors to try to connect with students.\u003c/p>\n\u003cp>\"It's a battle, for sure,\" says Dirigo High School principal Pam Doyen. \"When they choose to be virtual, and then don't Zoom into classes. And it's hard to find them sometimes.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Doyen says after just a few weeks of classes this fall, the school saw that dozens of students had \"disappeared,\" meaning they weren't showing up to remote Zoom classes or responding to communication. She says the school formed a small group to get them back on track.\u003c/p>\n\u003cp>\"We've done calls, texts, emails, home visits, home delivery of materials,\" Doyen said. \"We've scheduled multiple parent meetings, including evening hours, that work best for parents to talk about, 'Your kid's not showing up for their Zooms.' \"\u003c/p>\n\u003ch2>\u003cstrong>Going from doorstep to doorstep\u003c/strong>\u003c/h2>\n\u003cp>And even though the home visits may only take a few minutes, administrators say they've become a critical tool for keeping students connected to school.\u003c/p>\n\u003cp>Doyen says the school worked to connect families with basic needs, like heating assistance, and began making deliveries last fall to get them food.\u003c/p>\n\u003cp>Early on a recent chilly morning, Dirigo teacher Rachel Buck drove around the school district, her car loaded up with boxes of school materials and canned goods.\u003c/p>\n\u003cp>Buck wasn't scheduled to teach for another two hours, but as the district's remote learning coordinator, she went from doorstep to doorstep, distributing supplies to students she hadn't seen in-person for weeks or months.\u003c/p>\n\u003cp>It was during the first few deliveries last fall that Buck says she already noticed that a quick face-to-face interaction helped families to trust her, and made it easier to work together to get their children to show up to class.\u003c/p>\n\u003cp>\"So these deliveries, whatever way districts are able to reach out and connect with their families, and their community, it is putting action behind the words, 'I care about your kids' education,' \" Buck said. \"It's a way to concretely look at it and say, 'Yeah, they do care. They really do.' \"\u003c/p>\n\u003cp>\u003cstrong>Knowing that teachers care \u003c/strong>\u003c/p>\n\u003cp>Administrators acknowledge that the texts and visits haven't fixed everything, but their list of students who've \"disappeared\" has gone from a few dozen this fall to just a handful now.\u003c/p>\n\u003cp>After getting bombarded with texts and phone calls, Ducharme finally met with his teachers. He got back to work and is now mostly caught up.\u003c/p>\n\u003cp>\"I'm very thankful to have them,\" he said. \"And having them reach out and say, 'We care about you. We really want you to succeed in life. We want you to be here.'\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ducharme said he doesn't want to miss class now. He knows that if he does slack off, his teachers will hunt him down again.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 Maine Public. To see more, visit \u003ca href=\"https://mainepublic.org\">Maine Public\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+Knock+On+Doors+Looking+For+Students+Who%27ve+Disappeared+From+Online+Learning&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">From personal health concerns to worries about \u003c/span>\u003ca href=\"https://www.npr.org/2020/12/29/948866982/a-quiet-and-unsettling-pandemic-toll-students-whove-fallen-off-the-grid\">\u003cspan style=\"font-weight: 400\">students who’ve fallen off the grid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the toll of teaching during the coronavirus pandemic can be immense. Many educators say their schools have done \u003c/span>\u003ca href=\"https://padlet.com/sheathescholar/ananonymousteacher\">\u003cspan style=\"font-weight: 400\">little to lighten the load\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not everywhere, though. In a MindShift survey this fall, some of our newsletter subscribers described structural changes at their schools that were making the year more manageable, such as shorter class periods or having one day per week devoted to teacher planning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Principal \u003c/span>\u003ca href=\"https://twitter.com/sbgillam\">\u003cspan style=\"font-weight: 400\">Sarah Gillam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of West Valley High School in Fairbanks, Alaska, was among those who responded to the survey. In a typical year, her school operates on a six-period schedule, with students changing classes after the first semester. This year, students are taking three classes at a time for just one quarter. Student feedback drove the change, Gillam said. In a survey last spring, students resoundingly reported that six daily virtual classes was overwhelming. So faculty and staff devised the quarter system, along with other adjustments, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>A shortened instructional day\u003c/b>\u003cspan style=\"font-weight: 400\"> — Students start at 9:15 a.m. instead of 7:45 a.m.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>A common prep period for teachers\u003c/b>\u003cspan style=\"font-weight: 400\"> — This 60-minute period occurs before the student day.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>An additional section of classes for each teacher\u003c/b>\u003cspan style=\"font-weight: 400\"> — Since the prep periods occur before students begin, there’s no prep period during the student day. Gillam said this change was made with the need for physical distancing when in-person schooling begins, and it brought class sizes down to around 25, compared to the usual 30.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When civics teacher \u003c/span>\u003ca href=\"https://twitter.com/Alaska_TOY2020\">\u003cspan style=\"font-weight: 400\">Amy Gallaway\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> heard about the proposed changes, her first reaction was relief. Trying to recreate brick-and-mortar school for seven hours per day online was “untenable” for both students and teachers, she said. But after relief came something else: “What was that feeling? Trepidation.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallaway, who is Alaska’s \u003c/span>\u003ca href=\"https://education.alaska.gov/recognitionprograms/TOY\">\u003cspan style=\"font-weight: 400\">2020 Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that she wondered “Can I do this, and can I do it well enough that my students learn something really meaningful and their time isn't wasted?” Toni Hawkins, a math teacher at West Valley, alighted on those questions more quickly. “With math, you can't really go onto the next concept until you've really solidified what the previous one was,” she said. “So I got really nervous about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins joined a committee to help redesign core math courses for the fall, and Gallaway got busy reinventing her U.S. government course. After two quarters, both teachers said the compressed schedule is full of challenges, yet holds benefits beyond reducing student and teacher \u003c/span>\u003cspan style=\"font-weight: 400\">overwhelm. It also has led to increased emphasis on higher-order thinking, more connection with individual students and an opportunity to make bold changes.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Math and metacognition\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the summer, Hawkins worked with other teachers to distill their Algebra I sequence to the essentials. Statistics, for instance, is usually a stand-alone unit, so it got the boot. And while students normally learn to solve systems of equations through multiple methods, this year they might only learn one. Hawkins said the teachers created a document of suggested changes that served as both a guide for colleagues and a record for future years to know \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\">what was missed\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\">That was just the start. Hawkins had other adjustments to make. To \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-how-to-assess-students-math-skills-remotely/2020/05\">\u003cspan style=\"font-weight: 400\">avoid online cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she scrapped her standards-based assessments and created one assignment per standard, with different weights based on the work involved. She said this move pushed her to limit procedural questions — which students can solve with Snapchat and other apps — and prioritize tasks that required students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">explain their mathematical thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When her classes learned to write equations of lines, for example, Hawkins assigned a project called \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56566/what-it-looks-like-when-students-share-and-revise-rough-drafts-in-math-class\">\u003cspan style=\"font-weight: 400\">“My Favorite Mistake.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> At the start of the week, she told students they’d be diving into a complicated skill, and she asked them to note the steps they found tricky. At the end of the week, the students created Flipgrid videos describing their mistake and how they resolved it. Though Hawkins worries about retention with students only taking math for one quarter, she hopes that this increased focus on metacognitive skills will mitigate the issue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although eliminating tests saved some time, Hawkins noticed that the lack of discrete units made it harder for students to connect the dots between topics. So she shifted assignment deadlines from the start of class to the end of the day. That gave students the class period and office hours to get more help. It also gave her a better pulse on students’ confidence with the latest topic. If most students turned in an assignment before class, she moved forward. If they didn’t, she took more time for review.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With one quarter under their belt, Hawkins said her quarter two students “were a lot more savvy about what they needed to do right off the bat.” But by early December, their energy was flagging. “There’s more kids who are just like, ‘Uh! I just can't do it anymore,’” she said. “So I find myself being more of a cheerleader and trying to keep their interests up.”\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/sbgillam/status/1299400144668950529\u003c/p>\n\u003ch1>\u003cb>Freedom to experiment\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Gallaway prepared to condense her U.S. government curriculum, she asked herself a basic question: why do I teach? The answer — “to create empowered and engaged citizens who can go out and change the world” — led her to abandon her familiar routine of six units lasting two or three weeks. Instead, she envisioned the class like a figure eight, with students using key skills, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/media-literacy\">\u003cspan style=\"font-weight: 400\">media literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and constitutional analysis, to “constantly move and spiral” around two topics: foundations of government and current events.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though daunting, Gallaway said reimagining the course also gave her freedom to experiment with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56255/the-endless-but-joyful-work-of-creating-anti-racist-education\">\u003cspan style=\"font-weight: 400\">anti-racist teaching practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the wake of the country’s latest racial reckoning, she wanted students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56141/im-willing-to-fight-for-america-5-student-activists-on-protesting-for-change\">\u003cspan style=\"font-weight: 400\">engage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deeply with issues of identity, power and oppression. To do so, throughout the quarter, she asked students to respond to recurring questions on those themes, drawn from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">the work of scholar Gholdy Muhammad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I don't have that luxury to fall back on what I usually do,” Gallaway said. “So I've been able to integrate that a lot better.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallaway didn’t make those changes alone. She said that having a common prep period every day enabled West Valley teachers to collaborate within and across departments more than in the past. Social studies and English teachers, for instance, used that time to tackle shared challenges, such as how to facilitate fishbowl discussions, debates and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online\">\u003cspan style=\"font-weight: 400\">student dialogues online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another gift of the schedule was being responsible for fewer students at a time. Gallaway normally has about 125 students per semester. With quarters, she has 60. “It allows me to know students better, get back graded work more quickly, and more easily personalize learning,” she said. “Small class size has been a veritable dream.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge, Gallaway said, is for teachers to strike a balance between bare-bones and jam-packed courses. She’s heard from students who were disappointed about certain activities or content being skipped in her class while at the same time feeling saddled with hours of homework in other courses. Despite those complaints, Gallaway said that most students reported loving being able to focus on just three classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">West Valley completed its second fully remote quarter before winter break. The district is \u003c/span>\u003ca href=\"https://www.k12northstar.org/site/default.aspx?PageType=3&DomainID=33&ModuleInstanceID=19355&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=643334&PageID=59\">\u003cspan style=\"font-weight: 400\">planning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for high school students to have the option to \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/an-early-honeymoon-for-miguel-cardona-could-be-tested-by-bidens-push-to-reopen-schools/2020/12\">\u003cspan style=\"font-weight: 400\">return to in-person classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in February. Gillam, the principal, said the same daily and quarterly schedule will continue for the rest of the year.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Gallaway, the schedule is imperfect, but given the imperfect reality of pandemic schooling, the best option. “I think six classes a day — it would just pummel students.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">From personal health concerns to worries about \u003c/span>\u003ca href=\"https://www.npr.org/2020/12/29/948866982/a-quiet-and-unsettling-pandemic-toll-students-whove-fallen-off-the-grid\">\u003cspan style=\"font-weight: 400\">students who’ve fallen off the grid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the toll of teaching during the coronavirus pandemic can be immense. Many educators say their schools have done \u003c/span>\u003ca href=\"https://padlet.com/sheathescholar/ananonymousteacher\">\u003cspan style=\"font-weight: 400\">little to lighten the load\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not everywhere, though. In a MindShift survey this fall, some of our newsletter subscribers described structural changes at their schools that were making the year more manageable, such as shorter class periods or having one day per week devoted to teacher planning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Principal \u003c/span>\u003ca href=\"https://twitter.com/sbgillam\">\u003cspan style=\"font-weight: 400\">Sarah Gillam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of West Valley High School in Fairbanks, Alaska, was among those who responded to the survey. In a typical year, her school operates on a six-period schedule, with students changing classes after the first semester. This year, students are taking three classes at a time for just one quarter. Student feedback drove the change, Gillam said. In a survey last spring, students resoundingly reported that six daily virtual classes was overwhelming. So faculty and staff devised the quarter system, along with other adjustments, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>A shortened instructional day\u003c/b>\u003cspan style=\"font-weight: 400\"> — Students start at 9:15 a.m. instead of 7:45 a.m.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>A common prep period for teachers\u003c/b>\u003cspan style=\"font-weight: 400\"> — This 60-minute period occurs before the student day.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>An additional section of classes for each teacher\u003c/b>\u003cspan style=\"font-weight: 400\"> — Since the prep periods occur before students begin, there’s no prep period during the student day. Gillam said this change was made with the need for physical distancing when in-person schooling begins, and it brought class sizes down to around 25, compared to the usual 30.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When civics teacher \u003c/span>\u003ca href=\"https://twitter.com/Alaska_TOY2020\">\u003cspan style=\"font-weight: 400\">Amy Gallaway\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> heard about the proposed changes, her first reaction was relief. Trying to recreate brick-and-mortar school for seven hours per day online was “untenable” for both students and teachers, she said. But after relief came something else: “What was that feeling? Trepidation.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallaway, who is Alaska’s \u003c/span>\u003ca href=\"https://education.alaska.gov/recognitionprograms/TOY\">\u003cspan style=\"font-weight: 400\">2020 Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that she wondered “Can I do this, and can I do it well enough that my students learn something really meaningful and their time isn't wasted?” Toni Hawkins, a math teacher at West Valley, alighted on those questions more quickly. “With math, you can't really go onto the next concept until you've really solidified what the previous one was,” she said. “So I got really nervous about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins joined a committee to help redesign core math courses for the fall, and Gallaway got busy reinventing her U.S. government course. After two quarters, both teachers said the compressed schedule is full of challenges, yet holds benefits beyond reducing student and teacher \u003c/span>\u003cspan style=\"font-weight: 400\">overwhelm. It also has led to increased emphasis on higher-order thinking, more connection with individual students and an opportunity to make bold changes.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Math and metacognition\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the summer, Hawkins worked with other teachers to distill their Algebra I sequence to the essentials. Statistics, for instance, is usually a stand-alone unit, so it got the boot. And while students normally learn to solve systems of equations through multiple methods, this year they might only learn one. Hawkins said the teachers created a document of suggested changes that served as both a guide for colleagues and a record for future years to know \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\">what was missed\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\">That was just the start. Hawkins had other adjustments to make. To \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-how-to-assess-students-math-skills-remotely/2020/05\">\u003cspan style=\"font-weight: 400\">avoid online cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she scrapped her standards-based assessments and created one assignment per standard, with different weights based on the work involved. She said this move pushed her to limit procedural questions — which students can solve with Snapchat and other apps — and prioritize tasks that required students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">explain their mathematical thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When her classes learned to write equations of lines, for example, Hawkins assigned a project called \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56566/what-it-looks-like-when-students-share-and-revise-rough-drafts-in-math-class\">\u003cspan style=\"font-weight: 400\">“My Favorite Mistake.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> At the start of the week, she told students they’d be diving into a complicated skill, and she asked them to note the steps they found tricky. At the end of the week, the students created Flipgrid videos describing their mistake and how they resolved it. Though Hawkins worries about retention with students only taking math for one quarter, she hopes that this increased focus on metacognitive skills will mitigate the issue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although eliminating tests saved some time, Hawkins noticed that the lack of discrete units made it harder for students to connect the dots between topics. So she shifted assignment deadlines from the start of class to the end of the day. That gave students the class period and office hours to get more help. It also gave her a better pulse on students’ confidence with the latest topic. If most students turned in an assignment before class, she moved forward. If they didn’t, she took more time for review.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With one quarter under their belt, Hawkins said her quarter two students “were a lot more savvy about what they needed to do right off the bat.” But by early December, their energy was flagging. “There’s more kids who are just like, ‘Uh! I just can't do it anymore,’” she said. “So I find myself being more of a cheerleader and trying to keep their interests up.”\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch1>\u003cb>Freedom to experiment\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Gallaway prepared to condense her U.S. government curriculum, she asked herself a basic question: why do I teach? The answer — “to create empowered and engaged citizens who can go out and change the world” — led her to abandon her familiar routine of six units lasting two or three weeks. Instead, she envisioned the class like a figure eight, with students using key skills, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/media-literacy\">\u003cspan style=\"font-weight: 400\">media literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and constitutional analysis, to “constantly move and spiral” around two topics: foundations of government and current events.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though daunting, Gallaway said reimagining the course also gave her freedom to experiment with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56255/the-endless-but-joyful-work-of-creating-anti-racist-education\">\u003cspan style=\"font-weight: 400\">anti-racist teaching practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the wake of the country’s latest racial reckoning, she wanted students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56141/im-willing-to-fight-for-america-5-student-activists-on-protesting-for-change\">\u003cspan style=\"font-weight: 400\">engage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deeply with issues of identity, power and oppression. To do so, throughout the quarter, she asked students to respond to recurring questions on those themes, drawn from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">the work of scholar Gholdy Muhammad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I don't have that luxury to fall back on what I usually do,” Gallaway said. “So I've been able to integrate that a lot better.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallaway didn’t make those changes alone. She said that having a common prep period every day enabled West Valley teachers to collaborate within and across departments more than in the past. Social studies and English teachers, for instance, used that time to tackle shared challenges, such as how to facilitate fishbowl discussions, debates and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online\">\u003cspan style=\"font-weight: 400\">student dialogues online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another gift of the schedule was being responsible for fewer students at a time. Gallaway normally has about 125 students per semester. With quarters, she has 60. “It allows me to know students better, get back graded work more quickly, and more easily personalize learning,” she said. “Small class size has been a veritable dream.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The biggest challenge, Gallaway said, is for teachers to strike a balance between bare-bones and jam-packed courses. She’s heard from students who were disappointed about certain activities or content being skipped in her class while at the same time feeling saddled with hours of homework in other courses. Despite those complaints, Gallaway said that most students reported loving being able to focus on just three classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">West Valley completed its second fully remote quarter before winter break. The district is \u003c/span>\u003ca href=\"https://www.k12northstar.org/site/default.aspx?PageType=3&DomainID=33&ModuleInstanceID=19355&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=643334&PageID=59\">\u003cspan style=\"font-weight: 400\">planning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for high school students to have the option to \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/an-early-honeymoon-for-miguel-cardona-could-be-tested-by-bidens-push-to-reopen-schools/2020/12\">\u003cspan style=\"font-weight: 400\">return to in-person classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in February. Gillam, the principal, said the same daily and quarterly schedule will continue for the rest of the year.\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\">For Gallaway, the schedule is imperfect, but given the imperfect reality of pandemic schooling, the best option. “I think six classes a day — it would just pummel students.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Lessons Does Special Education Hold for Improving Personalized Learning?",
"title": "What Lessons Does Special Education Hold for Improving Personalized Learning?",
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"content": "\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>On a shelf in her Chicago classroom, third grader Arianna has a thick binder that details her achievements, strengths and goals as a student, along with some revealing information about her personality. It describes her love of guitar and singing and notes that she wants to advance to a higher level in reading and grasp math concepts more quickly. Her sister, Alanni, an eighth grader, has a binder too. It discusses her grades and standardized test scores, as well as her academic goals: to speak up more frequently in math class and read texts more closely.\u003c/p>\n\u003cp>The binders resemble, to a degree, the individualized education programs, or IEPs, that are at the heart of education for students with disabilities. But Arianna and Alanni aren’t special education students. Every child at their pre-K-8 school, Belmont-Cragin, has one of these so-called individual learner profiles. The profiles are part of the school’s embrace of personalized learning, which centers on the belief that a teacher lecturing at the front of a classroom is a bad fit for today’s students. Instead, the thinking goes, students must be encouraged to learn at their own pace, with lessons tailored to their specific aptitudes and needs, often with the aid of technology.\u003c/p>\n\u003cp>Personalized learning has, in recent years, become one of the most talked-about trends in education. Fueled by donations from Silicon Valley philanthropists, the instructional approach has spread to classrooms around the country and more than \u003ca href=\"https://www.ncld.org/personalized-learning/state-landscape\">40 states are exploring it in some form\u003c/a>. As education leaders cast about for solutions to the performance gaps exacerbated by the coronavirus pandemic, some are hitting upon the idea that more personalized methods could help schools better serve students who’ve had wildly different experiences with education this year. In the process, they are finding inspiration in special education, which, since the 1975 passage of what’s now known as the federal Individuals with Disabilities Education Act, has promised students with disabilities special services and accommodations to help them learn at their full potential.\u003c/p>\n\u003cp>“Can you imagine the power of an individualized education plan for every student?” Richard Carranza, New York City’s education chancellor, \u003ca href=\"https://ny.chalkbeat.org/2020/12/10/22168384/nyc-schools-covid-learning-loss\">said recently\u003c/a> in discussing his agency’s plans for new tools to help students recover the learning they’ve lost during school closures. “Just think about identifying the explicit skills that students need to work on and the plan that we have to help them achieve a mastery of that explicit skill.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But there are plenty of reasons to be cautious. If anything, special education demonstrates the vast challenges of individualizing education. Tailoring learning to students’ exact needs takes significant resources, teacher training and, ideally, close collaboration with families — something many schools struggle to pull off. While there are limits to comparisons between the two educational approaches — special education is legally mandated and personalized learning is a loosely defined pedagogical philosophy that takes many forms — some of the cracks that have appeared in personalized learning are not unlike those facing special education. Both types of education, for example, require significant resources and trained staff — but often don’t get either. Schools introducing personalized learning have faced criticism for relying on technology to help kids learn at different paces within the same classroom as districts avoid having to drastically scale up their staff; staff shortages have long been \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\">endemic in special education\u003c/a>. Meanwhile, for all the hype around personalized learning, evidence of its success remains scant.\u003c/p>\n\u003cp>“School systems and schools have struggled to deliver on the promise of special education,” said Betheny Gross, associate director of the nonprofit Center on Reinventing Public Education. “It isn’t just a matter of taking the principles of special education and doing them at scale.”\u003c/p>\n\u003cfigure id=\"attachment_57300\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57300\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Students at CICS West Belden often work in small groups or with the help of technology prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At present, roughly 7 million students, or \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14 percent\u003c/a> of public schoolchildren, are enrolled in special education nationwide. As personalized learning advocates push forward with plans to roll out their approach to many more of the nation’s schoolchildren, it’s worth considering how lessons from 45 years of educating students with disabilities might help shape this latest educational experiment.\u003c/p>\n\u003cp>One morning in 2019, close to 40 educators gathered in a commercial building on the Chicago riverfront that houses the offices of LEAP Innovations. LEAP is a nonprofit organization that trains schools and teachers to use personalized learning in their classrooms. The day’s professional development for these Chicago Public Schools teachers, alumni of the program, was a refresher, a way to strengthen their teaching practice, share ideas and return to the classroom newly inspired.\u003c/p>\n\u003cp>Chicago has embraced personalized learning in a big way. In early 2018, Chicago Public Schools and LEAP received $14 million in grants from the Chan Zuckerberg Initiative (CZI) to train teachers and principals on personalizing learning. (CZI is one of The Hechinger Report’s many donors.) The grant funding provided 35 city schools with two-and-a-half years of professional development and instructional coaching through LEAP, plus technology and classroom resources, via the school district’s \u003ca href=\"https://practices.learningaccelerator.org/artifacts/the-chicago-public-schools-elevate-program\">Elevate Program\u003c/a>, which aims to bring personalized learning to 150 Chicago schools by the end of 2021. Concurrently, a portion of the funding went to LEAP to help train principals and teachers at more than 100 Chicago-area schools on personalized learning.\u003c/p>\n\u003cp>After a morning of workshops on topics like helping students puzzle through problems, working in teams and designing learning goals, teachers broke for lunch that day in 2019, gathering around large tables to chat. At one table, the conversation turned to the growing pains of changing course from the traditional “sage on a stage” teaching model, where a teacher holds forth at the front of the classroom while students listen, to a student-focused, personalized model.\u003c/p>\n\u003cp>“We started this process five years ago and all I could think was: ‘Oh my god, this is going to be a nightmare!’ Because I thought this would mean that, on top of everything I was already doing, I’d be creating an IEP for every single student,” said Kathleen Bourret, a teacher at R.H. Lee Elementary, a Pre-K-8 school on Chicago’s southwest side. “I didn’t have the mindset to make this shift. I’ve been teaching for 30 years, and now you’re gonna make me do what?”\u003c/p>\n\u003cp>Bourret’s learning curve when it came to personalized learning is pretty typical for teachers, said Chris Liang-Vergara, who was then serving as LEAP’s chief of learning innovation. And it’s something the people at LEAP try to alleviate by bringing in past cohorts, like that day’s group, to mingle and continue sharing ideas and inspiration.\u003c/p>\n\u003cp>“It’s definitely not always rainbows and sunshine,” said Liang-Vergara. “Keeping that honest and real is important. You don’t say: ‘I’m going to do personalized learning and it’s going to be beautiful.’ There’s a real shift that happens with you as a professional, with your kids in the classroom, and that change process takes time.”\u003c/p>\n\u003cfigure id=\"attachment_57298\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg class=\"size-full wp-image-57298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg\" alt=\"\" width=\"1536\" height=\"1152\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Colleen Collins, school director at CICS West Belden, works with students prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The shift in mindset involves moving away from a teaching model that is centered on curriculum and meeting benchmarks toward being student-centered in ways that demand differentiated instruction based on a child’s interests, strengths, weaknesses and background. Students often work in small groups, with help from a co-teacher, or one-on-one, with lessons fitted to their skills and abilities. In theory, their progress is tracked closely, with their goals and assignments updated continually to meet their needs.\u003c/p>\n\u003cp>Much of this may sound familiar to teachers of special education. As part of their jobs, special education teachers assess students and develop teaching plans based on each student’s skill levels. They teach students as a class and one-on-one or in small groups. They collaborate with school-based service providers such as occupational, physical and speech therapists, in order to cull reams of information and write IEPs that, often, run more than ten double-sided pages, and ideally provide detailed documentation of a child’s strengths, weaknesses and goals.\u003c/p>\n\u003cp>But teachers often come unprepared to do this work, and don’t get the support they need from their schools and districts, in part because special education is \u003ca href=\"https://www.edweek.org/teaching-learning/why-the-feds-still-fall-short-on-special-education-funding/2020/01\">chronically underfunded\u003c/a>. They may struggle to assess students’ abilities and needs, education researchers say, and \u003ca href=\"https://iris.peabody.vanderbilt.edu/module/tchr-ret/cresource/q1/p01/\">turnover\u003c/a> for special education teachers tends to be high. The paperwork involved can be overwhelming. All of this suggests that if personalized learning is to succeed, it must emphasize supporting teachers and investing in their professional development, say education experts.\u003c/p>\n\u003cp>“When you get a master’s degree in special education, do you come out knowing how to teach every single child with every singly kind of disability? Absolutely not,” said Megan Benay, senior national director of data systems and strategy at Great Oaks Charter Schools, a network of charter schools that focuses on preparing kids for college through personalized tutoring. “As far as I see it, the only path forward is to figure out how to invest in our people and invest in the kind of ongoing professional learning that provides practical, applicable research-infused training into the daily practice of our educators. This is hard because the reality of teaching is that you’re on every hour of the day, you’re lesson-planning, you’re calling parents, you’re writing curriculum. Oh, and then you have to figure out how to fit in eating lunch somewhere in there.”\u003c/p>\n\u003cp>Ace Parsi, senior consultant with Equity Journey Partners and the former director of innovation for the National Center for Learning Disabilities, said that if school districts don’t invest in teachers while making the shift to personalized learning, they are bound to fail. “It’s not that educators don’t want to try personalized learning. But it’s a vulnerable feeling when you’re trying to implement this new thing and you’re like: ‘Oh my god, how do I approach this for these students, I just don’t have the skill set to do this’,” he said. “It’s really incumbent on school districts and states to create a professional learning system that meets the educators and empowers them to actually implement personalized learning for all kids.”\u003c/p>\n\u003cfigure id=\"attachment_57296\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Stacy Stewart, principal of Belmont-Cragin Elementary School seen here before the COVID-19 pandemic, credits personalized learning for helping to improve student engagement. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stacy Stewart, principal of Belmont-Cragin, the school on Chicago’s northwest side that Alanni and Arianna attend, has heard teachers make comparisons between personalized learning and the IEPs that drive special education. “My teachers say: ‘It’s almost like all our students have an IEP’ — not formally, of course, but they each do have an individualized plan,” said Stewart. “It’s always evolving; it’s a very living document.”\u003c/p>\n\u003cp>Stewart, though, cautions against drawing too-direct parallels between IEPs and the individual learner profiles her school uses, also known as personalized learning plans. IEPs are rigid legal documents, written not for students so much as for teachers, parents and lawyers. Individual learner profiles, she said, aim to involve parents in their children’s learning but also give students more control over their own education. At her school, students lead learner meetings at least twice a year where they give a presentation to their parents about their progress, goals and challenges. That’s different from IEP meetings, which are led by adults.\u003c/p>\n\u003cp>Stewart embraced personalized learning even before the Chicago school district began to do so. A few years after joining Belmont-Cragin in 2010, she turned to the approach to help close achievement gaps at her school, where the student body is predominantly Hispanic and low-income, and roughly \u003ca href=\"https://schoolinfo.cps.edu/schoolprofile/schooldetails.aspx?SchoolId=609922\">68 percent\u003c/a> of students are English language learners.\u003c/p>\n\u003cp>So far, the results are good. Between the 2015-16 and 2018-19 school years, attainment levels for third through eighth graders on the standardized Measures of Academic Progress test rose from 35 to 65 percent in reading and from 30 to 66 percent in math. Student growth in reading and math was far above average: in the 95th and 98th percentiles, respectively. Between the 2014-15 and 2017-18 school years, teacher retention grew from 60 to 90 percent.\u003c/p>\n\u003cp>At the school, personalized learning has many facets, some of which are reminiscent of special education. One is to involve families in their children’s learning. In special education, under legal mandates, parental input and the recommendations of educators and therapists must receive \u003ca href=\"https://www.understood.org/en/school-learning/special-services/ieps/playing-a-role-in-the-iep-process\">equal consideration\u003c/a>. Stewart said she has found that parental involvement has been key to her students’ learning, because it gives teachers greater insight into their students’ needs and turns parents into partners in their children’s education. But she doesn’t limit it to scheduled meetings in an office.\u003c/p>\n\u003cp>One weekday morning before the pandemic shuttered school buildings, students gathered in an ageing auditorium for their daily morning assembly. One student read morning announcements in English and her partner made the same announcements in Spanish. The audience, a raucous, cheerful gathering of the entire school’s elementary-age students, plus more than a dozen parents, some with toddlers or babies scooting around nearby, greeted each announcement with cheering and hollering.\u003c/p>\n\u003cfigure id=\"attachment_57297\" class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg class=\"size-full wp-image-57297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg\" alt=\"\" width=\"1200\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Before the pandemic, students at Belmont-Cragin often lead morning assemblies, part of an effort by the school to give young people more control over their own learning. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stewart and her team began encouraging parents to join the morning assemblies a few years ago. Her colleagues also started “bring your parent to school” days in which parents were invited into the classroom to see how their kids learned; they created a parent leadership team and trained parent mentors who visited students in classrooms. Before the pandemic, Belmont-Cragin also sent teachers out on “empathy walks,” when they spent an entire day joining students at their homes early in the morning, and traveling with them to school and then back home again to see how evenings unfolded. This was important, Stewart explained, because it helped teachers get a stronger sense of what motivated students and thus, how to better guide them into meaningful learning.\u003c/p>\n\u003cp>Even the classrooms at Belmont-Cragin are personalized to students’ needs. Some have gentler lighting — twinkling holiday lights in lieu of flickering overhead lights. Seating options range from bean bags to structured armchairs; students can choose to study alone in quiet workspaces near a lava lamp or a bubbling fish tank, or in groups at clusters of desks and tables.\u003c/p>\n\u003cp>Gross, of the Center on Reinventing Public Education, said one way in which special education goes awry is by becoming too compliance-oriented, with teachers struggling simply to fulfill the system’s legal and paperwork requirements. “The compliance requirements are intense and numerous and it’s very easy to fall into a compliance mindset,” she said. The schools that succeed in educating kids with disabilities are engaged not simply in following the legal rules but in finding the best way to serve each student; that same spirit will be key to tackling personalized learning, she said.\u003c/p>\n\u003cp>Meanwhile, educators around the country are finding that it’s virtually impossible to do personalized instruction without relying heavily on technology — for good or ill. Otherwise, the burden of having kids learning at different paces within one classroom is too great. “I find it difficult to find a district doing personalized learning where tech is not the top two or three things they’re doing,” said Sean J. Smith, professor of special education at the University of Kansas.\u003c/p>\n\u003cp>“Ideally every student would have a teacher, but that’s simply not a possibility,” said John Pane, a senior scientist at the research organization RAND who has studied personalized learning. “It would be way too costly.” And that’s where tech tools come in, by making it easier for kids to learn at different paces, and focus on different goals, within a single class.\u003c/p>\n\u003cfigure id=\"attachment_57301\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">CICS West Belden uses Summit, an online learning platform that has drawn criticism from some parents who worry about excessive screen time. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>CICS West Belden, a pre-K-8 school not far from Stewart’s elementary that is part of the Chicago International Charter School network, began rethinking its teaching model some six years ago. The school started with an initial push into blended learning, a teaching approach that aims to integrate online with traditional face-to-face learning, said Colleen Collins, the school director. Since then, Collins and her teachers — after receiving several grants, including a $100,000 technology planning grant and a Breakthrough Schools Next Generation Learning Challenges personalized learning grant — began working with LEAP to start personalized learning for each grade level.\u003c/p>\n\u003cp>In an eighth grade science class well before the pandemic hit, students were grouped at a variety of workstations. Some were seated on stools around tall desks, some worked at regular-height tables with traditional classroom chairs, others were on their feet working at standing desks. Each student was bent over a Dell Chromebook using Summit Learning software, a widely used online learning platform developed by the charter network Summit Public Schools with help from Facebook software engineers.\u003c/p>\n\u003cp>Students David Diaz and Emani Torres had been using Summit software at CICS West Belden since sixth grade. They sat side-by-side at a two-person desk facing a bulletin board on the far side of the classroom, each working through different lessons at their own pace. A small yellow rubber duck sat on the desk between them, a stress-buster toy for whenever students need to work out some energy by squeezing something cute. Torres and Diaz described their feelings about using Summit learning software as a sort of love-hate relationship.\u003c/p>\n\u003cp>“I like working independently and I can really go above and beyond,” said Diaz, his eyes glued to his laptop where an article titled “Creating Dramatic Tension” filled the screen.\u003c/p>\n\u003cp>Torres, on the other hand, said she misses a more traditional way of learning. “This is stressful, honestly. It’s so many deadlines and a lot more work,” she said, biting her lower lip. “But, I guess it does keep you engaged.”\u003c/p>\n\u003cp>Alanni, the eighth grader at Belmont-Cragin, which also uses Summit and other online platforms, said she tired of all the time spent in front of a computer. “I do prefer working on paper just because it really hurts my eyes and it makes you sleepy and less motivated when you are on the computer for such a long time,” she said. Alanni said teachers would sometimes accommodate her by printing out lesson plans from the computer program and allowing her to complete the lessons offline.\u003c/p>\n\u003cp>In recent years, Summit has drawn protests from parents and students in places like \u003ca href=\"https://www.ksn.com/news/local/mcpherson-students-protest-against-summit-learning-platform-tuesday-afternoon/\">Kansas\u003c/a>, \u003ca href=\"https://www.washingtonpost.com/education/2018/12/20/why-parents-students-are-protesting-an-online-learning-program-backed-by-mark-zuckerberg-facebook/\">New York City\u003c/a> and \u003ca href=\"https://www.washingtonpost.com/education/2018/11/17/students-protest-zuckerberg-backed-digital-learning-program-ask-him-what-gives-you-this-right/\">Connecticut\u003c/a> who worry about excessive screen time, among other concerns. It remains to be seen how much the pandemic and remote learning will influence students’ and educators’ appetite for screen time and new tech tools that might help students who’ve fallen behind catch up. Smith and other researchers say tech can be good or bad, depending on how schools choose to use it. Technology should supplement, not supplant, the teacher, he said.\u003c/p>\n\u003cp>At CICS West Belden, director Collins said the school never introduces students to new concepts through technology. “The best experience a child will have each day is the interaction with their teachers in small groups tailored to who they are,” she said. “Tech makes a lot of personalized learning possible, it helps us keep a close eye on progress, but it shouldn’t be the main experience students have each day.”\u003c/p>\n\u003cp>Meanwhile, despite the parallels between personalized learning and special education, educators are still trying to unravel how the new approach can effectively serve students with disabilities. The hope is that individualizing education across the board would bring big benefits for students served by special education. By helping educators recognize that there is no such thing as an “average” or “typical” student, and that brain differences are normal, personalized learning could de-stigmatize, and improve, education for students with disabilities, education experts say.\u003c/p>\n\u003cp>“It’s a reframing that the general inclusion movement for students with disabilities has been trying to accomplish for some time now,” said Laura Stelitano, an associate policy researcher at RAND. “But simply saying that all students with disabilities need to be included is a little different from saying all students have unique ways of learning and that learning needs to be tailored. It maybe takes inclusion a step forward.”\u003c/p>\n\u003cp>At some schools, this appears to be happening. Brooklyn Laboratory Charter School, which serves middle school and high school students in New York, has embraced personalized learning. At the same time, it is gaining a reputation for serving kids with disabilities well — unusual among charter schools, which are frequently \u003ca href=\"https://www.edweek.org/leadership/charter-schools-more-likely-to-ignore-special-education-applicants-study-finds/2018/12\">criticized\u003c/a> for pushing out students with complex learning needs.\u003c/p>\n\u003cp>“As somebody whose own profile as a learner was pretty darn jagged, I’m a big believer that we need to design and run schools in a way that leverages what special education has to offer,” said Eric Tucker, the Brooklyn school’s co-founder. “That means thinking through how we process information, how we learn, how we fill in language acquisition and processing gaps, while pushing for a level of rigor and inclusion for all young people that reflects what they’re really capable of.”\u003c/p>\n\u003cp>At the school, for example, every student, regardless of academic standing, receives small-group instruction for two hours a day. This has the dual benefit of helping students who are behind without making it obvious to their peers, while also enabling teachers to help high-achieving students go farther and deeper into the curriculum. It’s a leveler, of sorts, and a confidence-builder for children with disabilities who’ve traditionally been either pulled out of the classroom for special services or received “push-in” support in the classroom from therapists and special education teachers, according to Tucker.\u003c/p>\n\u003cp>And yet personalized learning has a long way to go when it comes to living up to the promise of improving education for kids with disabilities. Parsi, the consultant who formerly worked for the National Center for Learning Disabilities, said that children with disabilities have often been overlooked as states implement personalized learning. When the NCLD \u003ca href=\"https://www.ncld.org/research/personalized-learning/state-landscape\">examined how personalized learning was being developed in three states\u003c/a> — Colorado, North Carolina and New Hampshire — researchers found that “there was a lot of retrofitting happening,” he said. “They would say, ‘We’re doing personalized learning for all,’ and then they would implement it in a most generic way. And then they would realize, ‘Oh my god, our kids with disabilities aren’t doing any better, they’re actually struggling more.’”\u003c/p>\n\u003cp>Parsi said that goes back to the idea that schools and school systems aren’t spending enough time ensuring that general education teachers have the skills to meet students’ individual needs, including the kids with disabilities. Meanwhile, he added, “The special educators don’t get training to do this type of more personalized, deeper approach to learning. And the two don’t collaborate.”\u003c/p>\n\u003cp>It’s concerning, to be sure. Still, advocates for personalized learning and researchers hope that the best models will proliferate, and that the personalized approach could ultimately avoid some of the pitfalls of special education while lifting learning for all. “If we have a system that is set up to individualize [education] for all students, we’re more likely to get quality special education,” said Stelitano of RAND. “The system just requires the right resources and the right training for teachers.”\u003c/p>\n\u003cp>\u003cem>Caroline Preston contributed reporting. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"excerpt": "As educators seek to help students recover learning lost in the pandemic, they are turning to more personalized methods and finding inspiration in special education. But if anything, special education demonstrates the challenges of individualizing instruction. How can we apply lessons from special education, such as the use of Individual Education Programs, or IEPs, to personalized learning?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>On a shelf in her Chicago classroom, third grader Arianna has a thick binder that details her achievements, strengths and goals as a student, along with some revealing information about her personality. It describes her love of guitar and singing and notes that she wants to advance to a higher level in reading and grasp math concepts more quickly. Her sister, Alanni, an eighth grader, has a binder too. It discusses her grades and standardized test scores, as well as her academic goals: to speak up more frequently in math class and read texts more closely.\u003c/p>\n\u003cp>The binders resemble, to a degree, the individualized education programs, or IEPs, that are at the heart of education for students with disabilities. But Arianna and Alanni aren’t special education students. Every child at their pre-K-8 school, Belmont-Cragin, has one of these so-called individual learner profiles. The profiles are part of the school’s embrace of personalized learning, which centers on the belief that a teacher lecturing at the front of a classroom is a bad fit for today’s students. Instead, the thinking goes, students must be encouraged to learn at their own pace, with lessons tailored to their specific aptitudes and needs, often with the aid of technology.\u003c/p>\n\u003cp>Personalized learning has, in recent years, become one of the most talked-about trends in education. Fueled by donations from Silicon Valley philanthropists, the instructional approach has spread to classrooms around the country and more than \u003ca href=\"https://www.ncld.org/personalized-learning/state-landscape\">40 states are exploring it in some form\u003c/a>. As education leaders cast about for solutions to the performance gaps exacerbated by the coronavirus pandemic, some are hitting upon the idea that more personalized methods could help schools better serve students who’ve had wildly different experiences with education this year. In the process, they are finding inspiration in special education, which, since the 1975 passage of what’s now known as the federal Individuals with Disabilities Education Act, has promised students with disabilities special services and accommodations to help them learn at their full potential.\u003c/p>\n\u003cp>“Can you imagine the power of an individualized education plan for every student?” Richard Carranza, New York City’s education chancellor, \u003ca href=\"https://ny.chalkbeat.org/2020/12/10/22168384/nyc-schools-covid-learning-loss\">said recently\u003c/a> in discussing his agency’s plans for new tools to help students recover the learning they’ve lost during school closures. “Just think about identifying the explicit skills that students need to work on and the plan that we have to help them achieve a mastery of that explicit skill.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But there are plenty of reasons to be cautious. If anything, special education demonstrates the vast challenges of individualizing education. Tailoring learning to students’ exact needs takes significant resources, teacher training and, ideally, close collaboration with families — something many schools struggle to pull off. While there are limits to comparisons between the two educational approaches — special education is legally mandated and personalized learning is a loosely defined pedagogical philosophy that takes many forms — some of the cracks that have appeared in personalized learning are not unlike those facing special education. Both types of education, for example, require significant resources and trained staff — but often don’t get either. Schools introducing personalized learning have faced criticism for relying on technology to help kids learn at different paces within the same classroom as districts avoid having to drastically scale up their staff; staff shortages have long been \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\">endemic in special education\u003c/a>. Meanwhile, for all the hype around personalized learning, evidence of its success remains scant.\u003c/p>\n\u003cp>“School systems and schools have struggled to deliver on the promise of special education,” said Betheny Gross, associate director of the nonprofit Center on Reinventing Public Education. “It isn’t just a matter of taking the principles of special education and doing them at scale.”\u003c/p>\n\u003cfigure id=\"attachment_57300\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57300\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Students at CICS West Belden often work in small groups or with the help of technology prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At present, roughly 7 million students, or \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14 percent\u003c/a> of public schoolchildren, are enrolled in special education nationwide. As personalized learning advocates push forward with plans to roll out their approach to many more of the nation’s schoolchildren, it’s worth considering how lessons from 45 years of educating students with disabilities might help shape this latest educational experiment.\u003c/p>\n\u003cp>One morning in 2019, close to 40 educators gathered in a commercial building on the Chicago riverfront that houses the offices of LEAP Innovations. LEAP is a nonprofit organization that trains schools and teachers to use personalized learning in their classrooms. The day’s professional development for these Chicago Public Schools teachers, alumni of the program, was a refresher, a way to strengthen their teaching practice, share ideas and return to the classroom newly inspired.\u003c/p>\n\u003cp>Chicago has embraced personalized learning in a big way. In early 2018, Chicago Public Schools and LEAP received $14 million in grants from the Chan Zuckerberg Initiative (CZI) to train teachers and principals on personalizing learning. (CZI is one of The Hechinger Report’s many donors.) The grant funding provided 35 city schools with two-and-a-half years of professional development and instructional coaching through LEAP, plus technology and classroom resources, via the school district’s \u003ca href=\"https://practices.learningaccelerator.org/artifacts/the-chicago-public-schools-elevate-program\">Elevate Program\u003c/a>, which aims to bring personalized learning to 150 Chicago schools by the end of 2021. Concurrently, a portion of the funding went to LEAP to help train principals and teachers at more than 100 Chicago-area schools on personalized learning.\u003c/p>\n\u003cp>After a morning of workshops on topics like helping students puzzle through problems, working in teams and designing learning goals, teachers broke for lunch that day in 2019, gathering around large tables to chat. At one table, the conversation turned to the growing pains of changing course from the traditional “sage on a stage” teaching model, where a teacher holds forth at the front of the classroom while students listen, to a student-focused, personalized model.\u003c/p>\n\u003cp>“We started this process five years ago and all I could think was: ‘Oh my god, this is going to be a nightmare!’ Because I thought this would mean that, on top of everything I was already doing, I’d be creating an IEP for every single student,” said Kathleen Bourret, a teacher at R.H. Lee Elementary, a Pre-K-8 school on Chicago’s southwest side. “I didn’t have the mindset to make this shift. I’ve been teaching for 30 years, and now you’re gonna make me do what?”\u003c/p>\n\u003cp>Bourret’s learning curve when it came to personalized learning is pretty typical for teachers, said Chris Liang-Vergara, who was then serving as LEAP’s chief of learning innovation. And it’s something the people at LEAP try to alleviate by bringing in past cohorts, like that day’s group, to mingle and continue sharing ideas and inspiration.\u003c/p>\n\u003cp>“It’s definitely not always rainbows and sunshine,” said Liang-Vergara. “Keeping that honest and real is important. You don’t say: ‘I’m going to do personalized learning and it’s going to be beautiful.’ There’s a real shift that happens with you as a professional, with your kids in the classroom, and that change process takes time.”\u003c/p>\n\u003cfigure id=\"attachment_57298\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg class=\"size-full wp-image-57298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg\" alt=\"\" width=\"1536\" height=\"1152\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Colleen Collins, school director at CICS West Belden, works with students prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The shift in mindset involves moving away from a teaching model that is centered on curriculum and meeting benchmarks toward being student-centered in ways that demand differentiated instruction based on a child’s interests, strengths, weaknesses and background. Students often work in small groups, with help from a co-teacher, or one-on-one, with lessons fitted to their skills and abilities. In theory, their progress is tracked closely, with their goals and assignments updated continually to meet their needs.\u003c/p>\n\u003cp>Much of this may sound familiar to teachers of special education. As part of their jobs, special education teachers assess students and develop teaching plans based on each student’s skill levels. They teach students as a class and one-on-one or in small groups. They collaborate with school-based service providers such as occupational, physical and speech therapists, in order to cull reams of information and write IEPs that, often, run more than ten double-sided pages, and ideally provide detailed documentation of a child’s strengths, weaknesses and goals.\u003c/p>\n\u003cp>But teachers often come unprepared to do this work, and don’t get the support they need from their schools and districts, in part because special education is \u003ca href=\"https://www.edweek.org/teaching-learning/why-the-feds-still-fall-short-on-special-education-funding/2020/01\">chronically underfunded\u003c/a>. They may struggle to assess students’ abilities and needs, education researchers say, and \u003ca href=\"https://iris.peabody.vanderbilt.edu/module/tchr-ret/cresource/q1/p01/\">turnover\u003c/a> for special education teachers tends to be high. The paperwork involved can be overwhelming. All of this suggests that if personalized learning is to succeed, it must emphasize supporting teachers and investing in their professional development, say education experts.\u003c/p>\n\u003cp>“When you get a master’s degree in special education, do you come out knowing how to teach every single child with every singly kind of disability? Absolutely not,” said Megan Benay, senior national director of data systems and strategy at Great Oaks Charter Schools, a network of charter schools that focuses on preparing kids for college through personalized tutoring. “As far as I see it, the only path forward is to figure out how to invest in our people and invest in the kind of ongoing professional learning that provides practical, applicable research-infused training into the daily practice of our educators. This is hard because the reality of teaching is that you’re on every hour of the day, you’re lesson-planning, you’re calling parents, you’re writing curriculum. Oh, and then you have to figure out how to fit in eating lunch somewhere in there.”\u003c/p>\n\u003cp>Ace Parsi, senior consultant with Equity Journey Partners and the former director of innovation for the National Center for Learning Disabilities, said that if school districts don’t invest in teachers while making the shift to personalized learning, they are bound to fail. “It’s not that educators don’t want to try personalized learning. But it’s a vulnerable feeling when you’re trying to implement this new thing and you’re like: ‘Oh my god, how do I approach this for these students, I just don’t have the skill set to do this’,” he said. “It’s really incumbent on school districts and states to create a professional learning system that meets the educators and empowers them to actually implement personalized learning for all kids.”\u003c/p>\n\u003cfigure id=\"attachment_57296\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Stacy Stewart, principal of Belmont-Cragin Elementary School seen here before the COVID-19 pandemic, credits personalized learning for helping to improve student engagement. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stacy Stewart, principal of Belmont-Cragin, the school on Chicago’s northwest side that Alanni and Arianna attend, has heard teachers make comparisons between personalized learning and the IEPs that drive special education. “My teachers say: ‘It’s almost like all our students have an IEP’ — not formally, of course, but they each do have an individualized plan,” said Stewart. “It’s always evolving; it’s a very living document.”\u003c/p>\n\u003cp>Stewart, though, cautions against drawing too-direct parallels between IEPs and the individual learner profiles her school uses, also known as personalized learning plans. IEPs are rigid legal documents, written not for students so much as for teachers, parents and lawyers. Individual learner profiles, she said, aim to involve parents in their children’s learning but also give students more control over their own education. At her school, students lead learner meetings at least twice a year where they give a presentation to their parents about their progress, goals and challenges. That’s different from IEP meetings, which are led by adults.\u003c/p>\n\u003cp>Stewart embraced personalized learning even before the Chicago school district began to do so. A few years after joining Belmont-Cragin in 2010, she turned to the approach to help close achievement gaps at her school, where the student body is predominantly Hispanic and low-income, and roughly \u003ca href=\"https://schoolinfo.cps.edu/schoolprofile/schooldetails.aspx?SchoolId=609922\">68 percent\u003c/a> of students are English language learners.\u003c/p>\n\u003cp>So far, the results are good. Between the 2015-16 and 2018-19 school years, attainment levels for third through eighth graders on the standardized Measures of Academic Progress test rose from 35 to 65 percent in reading and from 30 to 66 percent in math. Student growth in reading and math was far above average: in the 95th and 98th percentiles, respectively. Between the 2014-15 and 2017-18 school years, teacher retention grew from 60 to 90 percent.\u003c/p>\n\u003cp>At the school, personalized learning has many facets, some of which are reminiscent of special education. One is to involve families in their children’s learning. In special education, under legal mandates, parental input and the recommendations of educators and therapists must receive \u003ca href=\"https://www.understood.org/en/school-learning/special-services/ieps/playing-a-role-in-the-iep-process\">equal consideration\u003c/a>. Stewart said she has found that parental involvement has been key to her students’ learning, because it gives teachers greater insight into their students’ needs and turns parents into partners in their children’s education. But she doesn’t limit it to scheduled meetings in an office.\u003c/p>\n\u003cp>One weekday morning before the pandemic shuttered school buildings, students gathered in an ageing auditorium for their daily morning assembly. One student read morning announcements in English and her partner made the same announcements in Spanish. The audience, a raucous, cheerful gathering of the entire school’s elementary-age students, plus more than a dozen parents, some with toddlers or babies scooting around nearby, greeted each announcement with cheering and hollering.\u003c/p>\n\u003cfigure id=\"attachment_57297\" class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg class=\"size-full wp-image-57297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg\" alt=\"\" width=\"1200\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Before the pandemic, students at Belmont-Cragin often lead morning assemblies, part of an effort by the school to give young people more control over their own learning. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stewart and her team began encouraging parents to join the morning assemblies a few years ago. Her colleagues also started “bring your parent to school” days in which parents were invited into the classroom to see how their kids learned; they created a parent leadership team and trained parent mentors who visited students in classrooms. Before the pandemic, Belmont-Cragin also sent teachers out on “empathy walks,” when they spent an entire day joining students at their homes early in the morning, and traveling with them to school and then back home again to see how evenings unfolded. This was important, Stewart explained, because it helped teachers get a stronger sense of what motivated students and thus, how to better guide them into meaningful learning.\u003c/p>\n\u003cp>Even the classrooms at Belmont-Cragin are personalized to students’ needs. Some have gentler lighting — twinkling holiday lights in lieu of flickering overhead lights. Seating options range from bean bags to structured armchairs; students can choose to study alone in quiet workspaces near a lava lamp or a bubbling fish tank, or in groups at clusters of desks and tables.\u003c/p>\n\u003cp>Gross, of the Center on Reinventing Public Education, said one way in which special education goes awry is by becoming too compliance-oriented, with teachers struggling simply to fulfill the system’s legal and paperwork requirements. “The compliance requirements are intense and numerous and it’s very easy to fall into a compliance mindset,” she said. The schools that succeed in educating kids with disabilities are engaged not simply in following the legal rules but in finding the best way to serve each student; that same spirit will be key to tackling personalized learning, she said.\u003c/p>\n\u003cp>Meanwhile, educators around the country are finding that it’s virtually impossible to do personalized instruction without relying heavily on technology — for good or ill. Otherwise, the burden of having kids learning at different paces within one classroom is too great. “I find it difficult to find a district doing personalized learning where tech is not the top two or three things they’re doing,” said Sean J. Smith, professor of special education at the University of Kansas.\u003c/p>\n\u003cp>“Ideally every student would have a teacher, but that’s simply not a possibility,” said John Pane, a senior scientist at the research organization RAND who has studied personalized learning. “It would be way too costly.” And that’s where tech tools come in, by making it easier for kids to learn at different paces, and focus on different goals, within a single class.\u003c/p>\n\u003cfigure id=\"attachment_57301\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">CICS West Belden uses Summit, an online learning platform that has drawn criticism from some parents who worry about excessive screen time. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>CICS West Belden, a pre-K-8 school not far from Stewart’s elementary that is part of the Chicago International Charter School network, began rethinking its teaching model some six years ago. The school started with an initial push into blended learning, a teaching approach that aims to integrate online with traditional face-to-face learning, said Colleen Collins, the school director. Since then, Collins and her teachers — after receiving several grants, including a $100,000 technology planning grant and a Breakthrough Schools Next Generation Learning Challenges personalized learning grant — began working with LEAP to start personalized learning for each grade level.\u003c/p>\n\u003cp>In an eighth grade science class well before the pandemic hit, students were grouped at a variety of workstations. Some were seated on stools around tall desks, some worked at regular-height tables with traditional classroom chairs, others were on their feet working at standing desks. Each student was bent over a Dell Chromebook using Summit Learning software, a widely used online learning platform developed by the charter network Summit Public Schools with help from Facebook software engineers.\u003c/p>\n\u003cp>Students David Diaz and Emani Torres had been using Summit software at CICS West Belden since sixth grade. They sat side-by-side at a two-person desk facing a bulletin board on the far side of the classroom, each working through different lessons at their own pace. A small yellow rubber duck sat on the desk between them, a stress-buster toy for whenever students need to work out some energy by squeezing something cute. Torres and Diaz described their feelings about using Summit learning software as a sort of love-hate relationship.\u003c/p>\n\u003cp>“I like working independently and I can really go above and beyond,” said Diaz, his eyes glued to his laptop where an article titled “Creating Dramatic Tension” filled the screen.\u003c/p>\n\u003cp>Torres, on the other hand, said she misses a more traditional way of learning. “This is stressful, honestly. It’s so many deadlines and a lot more work,” she said, biting her lower lip. “But, I guess it does keep you engaged.”\u003c/p>\n\u003cp>Alanni, the eighth grader at Belmont-Cragin, which also uses Summit and other online platforms, said she tired of all the time spent in front of a computer. “I do prefer working on paper just because it really hurts my eyes and it makes you sleepy and less motivated when you are on the computer for such a long time,” she said. Alanni said teachers would sometimes accommodate her by printing out lesson plans from the computer program and allowing her to complete the lessons offline.\u003c/p>\n\u003cp>In recent years, Summit has drawn protests from parents and students in places like \u003ca href=\"https://www.ksn.com/news/local/mcpherson-students-protest-against-summit-learning-platform-tuesday-afternoon/\">Kansas\u003c/a>, \u003ca href=\"https://www.washingtonpost.com/education/2018/12/20/why-parents-students-are-protesting-an-online-learning-program-backed-by-mark-zuckerberg-facebook/\">New York City\u003c/a> and \u003ca href=\"https://www.washingtonpost.com/education/2018/11/17/students-protest-zuckerberg-backed-digital-learning-program-ask-him-what-gives-you-this-right/\">Connecticut\u003c/a> who worry about excessive screen time, among other concerns. It remains to be seen how much the pandemic and remote learning will influence students’ and educators’ appetite for screen time and new tech tools that might help students who’ve fallen behind catch up. Smith and other researchers say tech can be good or bad, depending on how schools choose to use it. Technology should supplement, not supplant, the teacher, he said.\u003c/p>\n\u003cp>At CICS West Belden, director Collins said the school never introduces students to new concepts through technology. “The best experience a child will have each day is the interaction with their teachers in small groups tailored to who they are,” she said. “Tech makes a lot of personalized learning possible, it helps us keep a close eye on progress, but it shouldn’t be the main experience students have each day.”\u003c/p>\n\u003cp>Meanwhile, despite the parallels between personalized learning and special education, educators are still trying to unravel how the new approach can effectively serve students with disabilities. The hope is that individualizing education across the board would bring big benefits for students served by special education. By helping educators recognize that there is no such thing as an “average” or “typical” student, and that brain differences are normal, personalized learning could de-stigmatize, and improve, education for students with disabilities, education experts say.\u003c/p>\n\u003cp>“It’s a reframing that the general inclusion movement for students with disabilities has been trying to accomplish for some time now,” said Laura Stelitano, an associate policy researcher at RAND. “But simply saying that all students with disabilities need to be included is a little different from saying all students have unique ways of learning and that learning needs to be tailored. It maybe takes inclusion a step forward.”\u003c/p>\n\u003cp>At some schools, this appears to be happening. Brooklyn Laboratory Charter School, which serves middle school and high school students in New York, has embraced personalized learning. At the same time, it is gaining a reputation for serving kids with disabilities well — unusual among charter schools, which are frequently \u003ca href=\"https://www.edweek.org/leadership/charter-schools-more-likely-to-ignore-special-education-applicants-study-finds/2018/12\">criticized\u003c/a> for pushing out students with complex learning needs.\u003c/p>\n\u003cp>“As somebody whose own profile as a learner was pretty darn jagged, I’m a big believer that we need to design and run schools in a way that leverages what special education has to offer,” said Eric Tucker, the Brooklyn school’s co-founder. “That means thinking through how we process information, how we learn, how we fill in language acquisition and processing gaps, while pushing for a level of rigor and inclusion for all young people that reflects what they’re really capable of.”\u003c/p>\n\u003cp>At the school, for example, every student, regardless of academic standing, receives small-group instruction for two hours a day. This has the dual benefit of helping students who are behind without making it obvious to their peers, while also enabling teachers to help high-achieving students go farther and deeper into the curriculum. It’s a leveler, of sorts, and a confidence-builder for children with disabilities who’ve traditionally been either pulled out of the classroom for special services or received “push-in” support in the classroom from therapists and special education teachers, according to Tucker.\u003c/p>\n\u003cp>And yet personalized learning has a long way to go when it comes to living up to the promise of improving education for kids with disabilities. Parsi, the consultant who formerly worked for the National Center for Learning Disabilities, said that children with disabilities have often been overlooked as states implement personalized learning. When the NCLD \u003ca href=\"https://www.ncld.org/research/personalized-learning/state-landscape\">examined how personalized learning was being developed in three states\u003c/a> — Colorado, North Carolina and New Hampshire — researchers found that “there was a lot of retrofitting happening,” he said. “They would say, ‘We’re doing personalized learning for all,’ and then they would implement it in a most generic way. And then they would realize, ‘Oh my god, our kids with disabilities aren’t doing any better, they’re actually struggling more.’”\u003c/p>\n\u003cp>Parsi said that goes back to the idea that schools and school systems aren’t spending enough time ensuring that general education teachers have the skills to meet students’ individual needs, including the kids with disabilities. Meanwhile, he added, “The special educators don’t get training to do this type of more personalized, deeper approach to learning. And the two don’t collaborate.”\u003c/p>\n\u003cp>It’s concerning, to be sure. Still, advocates for personalized learning and researchers hope that the best models will proliferate, and that the personalized approach could ultimately avoid some of the pitfalls of special education while lifting learning for all. “If we have a system that is set up to individualize [education] for all students, we’re more likely to get quality special education,” said Stelitano of RAND. “The system just requires the right resources and the right training for teachers.”\u003c/p>\n\u003cp>\u003cem>Caroline Preston contributed reporting. \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 about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Parents With Disabilities Face Extra Hurdles With Kids' Remote Schooling",
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"content": "\u003cp>The \u003ca href=\"https://urldefense.com/v3/__https:/www.ada.gov/cguide.htm__;!!Iwwt!AO4CF8R0AhWtXcY_GW4aefI0DxsHXWl8uIj6C-8wL_aydCDrsjH2RERRAUYv%24\">Americans with Disabilities Act\u003c/a> says schools have to help not just students but parents with disabilities, too, like making sure deaf or blind parents can communicate during parent-teacher conferences. But what happens when kids are learning at home? That's uncharted territory.\u003c/p>\n\u003cp>Rosabella Manzanares, a first grader at Betsy Ross Elementary in Forest Park, Ill., has a spelling test. Like so many kids around the country, she's taking the test at home, sharing a Zoom screen with a class full of other boisterous 6-year-olds.\u003c/p>\n\u003cp>Rosabella's teacher relies on parents to grade simple assignments like this. But while Rosabella can hear the spelling words, her mother can not.\u003c/p>\n\u003cp>Chantelly Manzanares uses American Sign Language, or ASL, which is different than English. It's a visual language. It has its own grammar. It uses different sentence structure. Rosabella and her siblings grew up using ASL. But while they've become fluent in English, Manzanares is not. She can grade this spelling test, which Rosabella holds up to the screen with a big smile. But it can be tough for Manzanares to help with other work in English.\u003c/p>\n\u003cp>What's more, now that the kids are home all day, Manzanares says she worries her children are missing out on the benefits of being in the physical school environment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"So being out, hearing people speak, using their voices,\" says Manzanares through an ASL interpreter, \"that becomes a more rich, English-rich environment.\"\u003c/p>\n\u003cp>It's also more difficult for Manzanares to keep up with what's happening during class, in case she needs to jot down a reminder or help her daughter.\u003c/p>\n\u003cp>\"Sometimes she asks me what they're saying because she can't hear,\" says Rosabella. \"And I tell her what they're saying.\"\u003c/p>\n\u003cp>Manzanares signs that she doesn't want to burden Rosabella with too much interpreting. Nor does teacher Peggy Perry. So, they're finding their way through it.\u003c/p>\n\u003cp>\"A lot of times what I'll do now,\" says Perry, \"is, before we hang up, I'll say, 'Rosabella, I want to see you tell mommy that we have science at 1:30.' And that seems to be working really well. Because we can't expect 6 year olds to remember everything, right?\"\u003c/p>\n\u003cp>Manzanares can text Perry if she needs to. Perry has downloaded an app that lets her and Manzanares see a live ASL interpreter on screen. Manzanares says she feels more supported now than when the pandemic began. But not all parents are feeling that way.\u003c/p>\n\u003cp>Robyn Powell, co-investigator with the National Research Center for Parents with Disabilities at Brandeis University, says that even before the pandemic, schools haven't always lived up to their commitment to accommodate parents and caregivers with disabilities.\u003c/p>\n\u003cp>\"So the pandemic has really, I think, exposed longstanding inequities that have always existed,\" says Powell, \"but really the pandemic has brought them to life. And it's also shown us what we don't know.\"\u003c/p>\n\u003cp>Schools might not know, for example, how to support a blind parent or caregiver who is now expected to help her child practice her handwriting—writing she can't see.\u003c/p>\n\u003cp>Powell's Center recently held a Twitter chat for parents and caregivers with a range of disabilities, and she says many expressed frustration over what schools are expecting of them with online learning at home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Powell says she can see how the ADA could be used to make an argument for providing parents more support during online learning. But the argument hasn't been tested.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parents+With+Disabilities+Face+Extra+Hurdles+With+Kids%27+Remote+Schooling&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Parents with disabilities often face extra issues with remote learning. A deaf mom whose first language is American Sign Language is navigating the challenge of monitoring her hearing child's work.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"So being out, hearing people speak, using their voices,\" says Manzanares through an ASL interpreter, \"that becomes a more rich, English-rich environment.\"\u003c/p>\n\u003cp>It's also more difficult for Manzanares to keep up with what's happening during class, in case she needs to jot down a reminder or help her daughter.\u003c/p>\n\u003cp>\"Sometimes she asks me what they're saying because she can't hear,\" says Rosabella. \"And I tell her what they're saying.\"\u003c/p>\n\u003cp>Manzanares signs that she doesn't want to burden Rosabella with too much interpreting. Nor does teacher Peggy Perry. So, they're finding their way through it.\u003c/p>\n\u003cp>\"A lot of times what I'll do now,\" says Perry, \"is, before we hang up, I'll say, 'Rosabella, I want to see you tell mommy that we have science at 1:30.' And that seems to be working really well. Because we can't expect 6 year olds to remember everything, right?\"\u003c/p>\n\u003cp>Manzanares can text Perry if she needs to. Perry has downloaded an app that lets her and Manzanares see a live ASL interpreter on screen. Manzanares says she feels more supported now than when the pandemic began. But not all parents are feeling that way.\u003c/p>\n\u003cp>Robyn Powell, co-investigator with the National Research Center for Parents with Disabilities at Brandeis University, says that even before the pandemic, schools haven't always lived up to their commitment to accommodate parents and caregivers with disabilities.\u003c/p>\n\u003cp>\"So the pandemic has really, I think, exposed longstanding inequities that have always existed,\" says Powell, \"but really the pandemic has brought them to life. And it's also shown us what we don't know.\"\u003c/p>\n\u003cp>Schools might not know, for example, how to support a blind parent or caregiver who is now expected to help her child practice her handwriting—writing she can't see.\u003c/p>\n\u003cp>Powell's Center recently held a Twitter chat for parents and caregivers with a range of disabilities, and she says many expressed frustration over what schools are expecting of them with online learning at home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Powell says she can see how the ADA could be used to make an argument for providing parents more support during online learning. But the argument hasn't been tested.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parents+With+Disabilities+Face+Extra+Hurdles+With+Kids%27+Remote+Schooling&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Six Ways to Build Community in Online Classrooms",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a longtime theater and English teacher, Leah Calote is intentional about cultivating an environment where students can take risks. “Doing artistic things is so vulnerable,” she said. “You can't really feel comfortable creating things in a space that you don't feel safe.” But creating that space remotely is new territory. Since the coronavirus outbreak began last spring, Calote has studied the work of theater companies and literature teachers, engaged with other educators on Twitter and taken online improv classes herself — all in search of ideas to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">help her students connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I knew that that was going to be important online, especially since we haven't seen each other in so long and we're not used to socializing in this medium,” said Calote, who teaches at Rancho Campana High School in Camarillo, California.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a year that no one would describe as easy, she said the closeness of her classes, which range in size from about 35 to 50 students, has surprised her. Students have worked creatively around the constraints of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/distance-learning\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, dived into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57191/7-books-to-help-address-and-discuss-tough-topics-with-kids\">\u003cspan style=\"font-weight: 400\">difficult topics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and formed \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">\u003cspan style=\"font-weight: 400\">bonds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that go beyond school hours. In interviews during her school’s first and second trimesters, Calote shared six ways she’s succeeded at building community in an online classroom.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/RanchoBackstage/status/1330004453773115400\u003c/p>\n\u003ch2>\u003cb>Invest in relationships right away\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote devoted the first two weeks of each trimester to rapport-building activities, such as creating and sharing \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-digital-collage-student2.png\">digital collages\u003c/a>. For some teachers, such exercises can feel expendable, especially in a year when \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\">learning loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a looming concern. Calote gets that. Depending on the class, she sees students for only one or two trimesters, which is not a lot of time. But the up-front investment into relationships is “incredibly worth it,” she said. When her English students dig into discussions about poems related to their identities, for example, “they're able to do that because they know who's in the class and they feel comfortable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those relationships also pay off during \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-strategies-for-promoting-student-collaboration-in-a-distance-learning-environment/2020/09\">\u003cspan style=\"font-weight: 400\">collaborative projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Faced with logistical challenges of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">working together\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from afar, Calote said her students have risen to the occasion. In a project recreating iconic film scenes, for example, one pair of students produced a Star Wars battle from separate homes. “It's been really cool to see the wide range of imaginative things that they've done and to see their storytelling skills evolve,” Calote said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Establish group norms\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote also started the year with an activity to establish group norms. In one class period, students responded individually to Padlet questions about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56393/why-student-voice-is-critical-for-managing-discipline-when-schools-reopen\">\u003cspan style=\"font-weight: 400\">what kind of learning environment they wanted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Breakout groups discussed trends in the responses and added them to a slideshow during a subsequent class. Then the whole class used those trends to draft community agreements about how they would engage with one another.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57243\" class=\"wp-caption alignnone\" style=\"max-width: 1581px\">\u003cimg class=\"wp-image-57243 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2.png\" alt=\"\" width=\"1581\" height=\"936\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2.png 1581w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-800x474.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-1020x604.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-160x95.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-768x455.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-1536x909.png 1536w\" sizes=\"(max-width: 1581px) 100vw, 1581px\">\u003cfigcaption class=\"wp-caption-text\">Rancho Campana High School teacher Leah Calote used Padlet boards for students in theater and English classes to share what they wanted from their online classroom.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond behavioral expectations, Calote found other ways to unify students across a virtual space. She invited students to add songs to a collaborative Spotify playlist that she plays as they log in. She also chats casually with students during that time, as many teachers would in school hallways. The welcoming vibe has created an environment where classes have developed inside jokes, freshmen have taught her slang, and students have planned after-class \u003c/span>\u003ca href=\"https://www.npr.org/2020/11/12/931304349/among-us-its-every-little-space-sausage-for-themselves\">\u003cspan style=\"font-weight: 400\">Among Us\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> parties.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It also has made it possible for Calote’s classes to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57205/how-to-talk-to-kids-about-the-riots-at-the-u-s-capitol\">\u003cspan style=\"font-weight: 400\">address stressful political events\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> openly and empathetically. After the recent \u003c/span>\u003ca href=\"https://www.npr.org/sections/insurrection-at-the-capitol\">\u003cspan style=\"font-weight: 400\">insurrection at the U.S. Capitol\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Calote gave a presentation about the events and facilitated structured discussions about students' reactions. With her classes that had only been together for a couple of weeks in the new trimester, she had to turn off the chat box during her slides, “because emotions were really high.” That wasn’t the case with classes that were entering their second trimester together: “I knew that if they were going to bring something up in the chat separate from what was being presented on screen, it wasn't going to be off topic and it wasn't going to be superficial or jokey or inflammatory.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57244\" class=\"wp-caption alignnone\" style=\"max-width: 1251px\">\u003cimg class=\"wp-image-57244 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English.png\" alt=\"\" width=\"1251\" height=\"704\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-768x432.png 768w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003cfigcaption class=\"wp-caption-text\">After brainstorming on Padlet, Leah Calote’s English and theater students created community agreements to establish class norms.\u003c/figcaption>\u003c/figure>\n\u003ch1>\u003cb>Offer multiple modes to participate\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the pandemic, policies around \u003c/span>\u003ca href=\"https://www.edutopia.org/article/value-camera-optional-policy\">\u003cspan style=\"font-weight: 400\">on-camera participation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have \u003c/span>\u003ca href=\"https://twitter.com/doug_lemov/status/1306940837209743362?lang=en\">\u003cspan style=\"font-weight: 400\">stoked debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among teachers. According to Education Week, \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/most-educators-require-kids-to-turn-cameras-on-in-virtual-class-despite-equity-concerns/2020/10\">\u003cspan style=\"font-weight: 400\">more than three quarters of educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> require students to turn on cameras during live instruction. Calote is not in that majority. “Sometimes people just aren't in a talkative mood, which is fine,” she said. Inspired by \u003c/span>\u003ca href=\"https://twitter.com/MrsParkShine/status/1300401054404796416\">\u003cspan style=\"font-weight: 400\">an idea from instructional designer Esther Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Calote creates breakout rooms for her English classes based on communication style. Students choose whether to join a room that will use cameras and microphones, microphones only, or type chat only.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some teachers feel frustrated by “teaching into the void,” Calote said it’s important to recognize that off-camera students are, in fact, participating. “It's just not the way that you're used to. It's a different medium.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Encourage peer feedback\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Calote took an online class with \u003c/span>\u003ca href=\"https://improtheatre.com/\">\u003cspan style=\"font-weight: 400\">Impro Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last year, each session ended with performers giving each other shoutouts on their work. After seeing how the practice grounded and connected participants, Calote adopted it for her own classes at Rancho Campana. For students on the receiving end, “to hear that someone noticed that you did something that they admired, it is very validating,” she said. Calote encourages students to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-psa-when-giving-feedback-dont-lead-with-i-love-or-i-like/2019/04\">\u003cspan style=\"font-weight: 400\">be specific\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with their compliments, going beyond “that was great.” A self-assessment form that students use for note-taking has helped. The form is primarily as a launch pad for self-reflection, but it also gives them a starting point for \u003c/span>\u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Peer-Feedback-in-the-Classroom.aspx\">\u003cspan style=\"font-weight: 400\">peer feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Calote said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Connect with students one-on-one\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to fostering relationships among students, Calote was conscious about the role that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">student-teacher familiarity plays in learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. About halfway through the first trimester in her English class, she created an extra breakout room while groups were discussing poetry. Over two class periods, she used that room to check in with all 38 class members individually. She asked about their experiences so far, how other classes were going and what else was happening in their lives. The conversations were “illuminating,” she said, allowing her to find out, for example, which students were working jobs to support their families or moving between multiple households \u003c/span>\u003ca href=\"https://cnsmaryland.org/2020/12/17/covid-means-many-more-responsibilities-for-the-oldest-child/\">\u003cspan style=\"font-weight: 400\">to care for younger relatives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote also shares parts of her own life with students. For instance, she set up an inexpensive document camera where her cat, \u003c/span>\u003ca href=\"https://twitter.com/RanchoBackstage/status/1348746914213154816\">\u003cspan style=\"font-weight: 400\">Zoya\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, sleeps and sometimes turns it on for students to watch. “I think if you put in the time and are a little bit vulnerable yourself and generous yourself with students, it helps make them feel safe to do the same,” she said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Prioritize a culture of care\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her opening slides with her classes, Calote listed five commitments to her students: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I care about you.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Safety matters.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Comfort counts.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I value personality.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Basic needs are important.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cfigure id=\"attachment_57246\" class=\"wp-caption alignnone\" style=\"max-width: 1252px\">\u003cimg class=\"size-full wp-image-57246\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide.png\" alt=\"\" width=\"1252\" height=\"700\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide.png 1252w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-800x447.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-1020x570.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-768x429.png 768w\" sizes=\"(max-width: 1252px) 100vw, 1252px\">\u003cfigcaption class=\"wp-caption-text\">Rancho Campana High School teacher Leah Calote opened her 2020-21 classes with these promises to students. She said the list was adapted from one shared by another teacher on Twitter last summer.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They weren’t empty promises. During stressful periods, Calote took \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/mindfulness\">\u003cspan style=\"font-weight: 400\">class time for guided breathing exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and to walk students through how to access \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57108/listen-and-connect-how-parents-can-support-teens-mental-health-right-now\">\u003cspan style=\"font-weight: 400\">mental health resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online. Calote also sent postcards to students for their birthdays and found other ways to offer support, like being flexible when a student missed class or dropping off a stress ball to a student who had a tough week.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the challenges of distance learning amid a global pandemic, Calote said her students have impressed her with their resilience and empathy. “Yes, it's not like teaching in person, but it's pretty great for teaching this way. You still feel a part of a community where people are putting forth their best effort to be human together.”\u003c/span>\u003c/p>\n\n",
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"excerpt": "Staying connected is hard when everyone is far apart. But these techniques can help deepen relationships and help make sure students are ok. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a longtime theater and English teacher, Leah Calote is intentional about cultivating an environment where students can take risks. “Doing artistic things is so vulnerable,” she said. “You can't really feel comfortable creating things in a space that you don't feel safe.” But creating that space remotely is new territory. Since the coronavirus outbreak began last spring, Calote has studied the work of theater companies and literature teachers, engaged with other educators on Twitter and taken online improv classes herself — all in search of ideas to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">help her students connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I knew that that was going to be important online, especially since we haven't seen each other in so long and we're not used to socializing in this medium,” said Calote, who teaches at Rancho Campana High School in Camarillo, California.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a year that no one would describe as easy, she said the closeness of her classes, which range in size from about 35 to 50 students, has surprised her. Students have worked creatively around the constraints of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/distance-learning\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, dived into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57191/7-books-to-help-address-and-discuss-tough-topics-with-kids\">\u003cspan style=\"font-weight: 400\">difficult topics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and formed \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">\u003cspan style=\"font-weight: 400\">bonds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that go beyond school hours. In interviews during her school’s first and second trimesters, Calote shared six ways she’s succeeded at building community in an online classroom.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Invest in relationships right away\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote devoted the first two weeks of each trimester to rapport-building activities, such as creating and sharing \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-digital-collage-student2.png\">digital collages\u003c/a>. For some teachers, such exercises can feel expendable, especially in a year when \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\">learning loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a looming concern. Calote gets that. Depending on the class, she sees students for only one or two trimesters, which is not a lot of time. But the up-front investment into relationships is “incredibly worth it,” she said. When her English students dig into discussions about poems related to their identities, for example, “they're able to do that because they know who's in the class and they feel comfortable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those relationships also pay off during \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-strategies-for-promoting-student-collaboration-in-a-distance-learning-environment/2020/09\">\u003cspan style=\"font-weight: 400\">collaborative projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Faced with logistical challenges of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">working together\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from afar, Calote said her students have risen to the occasion. In a project recreating iconic film scenes, for example, one pair of students produced a Star Wars battle from separate homes. “It's been really cool to see the wide range of imaginative things that they've done and to see their storytelling skills evolve,” Calote said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Establish group norms\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote also started the year with an activity to establish group norms. In one class period, students responded individually to Padlet questions about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56393/why-student-voice-is-critical-for-managing-discipline-when-schools-reopen\">\u003cspan style=\"font-weight: 400\">what kind of learning environment they wanted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Breakout groups discussed trends in the responses and added them to a slideshow during a subsequent class. Then the whole class used those trends to draft community agreements about how they would engage with one another.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57243\" class=\"wp-caption alignnone\" style=\"max-width: 1581px\">\u003cimg class=\"wp-image-57243 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2.png\" alt=\"\" width=\"1581\" height=\"936\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2.png 1581w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-800x474.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-1020x604.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-160x95.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-768x455.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-1536x909.png 1536w\" sizes=\"(max-width: 1581px) 100vw, 1581px\">\u003cfigcaption class=\"wp-caption-text\">Rancho Campana High School teacher Leah Calote used Padlet boards for students in theater and English classes to share what they wanted from their online classroom.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond behavioral expectations, Calote found other ways to unify students across a virtual space. She invited students to add songs to a collaborative Spotify playlist that she plays as they log in. She also chats casually with students during that time, as many teachers would in school hallways. The welcoming vibe has created an environment where classes have developed inside jokes, freshmen have taught her slang, and students have planned after-class \u003c/span>\u003ca href=\"https://www.npr.org/2020/11/12/931304349/among-us-its-every-little-space-sausage-for-themselves\">\u003cspan style=\"font-weight: 400\">Among Us\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> parties.\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\">It also has made it possible for Calote’s classes to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57205/how-to-talk-to-kids-about-the-riots-at-the-u-s-capitol\">\u003cspan style=\"font-weight: 400\">address stressful political events\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> openly and empathetically. After the recent \u003c/span>\u003ca href=\"https://www.npr.org/sections/insurrection-at-the-capitol\">\u003cspan style=\"font-weight: 400\">insurrection at the U.S. Capitol\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Calote gave a presentation about the events and facilitated structured discussions about students' reactions. With her classes that had only been together for a couple of weeks in the new trimester, she had to turn off the chat box during her slides, “because emotions were really high.” That wasn’t the case with classes that were entering their second trimester together: “I knew that if they were going to bring something up in the chat separate from what was being presented on screen, it wasn't going to be off topic and it wasn't going to be superficial or jokey or inflammatory.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57244\" class=\"wp-caption alignnone\" style=\"max-width: 1251px\">\u003cimg class=\"wp-image-57244 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English.png\" alt=\"\" width=\"1251\" height=\"704\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-768x432.png 768w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003cfigcaption class=\"wp-caption-text\">After brainstorming on Padlet, Leah Calote’s English and theater students created community agreements to establish class norms.\u003c/figcaption>\u003c/figure>\n\u003ch1>\u003cb>Offer multiple modes to participate\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the pandemic, policies around \u003c/span>\u003ca href=\"https://www.edutopia.org/article/value-camera-optional-policy\">\u003cspan style=\"font-weight: 400\">on-camera participation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have \u003c/span>\u003ca href=\"https://twitter.com/doug_lemov/status/1306940837209743362?lang=en\">\u003cspan style=\"font-weight: 400\">stoked debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among teachers. According to Education Week, \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/most-educators-require-kids-to-turn-cameras-on-in-virtual-class-despite-equity-concerns/2020/10\">\u003cspan style=\"font-weight: 400\">more than three quarters of educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> require students to turn on cameras during live instruction. Calote is not in that majority. “Sometimes people just aren't in a talkative mood, which is fine,” she said. Inspired by \u003c/span>\u003ca href=\"https://twitter.com/MrsParkShine/status/1300401054404796416\">\u003cspan style=\"font-weight: 400\">an idea from instructional designer Esther Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Calote creates breakout rooms for her English classes based on communication style. Students choose whether to join a room that will use cameras and microphones, microphones only, or type chat only.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some teachers feel frustrated by “teaching into the void,” Calote said it’s important to recognize that off-camera students are, in fact, participating. “It's just not the way that you're used to. It's a different medium.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Encourage peer feedback\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Calote took an online class with \u003c/span>\u003ca href=\"https://improtheatre.com/\">\u003cspan style=\"font-weight: 400\">Impro Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last year, each session ended with performers giving each other shoutouts on their work. After seeing how the practice grounded and connected participants, Calote adopted it for her own classes at Rancho Campana. For students on the receiving end, “to hear that someone noticed that you did something that they admired, it is very validating,” she said. Calote encourages students to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-psa-when-giving-feedback-dont-lead-with-i-love-or-i-like/2019/04\">\u003cspan style=\"font-weight: 400\">be specific\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with their compliments, going beyond “that was great.” A self-assessment form that students use for note-taking has helped. The form is primarily as a launch pad for self-reflection, but it also gives them a starting point for \u003c/span>\u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Peer-Feedback-in-the-Classroom.aspx\">\u003cspan style=\"font-weight: 400\">peer feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Calote said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Connect with students one-on-one\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to fostering relationships among students, Calote was conscious about the role that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">student-teacher familiarity plays in learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. About halfway through the first trimester in her English class, she created an extra breakout room while groups were discussing poetry. Over two class periods, she used that room to check in with all 38 class members individually. She asked about their experiences so far, how other classes were going and what else was happening in their lives. The conversations were “illuminating,” she said, allowing her to find out, for example, which students were working jobs to support their families or moving between multiple households \u003c/span>\u003ca href=\"https://cnsmaryland.org/2020/12/17/covid-means-many-more-responsibilities-for-the-oldest-child/\">\u003cspan style=\"font-weight: 400\">to care for younger relatives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote also shares parts of her own life with students. For instance, she set up an inexpensive document camera where her cat, \u003c/span>\u003ca href=\"https://twitter.com/RanchoBackstage/status/1348746914213154816\">\u003cspan style=\"font-weight: 400\">Zoya\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, sleeps and sometimes turns it on for students to watch. “I think if you put in the time and are a little bit vulnerable yourself and generous yourself with students, it helps make them feel safe to do the same,” she said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Prioritize a culture of care\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her opening slides with her classes, Calote listed five commitments to her students: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I care about you.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Safety matters.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Comfort counts.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I value personality.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Basic needs are important.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cfigure id=\"attachment_57246\" class=\"wp-caption alignnone\" style=\"max-width: 1252px\">\u003cimg class=\"size-full wp-image-57246\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide.png\" alt=\"\" width=\"1252\" height=\"700\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide.png 1252w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-800x447.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-1020x570.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-768x429.png 768w\" sizes=\"(max-width: 1252px) 100vw, 1252px\">\u003cfigcaption class=\"wp-caption-text\">Rancho Campana High School teacher Leah Calote opened her 2020-21 classes with these promises to students. She said the list was adapted from one shared by another teacher on Twitter last summer.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They weren’t empty promises. During stressful periods, Calote took \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/mindfulness\">\u003cspan style=\"font-weight: 400\">class time for guided breathing exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and to walk students through how to access \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57108/listen-and-connect-how-parents-can-support-teens-mental-health-right-now\">\u003cspan style=\"font-weight: 400\">mental health resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online. Calote also sent postcards to students for their birthdays and found other ways to offer support, like being flexible when a student missed class or dropping off a stress ball to a student who had a tough 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>\u003cspan style=\"font-weight: 400\">Despite the challenges of distance learning amid a global pandemic, Calote said her students have impressed her with their resilience and empathy. “Yes, it's not like teaching in person, but it's pretty great for teaching this way. You still feel a part of a community where people are putting forth their best effort to be human together.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://newark.chalkbeat.org/2020/12/15/22176662/newark-virtual-tutoring-learning-loss\">\u003cem>Newark schools are ramping up virtual tutoring. Will it be enough to combat pandemic learning loss? \u003c/em>\u003c/a>\u003cem>was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">here.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As evidence mounts that the pandemic is inflicting academic harm on many students, some Newark schools are turning to a simple yet potentially potent treatment: tutoring.\u003c/p>\n\u003cp>The city school district plans to train students to tutor their peers, and it recently launched a “homework hotline” where teachers work one-on-one with students over video chat. Some Newark charter schools are also bringing in tutors, including corporate volunteers at one school and AmeriCorps members at another. All the tutoring is happening virtually while classrooms are closed.\u003c/p>\n\u003cp>But as schools race to offer students extra help, experts caution that only rigorous and frequent tutoring is likely to help reverse the learning loss caused by the pandemic. The patchwork of programs in cities such as Newark points to the need for \u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">federally funded and coordinated\u003c/a> tutoring that is widespread and intensive enough to steer students back on track, \u003ca href=\"https://www.the74million.org/article/slavin-an-open-letter-to-president-elect-biden-a-tutoring-marshall-plan-to-heal-our-students/\">researchers say\u003c/a>.\u003c/p>\n\u003cp>“We can’t expect all these schools to just reinvent the wheel for tutoring with all the coordination, curriculum, training, costs, and expertise it requires,” said Matthew Kraft, a Brown University professor who co-authored \u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai20-335.pdf\">a new report\u003c/a> calling for a national tutoring program. “We need to support them to do so.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">Data is piling up\u003c/a> that shows this spring’s school closures knocked many students off course.\u003c/p>\n\u003cp>Testing this fall revealed that \u003ca href=\"https://www.washingtonpost.com/education/students-falling-behind/2020/12/06/88d7157a-3665-11eb-8d38-6aea1adb3839_story.html\">students started this school year behind\u003c/a>, with progress stalling \u003ca href=\"https://www.chalkbeat.org/2020/12/1/21754406/learning-loss-data-spring-nwea-schools-covid\">most in math\u003c/a>; and students of color lost more ground than white students, according to at least \u003ca href=\"https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help\">one analysis\u003c/a>. Meanwhile, several districts are reporting a surge in students \u003ca href=\"https://www.chalkbeat.org/2020/12/7/22160183/students-struggle-with-remote-learning-teachers-grapple-with-failing-grades\">failing their fall classes\u003c/a>.\u003c/p>\n\u003cp>New Jersey, \u003ca href=\"https://www.chalkbeat.org/2020/10/30/21541724/learning-loss-school-districts-tests\">like most states\u003c/a>, did not mandate widespread testing this fall to measure academic backsliding. But in anticipation of probable learning loss, the state recently \u003ca href=\"https://www.nj.com/education/2020/12/are-your-kids-falling-behind-in-school-nj-thinks-they-might-be.html\">said it would give grants\u003c/a> to 16 districts to help students catch up.\u003c/p>\n\u003cp>As schools consider how best to help students rebound, a \u003ca href=\"https://www.nber.org/papers/w27476\">large body of evidence\u003c/a> suggests that small-group tutoring is one of the most effective ways to boost student learning. England recently \u003ca href=\"https://www.chalkbeat.org/2020/8/10/21362664/england-national-tutoring-program-us-americorps-congress\">launched a national tutoring program\u003c/a> to address learning loss, and some \u003ca href=\"https://www.baltimoresun.com/politics/bs-md-pol-millions-for-remote-learning-20200629-rsv45ehtnbfwpp3aqkwf74llpa-story.html\">states\u003c/a> and \u003ca href=\"https://www.latimes.com/california/story/2020-10-09/tutoring-deal-for-los-angeles-students\">districts\u003c/a> in the United States have funded smaller efforts.\u003c/p>\n\u003cp>“There are few interventions in education where the evidence is as compelling and overwhelming as it is for the efficacy of tutoring,” said Kraft, who co-authored the paper with Grace Falken calling for a massive, federally funded \u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">expansion of tutoring\u003c/a> into every public school.\u003c/p>\n\u003cp>But not all tutoring programs are equal. Kraft said the most effective programs keep student-to-tutor ratios low, schedule several sessions per week, and provide tutors with high-quality training and teaching materials. Tutoring usually works better during the school day because students are more likely to attend and take it seriously, said Kraft, who recommends lengthening the school day by 30 minutes to make time for tutoring.\u003c/p>\n\u003cp>In Newark, the district is planning \u003ca href=\"https://sites.google.com/nps.k12.nj.us/tutoring-site/home?authuser=0\">a suite of tutoring programs\u003c/a> this school year, according to documents and the district website. While still likely to benefit students, the programs might not feature all the hallmarks of effective tutoring, such as well-trained tutors and frequent sessions.\u003c/p>\n\u003cp>Through the district’s peer tutoring program, students in grades 3-11 will learn to coach their classmates. Teachers are responsible for choosing and training students to become tutors, according to district guidance. The guidance does not say how often tutoring will occur or what curriculum the student tutors will use.\u003c/p>\n\u003cp>A district spokesperson would not answer questions or provide any information about the tutoring programs, and did not allow a school board member to be interviewed.\u003c/p>\n\u003cp>The effort was supposed to be up and running by October, but has yet to roll out to all schools.\u003c/p>\n\u003cp>The \u003ca href=\"https://sites.google.com/nps.k12.nj.us/tutoring-site/homework-hotline-schedule?authuser=0\">homework hotline\u003c/a> connects students with teachers who are on call from 3:30 to 5:30 p.m. Monday through Thursday. Students can choose a teacher who specializes in the subject they need help with, then join the teacher’s video chat.\u003c/p>\n\u003cp>One of the hotline workers is Wilmarie Morales, a bilingual teacher at Ridge Street School. Last Wednesday, she met virtually with a Spanish-speaking sixth-grader who recently arrived from Ecuador and needed help understanding his assignments. On Thursday, she assisted a second-grader who logs on almost every afternoon. They worked on science, math, and spelling assignments, and read a book about Santa Claus.\u003c/p>\n\u003cp>“Some kids, you’re on with them an hour; other kids, you’re on with them 10 minutes,” Morales said. “The kids enjoy it, they like it.”\u003c/p>\n\u003cp>The hotline, which \u003ca href=\"https://www.facebook.com/NewarkPublicSchools/posts/1985079014967156\">began Nov. 30\u003c/a>, offers individual support. But with only about 20 teachers, the program can only serve a fraction of the district’s more than 36,000 students.\u003c/p>\n\u003cp>Individual schools also offer virtual afterschool programs that include tutoring. However, school staffers say that getting students to voluntarily attend after a full day of remote learning can be difficult. Yolanda Johnson, a parent advocate whose daughter has attended University High School’s afterschool program, said tutoring should be required.\u003c/p>\n\u003cp>“It’s critical right now,” she said. “School districts should make it mandatory.”\u003c/p>\n\u003cp>Beyond tutoring, the district also created math and phonics “bootcamps” this fall, where elementary school teachers gave a series of lessons reviewing essential skills in those subjects. And through a partnership with the Newark Public Library, district teachers will record lessons on different topics that students can watch online. After a delay, the service will launch in January, a library official said.\u003c/p>\n\u003cfigure>\u003cimg src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/22172442/GOLCS_tutoring.jpg\">Patrick Wall/Chalkbeat\u003cfigcaption>An AmeriCorps fellow worked with Great Oaks Legacy Charter School students in 2019. During remote learning, the fellows are now tutoring students remotely.\u003c/figcaption>\u003c/figure>\n\u003cp>Newark charter schools are also ramping up academic support this fall.\u003c/p>\n\u003cp>At Philip’s Academy Charter School, volunteers from Prudential Financial tutor struggling students over Zoom each Tuesday through a program called \u003ca href=\"https://www.prnewswire.com/news-releases/the-actuarial-foundations-math-motivators-program-cracks-the-code-on-free-virtual-tutoring-301163320.html\">Math Motivators\u003c/a>. Teachers also offer small-group tutoring sessions every Saturday. And during two “intervention” periods each week, teachers review topics with small groups of students who need extra help while the rest use online-learning programs.\u003c/p>\n\u003cp>Principal Yasmeen Sampson said testing this fall showed that about half of students were starting below grade level. That prompted the school to schedule the hour-long intervention periods during the school day so all students have access to tutoring.\u003c/p>\n\u003cp>“We don’t want students to be excluded from getting what they need,” she said.\u003c/p>\n\u003cp>Great Oaks Legacy Charter School offers tutoring that closely resembles what some \u003ca href=\"https://www.americanprogress.org/issues/education-k-12/reports/2020/08/10/489168/opportunity-counseling-corps-helping-k-12-students-young-adults-recover-coronavirus-crisis/\">think tanks\u003c/a> and \u003ca href=\"https://www.coons.senate.gov/imo/media/doc/CORPS%20Act%20one%20pager%5b1%5d.pdf\">lawmakers\u003c/a> have proposed.\u003c/p>\n\u003cp>Through \u003ca href=\"https://greatoakslegacy.org/join-our-team/tutor-corps/\">an AmeriCorps fellowship\u003c/a> that predated the pandemic, recent college graduates tutor small groups of students during a designated period each day. The full-time tutors also work with struggling students after school and on Saturdays. The school trains the tutors and teachers meet with them regularly to track student progress and plan lessons.\u003c/p>\n\u003cp>“You really need systems and oversight,” said Dr. Prudence Minton, chief academic officer of the network’s middle school. “That’s been the biggest part of the program.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=https%3A%2F%2Fnewark.chalkbeat.org%2F2020%2F12%2F15%2F22176662%2Fnewark-virtual-tutoring-learning-loss\" alt=\"\">\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://newark.chalkbeat.org/2020/12/15/22176662/newark-virtual-tutoring-learning-loss\">\u003cem>Newark schools are ramping up virtual tutoring. Will it be enough to combat pandemic learning loss? \u003c/em>\u003c/a>\u003cem>was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">here.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As evidence mounts that the pandemic is inflicting academic harm on many students, some Newark schools are turning to a simple yet potentially potent treatment: tutoring.\u003c/p>\n\u003cp>The city school district plans to train students to tutor their peers, and it recently launched a “homework hotline” where teachers work one-on-one with students over video chat. Some Newark charter schools are also bringing in tutors, including corporate volunteers at one school and AmeriCorps members at another. All the tutoring is happening virtually while classrooms are closed.\u003c/p>\n\u003cp>But as schools race to offer students extra help, experts caution that only rigorous and frequent tutoring is likely to help reverse the learning loss caused by the pandemic. The patchwork of programs in cities such as Newark points to the need for \u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">federally funded and coordinated\u003c/a> tutoring that is widespread and intensive enough to steer students back on track, \u003ca href=\"https://www.the74million.org/article/slavin-an-open-letter-to-president-elect-biden-a-tutoring-marshall-plan-to-heal-our-students/\">researchers say\u003c/a>.\u003c/p>\n\u003cp>“We can’t expect all these schools to just reinvent the wheel for tutoring with all the coordination, curriculum, training, costs, and expertise it requires,” said Matthew Kraft, a Brown University professor who co-authored \u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai20-335.pdf\">a new report\u003c/a> calling for a national tutoring program. “We need to support them to do so.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">Data is piling up\u003c/a> that shows this spring’s school closures knocked many students off course.\u003c/p>\n\u003cp>Testing this fall revealed that \u003ca href=\"https://www.washingtonpost.com/education/students-falling-behind/2020/12/06/88d7157a-3665-11eb-8d38-6aea1adb3839_story.html\">students started this school year behind\u003c/a>, with progress stalling \u003ca href=\"https://www.chalkbeat.org/2020/12/1/21754406/learning-loss-data-spring-nwea-schools-covid\">most in math\u003c/a>; and students of color lost more ground than white students, according to at least \u003ca href=\"https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help\">one analysis\u003c/a>. Meanwhile, several districts are reporting a surge in students \u003ca href=\"https://www.chalkbeat.org/2020/12/7/22160183/students-struggle-with-remote-learning-teachers-grapple-with-failing-grades\">failing their fall classes\u003c/a>.\u003c/p>\n\u003cp>New Jersey, \u003ca href=\"https://www.chalkbeat.org/2020/10/30/21541724/learning-loss-school-districts-tests\">like most states\u003c/a>, did not mandate widespread testing this fall to measure academic backsliding. But in anticipation of probable learning loss, the state recently \u003ca href=\"https://www.nj.com/education/2020/12/are-your-kids-falling-behind-in-school-nj-thinks-they-might-be.html\">said it would give grants\u003c/a> to 16 districts to help students catch up.\u003c/p>\n\u003cp>As schools consider how best to help students rebound, a \u003ca href=\"https://www.nber.org/papers/w27476\">large body of evidence\u003c/a> suggests that small-group tutoring is one of the most effective ways to boost student learning. England recently \u003ca href=\"https://www.chalkbeat.org/2020/8/10/21362664/england-national-tutoring-program-us-americorps-congress\">launched a national tutoring program\u003c/a> to address learning loss, and some \u003ca href=\"https://www.baltimoresun.com/politics/bs-md-pol-millions-for-remote-learning-20200629-rsv45ehtnbfwpp3aqkwf74llpa-story.html\">states\u003c/a> and \u003ca href=\"https://www.latimes.com/california/story/2020-10-09/tutoring-deal-for-los-angeles-students\">districts\u003c/a> in the United States have funded smaller efforts.\u003c/p>\n\u003cp>“There are few interventions in education where the evidence is as compelling and overwhelming as it is for the efficacy of tutoring,” said Kraft, who co-authored the paper with Grace Falken calling for a massive, federally funded \u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">expansion of tutoring\u003c/a> into every public school.\u003c/p>\n\u003cp>But not all tutoring programs are equal. Kraft said the most effective programs keep student-to-tutor ratios low, schedule several sessions per week, and provide tutors with high-quality training and teaching materials. Tutoring usually works better during the school day because students are more likely to attend and take it seriously, said Kraft, who recommends lengthening the school day by 30 minutes to make time for tutoring.\u003c/p>\n\u003cp>In Newark, the district is planning \u003ca href=\"https://sites.google.com/nps.k12.nj.us/tutoring-site/home?authuser=0\">a suite of tutoring programs\u003c/a> this school year, according to documents and the district website. While still likely to benefit students, the programs might not feature all the hallmarks of effective tutoring, such as well-trained tutors and frequent sessions.\u003c/p>\n\u003cp>Through the district’s peer tutoring program, students in grades 3-11 will learn to coach their classmates. Teachers are responsible for choosing and training students to become tutors, according to district guidance. The guidance does not say how often tutoring will occur or what curriculum the student tutors will use.\u003c/p>\n\u003cp>A district spokesperson would not answer questions or provide any information about the tutoring programs, and did not allow a school board member to be interviewed.\u003c/p>\n\u003cp>The effort was supposed to be up and running by October, but has yet to roll out to all schools.\u003c/p>\n\u003cp>The \u003ca href=\"https://sites.google.com/nps.k12.nj.us/tutoring-site/homework-hotline-schedule?authuser=0\">homework hotline\u003c/a> connects students with teachers who are on call from 3:30 to 5:30 p.m. Monday through Thursday. Students can choose a teacher who specializes in the subject they need help with, then join the teacher’s video chat.\u003c/p>\n\u003cp>One of the hotline workers is Wilmarie Morales, a bilingual teacher at Ridge Street School. Last Wednesday, she met virtually with a Spanish-speaking sixth-grader who recently arrived from Ecuador and needed help understanding his assignments. On Thursday, she assisted a second-grader who logs on almost every afternoon. They worked on science, math, and spelling assignments, and read a book about Santa Claus.\u003c/p>\n\u003cp>“Some kids, you’re on with them an hour; other kids, you’re on with them 10 minutes,” Morales said. “The kids enjoy it, they like it.”\u003c/p>\n\u003cp>The hotline, which \u003ca href=\"https://www.facebook.com/NewarkPublicSchools/posts/1985079014967156\">began Nov. 30\u003c/a>, offers individual support. But with only about 20 teachers, the program can only serve a fraction of the district’s more than 36,000 students.\u003c/p>\n\u003cp>Individual schools also offer virtual afterschool programs that include tutoring. However, school staffers say that getting students to voluntarily attend after a full day of remote learning can be difficult. Yolanda Johnson, a parent advocate whose daughter has attended University High School’s afterschool program, said tutoring should be required.\u003c/p>\n\u003cp>“It’s critical right now,” she said. “School districts should make it mandatory.”\u003c/p>\n\u003cp>Beyond tutoring, the district also created math and phonics “bootcamps” this fall, where elementary school teachers gave a series of lessons reviewing essential skills in those subjects. And through a partnership with the Newark Public Library, district teachers will record lessons on different topics that students can watch online. After a delay, the service will launch in January, a library official said.\u003c/p>\n\u003cfigure>\u003cimg src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/22172442/GOLCS_tutoring.jpg\">Patrick Wall/Chalkbeat\u003cfigcaption>An AmeriCorps fellow worked with Great Oaks Legacy Charter School students in 2019. During remote learning, the fellows are now tutoring students remotely.\u003c/figcaption>\u003c/figure>\n\u003cp>Newark charter schools are also ramping up academic support this fall.\u003c/p>\n\u003cp>At Philip’s Academy Charter School, volunteers from Prudential Financial tutor struggling students over Zoom each Tuesday through a program called \u003ca href=\"https://www.prnewswire.com/news-releases/the-actuarial-foundations-math-motivators-program-cracks-the-code-on-free-virtual-tutoring-301163320.html\">Math Motivators\u003c/a>. Teachers also offer small-group tutoring sessions every Saturday. And during two “intervention” periods each week, teachers review topics with small groups of students who need extra help while the rest use online-learning programs.\u003c/p>\n\u003cp>Principal Yasmeen Sampson said testing this fall showed that about half of students were starting below grade level. That prompted the school to schedule the hour-long intervention periods during the school day so all students have access to tutoring.\u003c/p>\n\u003cp>“We don’t want students to be excluded from getting what they need,” she said.\u003c/p>\n\u003cp>Great Oaks Legacy Charter School offers tutoring that closely resembles what some \u003ca href=\"https://www.americanprogress.org/issues/education-k-12/reports/2020/08/10/489168/opportunity-counseling-corps-helping-k-12-students-young-adults-recover-coronavirus-crisis/\">think tanks\u003c/a> and \u003ca href=\"https://www.coons.senate.gov/imo/media/doc/CORPS%20Act%20one%20pager%5b1%5d.pdf\">lawmakers\u003c/a> have proposed.\u003c/p>\n\u003cp>Through \u003ca href=\"https://greatoakslegacy.org/join-our-team/tutor-corps/\">an AmeriCorps fellowship\u003c/a> that predated the pandemic, recent college graduates tutor small groups of students during a designated period each day. The full-time tutors also work with struggling students after school and on Saturdays. The school trains the tutors and teachers meet with them regularly to track student progress and plan lessons.\u003c/p>\n\u003cp>“You really need systems and oversight,” said Dr. Prudence Minton, chief academic officer of the network’s middle school. “That’s been the biggest part of the program.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=https%3A%2F%2Fnewark.chalkbeat.org%2F2020%2F12%2F15%2F22176662%2Fnewark-virtual-tutoring-learning-loss\" alt=\"\">\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Some Families Hope Pandemic Can Spur Change in Special Education",
"title": "Some Families Hope Pandemic Can Spur Change in Special Education",
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"content": "\u003cp>\u003cem>This story about special education services was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Single mom Nicole Vaughn has spent the better part of her adult life advocating for her five adopted children with disabilities. But when schools shuttered for the coronavirus last spring, Vaughn gained a slew of new responsibilities, like helping her kids access virtual classrooms and coordinating the special education services they receive.\u003c/p>\n\u003cp>“I had to send emails to the speech and language provider saying, ‘Hey, they haven’t seen you, I haven’t seen you. What’s going on?’ ” said Vaughn, who lives in the Detroit metropolitan area.\u003c/p>\n\u003cp>Once those services resumed, Vaughn said sessions were shorter than the time mandated by her children’s individualized education programs. Known as IEPs, these plans are meant to ensure that students with disabilities receive specialized instruction and services tailored to their needs.\u003c/p>\n\u003cp>Vaughn decided to let it go.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s to the point now you have to pick and choose your battles,” she said. “Because other than that, I’m calling and texting everybody, every day, about something.”\u003c/p>\n\u003cfigure id=\"attachment_57072\" class=\"wp-caption alignnone\" style=\"max-width: 1452px\">\u003cimg class=\"size-full wp-image-57072\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5.jpg\" alt=\"\" width=\"1452\" height=\"1936\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5.jpg 1452w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5-1152x1536.jpg 1152w\" sizes=\"(max-width: 1452px) 100vw, 1452px\">\u003cfigcaption class=\"wp-caption-text\">Though they’re in different grades, each member of the Vaughn family gathers around the table for their respective online classes. \u003ccite>(Courtesy of Nicole Vaughn )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Simultaneous crises of a pandemic and recession are further straining a special education system that has long struggled to effectively serve students with disabilities. Chronic shortfalls in federal funding have burdened local education agencies and families, and — in the most extreme cases — denied these children access to quality education. Under the Individuals with Disabilities Education Act (IDEA), today, \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">more than 7 million children, or 14 percent of public school students\u003c/a>\u003cu>, \u003c/u>are entitled to special services and accommodations to help them learn. But in the legislation’s almost 50-year history, the federal government has never fulfilled its promise to pay 40 percent of the average cost of educating students with disabilities.\u003c/p>\n\u003cp>Special education teachers, meanwhile, tend to be among the least-experienced educators, and states often have trouble filling those positions. In Vaughn’s state of Michigan, over 40 percent of teacher vacancies last year were in special education, according to a Michigan Association of Superintendents & Administrators \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2020/11/Teacher-Shortage-Survey-Results.pdf\">survey\u003c/a> with responses from roughly half the state’s school districts.\u003c/p>\n\u003cp>The consequences are evident in the data: \u003ca href=\"https://hechingerreport.org/high-schools-fail-provide-legally-required-education-students-disabilities/\">Graduation rates\u003c/a> for young people with disabilities often fall far below those of other students, and without the right support, children in special education are also much more likely to \u003ca href=\"https://www.ncld.org/research/state-of-learning-disabilities/supporting-academic-success#ch3challenge3\">repeat grades\u003c/a> and \u003ca href=\"https://www.ncld.org/research/state-of-learning-disabilities/social-emotional-and-behavioral-challenges#ch4challenge2\">twice as likely to be suspended\u003c/a>.\u003c/p>\n\u003cp>“These students in particular are getting the short end of the stick, and they have been for some time,” said Elena Silva, director of the pre-K-12 education policy program at the think tank New America and the mother of a child with a physical disability. “The schools, the staff — they know it. You talk to anybody at a school or staff about the need, and whether they have what they need to meet the needs of these kids. And they’ll tell you, they don’t.”\u003c/p>\n\u003cp>But some families and their advocates are hopeful that the pandemic could prompt a reckoning and systemic change. During distance learning, educators have needed to get creative to reach all their students, leading to new ways of collaborating with parents and approaches to instruction that education experts say could be integrated into how schools operate going forward.\u003c/p>\n\u003cp>“I don’t think anyone’s going to say that what we were doing worked or was equitable,” said Meghan Whittaker, the director of policy and advocacy at the National Center for Learning Disabilities. “And this gives us a chance to rethink that.”\u003c/p>\n\u003cp>Vaughn’s advocacy on behalf of her kids came to a temporary standstill this spring, when she was hospitalized with the coronavirus. In late March, her symptoms worsened quickly and doctors put her on a ventilator.\u003c/p>\n\u003cp>Vaughn feared how her absence would affect her children’s education. “I cannot leave them,” she remembered thinking before slipping into a coma. “Nobody is going to go to bat for my kids the way I go to bat for them.”\u003c/p>\n\u003cp>After waking up five days later, she wasted no time trying to help her kids adapt to their new normal, which included online classes. Before she could even speak again, she wrote messages on a whiteboard that a nurse read over the phone to her children and sister, who was filling in as their guardian.\u003c/p>\n\u003cp>It’s not unusual for parents of students with disabilities to take an outsize role in their children’s education. Special education can be a confusing and impenetrable system, and parents often have to become experts in state and federal laws to ensure their kids receive appropriate support.\u003c/p>\n\u003cp>“Parents are co-equal members of an IEP team,” said Julie Causton, chief executive of Inclusive Schooling, an education consultancy, and a former professor of special education at Syracuse University. But not all families have the time or means to take on that responsibility, so the goal must be to “make sure kids get what they need without relying on the family structure,” she said.\u003c/p>\n\u003cfigure id=\"attachment_57073\" class=\"wp-caption alignnone\" style=\"max-width: 1152px\">\u003cimg class=\"size-full wp-image-57073\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-8.jpg\" alt=\"\" width=\"1152\" height=\"1438\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-8.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-8-800x999.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-8-1020x1273.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-8-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-8-768x959.jpg 768w\" sizes=\"(max-width: 1152px) 100vw, 1152px\">\u003cfigcaption class=\"wp-caption-text\">Nicole Vaughn adopted five children with disabilities who qualify for special services and accommodations in Michigan public schools. \u003ccite>(Courtesy of Nicole Vaughn )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A graduate of Detroit Public Schools and the first in her family to earn a bachelor’s degree, Vaughn adopted a newborn named Daniel in 2001 and, later, his biological younger brother, Jacob. When Daniel’s preschool teachers said he was often restless and impulsive, and Jacob missed typical milestones for walking and talking, both boys were assessed for disabilities. Together, they were diagnosed with autism, ADHD and cognitive impairment, and Vaughn was told Jacob might never be able to live independently. Vaughn recalls feeling like the special education professionals were speaking in code.\u003c/p>\n\u003cp>“All these educational terms and these acronyms — it was just all new to me, and it was also very intimidating,” said Vaughn. “I would come home after we had one of these meetings or sessions, and I’m Googling, I’m researching, and it’s overwhelming.” In time, Vaughn decided to get a master’s degree in special education to make sense of the system. She also adopted three more children: a daughter and twins with speech and language delays.\u003c/p>\n\u003cp>Even with her training, Vaughn ran into problems as she tried to help her kids. The school district in which her elder children were previously enrolled, Dearborn Heights School District 7, graduates special education students with regular diplomas at a rate of 73 percent, well below the state’s \u003ca href=\"https://www.michigan.gov/documents/mde/PartBC_IndicatorDescriptions_550415_7.pdf\">target rate\u003c/a> of 80 percent, according to the state’s most recent \u003ca href=\"https://www.michigan.gov/documents/cepi/Public_Reporting_File_Masked_Part_B_Member_District_3-19-20_ADA_685172_7.xlsx\">special education public report\u003c/a>. The district and surrounding area also have trouble with staffing: As of mid-November, there were around \u003ca href=\"https://www.applitrack.com/resa/OnlineApp/default.aspx?Category=Center+Based+and+Special+Education+Services\">40 special education job vacancies\u003c/a> in Wayne County, where Dearborn Heights is located, and about \u003ca href=\"https://4.files.edl.io/f7a9/05/08/19/221423-fa291483-ca10-44f4-b94b-6c93b5d2f28b.pdf\">13 percent of all teachers and 32 percent of principals and school leaders\u003c/a> in the district lacked prior experience in these roles.\u003c/p>\n\u003cp>When Jacob was in third grade, Vaughn said she was informed that his speech and language and occupational therapies were ending. “ ‘He’s pretty much plateaued; he’s reached his maximum level of performance,’ ” Vaughn said the IEP team told her. “ ‘We don’t want him just lingering in the services. We have other children.’ ” On another occasion, a social worker referred to Jacob as “she” in his behavior plan, Vaughn said. She confronted the principal for reusing another child’s program. “It’s called an individualized education plan!” she recalled saying.\u003c/p>\n\u003cp>Today, Vaughn works as a counselor for Detroit Public Schools and said she sympathizes with overburdened school staff. “It keeps going back to time and money, which it seems like school districts never have enough of,” she said.\u003c/p>\n\u003cp>Vaughn was not alone in her struggles to get her children services this year. Last spring, during remote learning, just 20 percent of students with disabilities received the services to which they were entitled, and 39 percent received no support at all, according to a \u003ca href=\"https://parentstogetheraction.org/2020/05/27/parentstogether-survey-reveals-remote-learning-is-failing-our-most-vulnerable-students/\">survey\u003c/a> by ParentsTogether Action, a parent-led advocacy group. And an American Institutes for Research \u003ca href=\"https://www.air.org/sites/default/files/COVID-Survey-Spotlight-on-Students-with-Disabilities-FINAL-Oct-2020.pdf\">survey\u003c/a> found that nearly three-quarters of 744 school districts reported it was more or substantially more difficult to provide appropriate accommodations for their students with disabilities.\u003c/p>\n\u003cp>“For a student that has a learning, attention or behavioral disability, being at home — without teachers, without educators, without one-on-one support, being on screens — is almost an impossible way for them to learn well,” said Silva of New America.\u003c/p>\n\u003cp>Some families have grown so discouraged with special education during the pandemic that they have opted out of the school system altogether, at least for now. In March, LaTonya Davis, an education consultant in Houston, decided to pull her 10-year-old son with autism out of his KIPP public charter school and home-school him for the duration of the pandemic.\u003c/p>\n\u003cp>“I'm solely responsible for making sure I make the best choices for him,” she said of her decision.\u003c/p>\n\u003cp>Davis, a single mother, developed a daily schedule of activities tailored to her son’s needs, known as a “\u003ca href=\"https://www.understood.org/en/learning-thinking-differences/treatments-approaches/therapies/sensory-diet-treatment-what-you-need-to-know\">sensory diet\u003c/a>,” which she’d tried unsuccessfully to have his teachers adopt in the past. She said she hopes that giving her son one-on-one attention will help him get a quality education even during school closures.\u003c/p>\n\u003cfigure id=\"attachment_57074\" class=\"wp-caption alignnone\" style=\"max-width: 908px\">\u003cimg class=\"size-full wp-image-57074\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-9.png\" alt=\"\" width=\"908\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-9.png 908w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-9-800x471.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-9-160x94.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-9-768x453.png 768w\" sizes=\"(max-width: 908px) 100vw, 908px\">\u003cfigcaption class=\"wp-caption-text\">LaTonya Davis, who is homeschooling for the duration of the pandemic, created a virtual classroom for her 10-year-old son with autism. \u003ccite>(LaTonya Davis)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But few parents have the expertise to support their kids around the clock like Davis, which could put students in special education, who are already among the most vulnerable, further behind. Indeed, special education experts have already sounded the alarm about \u003ca href=\"https://hechingerreport.org/it-feels-a-little-hopeless-parents-of-kids-with-disabilities-worry-coronavirus-quarantine-will-mean-regression/\">academic regression and loss of life skills\u003c/a> during school closures.\u003c/p>\n\u003cp>Recognizing the unique obstacles that students with disabilities face in remote learning, several of the country’s biggest school districts, including Los Angeles County and Baltimore City, have prioritized bringing back at least some special education students to school buildings before their peers. But doing so has proved very difficult. Seattle Public Schools, which approved a school-reopening plan prioritizing kids with disabilities in August, made \u003ca href=\"https://www.seattletimes.com/education-lab/only-1-seattle-public-schools-student-is-receiving-special-education-services-in-person-right-now/#:~:text=Ishisaka-,Only%201%20Seattle%20Public%20Schools%20student%20is%20receiving%20special,services%20in%20person%20right%20now&text=Education%20Lab%20is%20a%20Seattle,persistent%20challenges%20in%20public%20education.&text=Other%20districts%20are%20usi\">headlines\u003c/a> in October because just one student was receiving in-person services.\u003c/p>\n\u003cp>Yet, for schools continuing to teach remotely, resources are getting harder to come by. In California’s Hawthorne School District, special education teacher Albert Morales teaches transitional kindergarten (an extra year of instruction before kindergarten) through first grade. Classes will be online until at least the spring.\u003c/p>\n\u003cp>This fall, Morales has struggled to get the tools he needs to support his students. The district distributed Chromebooks at the start of the school year, but several of his young students with disabilities couldn’t use the mouse and keyboard. And though the school is swapping out the devices for iPads, which are more accessible to kids with disabilities, there weren’t enough for all students, he said.\u003c/p>\n\u003cp>Morales added that education companies made a few services that worked for his students free this spring, but that’s no longer the case. “All these great resources are out there,” he said. “But teachers have to pay out of pockets.”\u003c/p>\n\u003cp>Special education teachers aren’t meant to carry the financial burden. However, the federal government reimburses just 15 percent of the additional costs for educating students with disabilities — far short of the 40 percent promised under IDEA — according to the \u003ca href=\"https://ncld.org/news/policy-and-advocacy/idea-full-funding-why-should-congress-invest-in-special-education/\">National Center for Learning Disabilities\u003c/a>.\u003c/p>\n\u003cp>And a budget crisis won’t help close funding gaps: “They’re not going to have as much money, and they’re going to need to do twice as much,” said Silva of New America. “What do you do for your most vulnerable, when you have to do so much more and you have half the money?”\u003c/p>\n\u003cp>“That’s just a very real problem,” she said. “I don’t think we can innovate out of that problem.”\u003c/p>\n\u003cp>Bills introduced in the \u003ca href=\"https://www.congress.gov/bill/116th-congress/senate-bill/4100/text\">Senate\u003c/a> this summer and the \u003ca href=\"https://www.congress.gov/bill/116th-congress/house-bill/8523/text\">House\u003c/a> in October would provide more than $12 billion for students with disabilities, but both have stalled. Special education advocates, however, are hopeful that President-elect Joe Biden, whose wife, Jill, is an educator, could make good on \u003ca href=\"https://hechingerreport.org/opinion-is-america-finally-getting-woke-to-its-largest-minority-group/\">a promise he made\u003c/a> to fully fund IDEA within 10 years.\u003c/p>\n\u003cp>Without additional financial help, some public schools could be forced to make do with even fewer experienced staff serving kids with disabilities. Shortages of special education teachers are a national problem, with 48 states and D.C. reporting difficulty hiring and retaining staff, according to a 2016 report from the \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\">Learning Policy Institute\u003c/a>\u003cu>,\u003c/u> the most recent data available. The problem is most severe in districts predominantly serving students of color and from low-income backgrounds, where schools are already \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Restart_Reinvent_Schools_COVID_REPORT.pdf\">more likely\u003c/a> to be staffed by a transient group of untrained teachers.\u003c/p>\n\u003cp>Nationally, special education has the highest proportion of unlicensed teachers, even though many districts waive certain typical teacher licensure requirements for those positions, according to Roddy Theobald, a researcher at the Center for Analysis of Longitudinal Data in Education Research. Throughout the pandemic, many states have waived even more requirements, said Dan Goldhaber, director of the center. That could ultimately cause harm to students if it means they are being instructed primarily by teachers who lack the skills to serve them, experts say.\u003c/p>\n\u003cp>Meanwhile, paraprofessional positions, an hourly role supporting students with disabilities, are \u003ca href=\"http://blogs.edweek.org/edweek/District_Dossier/2020/08/districts_layoff_thousands_of_.html\">on the chopping block\u003c/a> in districts around the country. Some experts worry that special education teacher positions could be next. The first teachers to be laid off are typically the least-experienced, which could disproportionately affect special education teachers, who tend to be younger on account of the profession’s high attrition rates, said Goldhaber.\u003c/p>\n\u003cp>Budget cuts haven’t hit Hawthorne’s special education staff yet, but the pandemic has deepened staffing issues in Morales’ district nonetheless. In 2018, nearly \u003ca href=\"https://gettingdowntofacts.com/sites/default/files/2018-09/GDTFII_Report_Darling-Hammond.pdf\">eight in 10\u003c/a> California schools had openings for special education teachers, and \u003ca href=\"https://learningpolicyinstitute.org/product/interactive-map-understanding-teacher-shortages-california\">more than two-thirds\u003c/a> of Hawthorne’s new hires had not met all of California’s teacher certification requirements, according to the Learning Policy Institute. This September, a deficit of teachers trained to support students with disabilities meant that when a special education colleague was absent, Morales had to teach an online class twice the size of his usual group, which he said made high-quality instruction impossible.\u003c/p>\n\u003cfigure id=\"attachment_57077\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57077\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4.png\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Albert Morales, a transitional kindergarten through first grade special education teacher, tries to plan lessons that are both engaging and accessible for his students. \u003ccite>(Courtesy of Albert Morales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And that’s in California, which has done more than many states to mitigate the effects of the pandemic. At a time of widespread budget cuts, it is boosting support for special education: Its \u003ca href=\"http://www.ebudget.ca.gov/2020-21/pdf/Enacted/GovernorsBudget/6000.pdf\">2020-21 budget\u003c/a> allocates an additional $550 million to special education and $100 million for students requiring specialized services, and sets aside $15 million to recruit and train special education teachers.\u003c/p>\n\u003cp>With the special education system under strain, many weary parents and teachers share a common mantra: a hope that things will get back to normal soon. However, advocates say that “normal” isn’t good enough when public school wasn’t designed to support every child in the first place; instead, what’s needed is systemic change that goes further to improve schools for all children, especially the most vulnerable.\u003c/p>\n\u003cp>“How do we take what we’re doing in this moment and use this chance to prioritize equity and put marginalized students first, so that building our system back, they are at the center of it, rather than at the margins?” said Whittaker of the National Center for Learning Disabilities.\u003c/p>\n\u003cp>Fueled by pandemic-driven necessity, some districts have found ways for parents and educators to collaborate more closely to support kids with disabilities. This spring, many states implemented what are often called “individualized distance learning plans,” which spell out more clearly than IEPs do how schools and families should work together.\u003c/p>\n\u003cp>The importance of parent-teacher cooperation is outlined in IDEA, yet “we don’t do it well at all,” said Silva of New America. “This is an opportunity to connect home and school in a way that we’ve always promised and never been able to achieve.”\u003c/p>\n\u003cp>And though IEPs have long pledged individualized instruction, distance learning often makes it a requisite. “It acknowledged that students have lives outside of school with very real stressors and responsibilities,” said Causton of Inclusive Schooling.\u003c/p>\n\u003cp>During the pandemic, teachers across the country have been forced to find ways to reach their students in a manner suited to their needs: by recording videos for children who missed synchronous lessons, sending worksheets home with kids who lacked internet access and adjusting deadlines to fit students’ schedules. Causton wants to see schools continue this creative, flexible approach with all students going forward. Not only will children with disabilities benefit, she said, “but so will everyone else.”\u003c/p>\n\u003cp>Part of that goal involves rethinking special education so that disability doesn’t suggest a deficit in a student’s ability to learn, but rather a set of individualized needs that schools must meet — not unlike a student without internet access’s need for a hard-copy alternative.\u003c/p>\n\u003cp>“We for too long sorted and separated human beings based on disability,” said Causton. “This is the moment where we need to look at all the structures that have created such inequitable outcomes for kids,” she said.\u003c/p>\n\u003cp>“Instead of measuring how ready a student is to fit into our system, we can measure how ready our system is to support all students together,” she added.\u003c/p>\n\u003cp>That’s the kind of change Nicole Vaughn hopes to see. At a meeting this fall to discuss her son Jacob’s IEP, a social worker told her for the sixth consecutive year that the boy, now a high school senior, doesn’t answer open-ended questions, she said. This time, Vaughn had had enough.\u003c/p>\n\u003cp>“I said, ‘Please don’t say it anymore, because it’s the equivalent of saying a person that’s in a wheelchair cannot run a marathon,’ ” said Vaughn. “ ‘I don’t want to hear any more about what he can’t do. Let’s talk about what Jacob can do.’ ” Though he won’t receive a high school diploma, Jacob will graduate this spring with a certificate of completion. He also talks, engages and learns in a classroom alongside his peers.\u003c/p>\n\u003cp>“All kids learn,” she said. “They just don’t all learn at the same pace, the same way.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/HGvSCG69GouB0WxytKlr2O?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>special education services\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/LthZCJ6PLruB1pG4tGnrpx?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/vH_VCKr6MvTDB8gAs3eBve?domain=us2.list-manage.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger’s newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"excerpt": "The pandemic and recession are further straining a special education system that has long struggled to effectively serve students with disabilities. Chronic shortfalls in federal funding have burdened local education agencies and families, and — in the most extreme cases — denied children access to quality special education services. But some families and their advocates are hopeful that the coronavirus crisis could prompt systemic change.",
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"description": "The pandemic and recession are further straining a special education system that has long struggled to effectively serve students with disabilities. Chronic shortfalls in federal funding have burdened local education agencies and families, and — in the most extreme cases — denied children access to quality special education services. But some families and their advocates are hopeful that the coronavirus crisis could prompt systemic change.",
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"headline": "Some Families Hope Pandemic Can Spur Change in Special Education",
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"subhead": "Special education was imperfect before the coronavirus crisis. As districts contend with the fallout from slapdash online classes for kids with disabilities, will the pandemic prompt a reckoning?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about special education services was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Single mom Nicole Vaughn has spent the better part of her adult life advocating for her five adopted children with disabilities. But when schools shuttered for the coronavirus last spring, Vaughn gained a slew of new responsibilities, like helping her kids access virtual classrooms and coordinating the special education services they receive.\u003c/p>\n\u003cp>“I had to send emails to the speech and language provider saying, ‘Hey, they haven’t seen you, I haven’t seen you. What’s going on?’ ” said Vaughn, who lives in the Detroit metropolitan area.\u003c/p>\n\u003cp>Once those services resumed, Vaughn said sessions were shorter than the time mandated by her children’s individualized education programs. Known as IEPs, these plans are meant to ensure that students with disabilities receive specialized instruction and services tailored to their needs.\u003c/p>\n\u003cp>Vaughn decided to let it go.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s to the point now you have to pick and choose your battles,” she said. “Because other than that, I’m calling and texting everybody, every day, about something.”\u003c/p>\n\u003cfigure id=\"attachment_57072\" class=\"wp-caption alignnone\" style=\"max-width: 1452px\">\u003cimg class=\"size-full wp-image-57072\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5.jpg\" alt=\"\" width=\"1452\" height=\"1936\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5.jpg 1452w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-5-1152x1536.jpg 1152w\" sizes=\"(max-width: 1452px) 100vw, 1452px\">\u003cfigcaption class=\"wp-caption-text\">Though they’re in different grades, each member of the Vaughn family gathers around the table for their respective online classes. \u003ccite>(Courtesy of Nicole Vaughn )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Simultaneous crises of a pandemic and recession are further straining a special education system that has long struggled to effectively serve students with disabilities. Chronic shortfalls in federal funding have burdened local education agencies and families, and — in the most extreme cases — denied these children access to quality education. Under the Individuals with Disabilities Education Act (IDEA), today, \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">more than 7 million children, or 14 percent of public school students\u003c/a>\u003cu>, \u003c/u>are entitled to special services and accommodations to help them learn. But in the legislation’s almost 50-year history, the federal government has never fulfilled its promise to pay 40 percent of the average cost of educating students with disabilities.\u003c/p>\n\u003cp>Special education teachers, meanwhile, tend to be among the least-experienced educators, and states often have trouble filling those positions. In Vaughn’s state of Michigan, over 40 percent of teacher vacancies last year were in special education, according to a Michigan Association of Superintendents & Administrators \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2020/11/Teacher-Shortage-Survey-Results.pdf\">survey\u003c/a> with responses from roughly half the state’s school districts.\u003c/p>\n\u003cp>The consequences are evident in the data: \u003ca href=\"https://hechingerreport.org/high-schools-fail-provide-legally-required-education-students-disabilities/\">Graduation rates\u003c/a> for young people with disabilities often fall far below those of other students, and without the right support, children in special education are also much more likely to \u003ca href=\"https://www.ncld.org/research/state-of-learning-disabilities/supporting-academic-success#ch3challenge3\">repeat grades\u003c/a> and \u003ca href=\"https://www.ncld.org/research/state-of-learning-disabilities/social-emotional-and-behavioral-challenges#ch4challenge2\">twice as likely to be suspended\u003c/a>.\u003c/p>\n\u003cp>“These students in particular are getting the short end of the stick, and they have been for some time,” said Elena Silva, director of the pre-K-12 education policy program at the think tank New America and the mother of a child with a physical disability. “The schools, the staff — they know it. You talk to anybody at a school or staff about the need, and whether they have what they need to meet the needs of these kids. And they’ll tell you, they don’t.”\u003c/p>\n\u003cp>But some families and their advocates are hopeful that the pandemic could prompt a reckoning and systemic change. During distance learning, educators have needed to get creative to reach all their students, leading to new ways of collaborating with parents and approaches to instruction that education experts say could be integrated into how schools operate going forward.\u003c/p>\n\u003cp>“I don’t think anyone’s going to say that what we were doing worked or was equitable,” said Meghan Whittaker, the director of policy and advocacy at the National Center for Learning Disabilities. “And this gives us a chance to rethink that.”\u003c/p>\n\u003cp>Vaughn’s advocacy on behalf of her kids came to a temporary standstill this spring, when she was hospitalized with the coronavirus. In late March, her symptoms worsened quickly and doctors put her on a ventilator.\u003c/p>\n\u003cp>Vaughn feared how her absence would affect her children’s education. “I cannot leave them,” she remembered thinking before slipping into a coma. “Nobody is going to go to bat for my kids the way I go to bat for them.”\u003c/p>\n\u003cp>After waking up five days later, she wasted no time trying to help her kids adapt to their new normal, which included online classes. Before she could even speak again, she wrote messages on a whiteboard that a nurse read over the phone to her children and sister, who was filling in as their guardian.\u003c/p>\n\u003cp>It’s not unusual for parents of students with disabilities to take an outsize role in their children’s education. Special education can be a confusing and impenetrable system, and parents often have to become experts in state and federal laws to ensure their kids receive appropriate support.\u003c/p>\n\u003cp>“Parents are co-equal members of an IEP team,” said Julie Causton, chief executive of Inclusive Schooling, an education consultancy, and a former professor of special education at Syracuse University. But not all families have the time or means to take on that responsibility, so the goal must be to “make sure kids get what they need without relying on the family structure,” she said.\u003c/p>\n\u003cfigure id=\"attachment_57073\" class=\"wp-caption alignnone\" style=\"max-width: 1152px\">\u003cimg class=\"size-full wp-image-57073\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-8.jpg\" alt=\"\" width=\"1152\" height=\"1438\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-8.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-8-800x999.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-8-1020x1273.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-8-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-8-768x959.jpg 768w\" sizes=\"(max-width: 1152px) 100vw, 1152px\">\u003cfigcaption class=\"wp-caption-text\">Nicole Vaughn adopted five children with disabilities who qualify for special services and accommodations in Michigan public schools. \u003ccite>(Courtesy of Nicole Vaughn )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A graduate of Detroit Public Schools and the first in her family to earn a bachelor’s degree, Vaughn adopted a newborn named Daniel in 2001 and, later, his biological younger brother, Jacob. When Daniel’s preschool teachers said he was often restless and impulsive, and Jacob missed typical milestones for walking and talking, both boys were assessed for disabilities. Together, they were diagnosed with autism, ADHD and cognitive impairment, and Vaughn was told Jacob might never be able to live independently. Vaughn recalls feeling like the special education professionals were speaking in code.\u003c/p>\n\u003cp>“All these educational terms and these acronyms — it was just all new to me, and it was also very intimidating,” said Vaughn. “I would come home after we had one of these meetings or sessions, and I’m Googling, I’m researching, and it’s overwhelming.” In time, Vaughn decided to get a master’s degree in special education to make sense of the system. She also adopted three more children: a daughter and twins with speech and language delays.\u003c/p>\n\u003cp>Even with her training, Vaughn ran into problems as she tried to help her kids. The school district in which her elder children were previously enrolled, Dearborn Heights School District 7, graduates special education students with regular diplomas at a rate of 73 percent, well below the state’s \u003ca href=\"https://www.michigan.gov/documents/mde/PartBC_IndicatorDescriptions_550415_7.pdf\">target rate\u003c/a> of 80 percent, according to the state’s most recent \u003ca href=\"https://www.michigan.gov/documents/cepi/Public_Reporting_File_Masked_Part_B_Member_District_3-19-20_ADA_685172_7.xlsx\">special education public report\u003c/a>. The district and surrounding area also have trouble with staffing: As of mid-November, there were around \u003ca href=\"https://www.applitrack.com/resa/OnlineApp/default.aspx?Category=Center+Based+and+Special+Education+Services\">40 special education job vacancies\u003c/a> in Wayne County, where Dearborn Heights is located, and about \u003ca href=\"https://4.files.edl.io/f7a9/05/08/19/221423-fa291483-ca10-44f4-b94b-6c93b5d2f28b.pdf\">13 percent of all teachers and 32 percent of principals and school leaders\u003c/a> in the district lacked prior experience in these roles.\u003c/p>\n\u003cp>When Jacob was in third grade, Vaughn said she was informed that his speech and language and occupational therapies were ending. “ ‘He’s pretty much plateaued; he’s reached his maximum level of performance,’ ” Vaughn said the IEP team told her. “ ‘We don’t want him just lingering in the services. We have other children.’ ” On another occasion, a social worker referred to Jacob as “she” in his behavior plan, Vaughn said. She confronted the principal for reusing another child’s program. “It’s called an individualized education plan!” she recalled saying.\u003c/p>\n\u003cp>Today, Vaughn works as a counselor for Detroit Public Schools and said she sympathizes with overburdened school staff. “It keeps going back to time and money, which it seems like school districts never have enough of,” she said.\u003c/p>\n\u003cp>Vaughn was not alone in her struggles to get her children services this year. Last spring, during remote learning, just 20 percent of students with disabilities received the services to which they were entitled, and 39 percent received no support at all, according to a \u003ca href=\"https://parentstogetheraction.org/2020/05/27/parentstogether-survey-reveals-remote-learning-is-failing-our-most-vulnerable-students/\">survey\u003c/a> by ParentsTogether Action, a parent-led advocacy group. And an American Institutes for Research \u003ca href=\"https://www.air.org/sites/default/files/COVID-Survey-Spotlight-on-Students-with-Disabilities-FINAL-Oct-2020.pdf\">survey\u003c/a> found that nearly three-quarters of 744 school districts reported it was more or substantially more difficult to provide appropriate accommodations for their students with disabilities.\u003c/p>\n\u003cp>“For a student that has a learning, attention or behavioral disability, being at home — without teachers, without educators, without one-on-one support, being on screens — is almost an impossible way for them to learn well,” said Silva of New America.\u003c/p>\n\u003cp>Some families have grown so discouraged with special education during the pandemic that they have opted out of the school system altogether, at least for now. In March, LaTonya Davis, an education consultant in Houston, decided to pull her 10-year-old son with autism out of his KIPP public charter school and home-school him for the duration of the pandemic.\u003c/p>\n\u003cp>“I'm solely responsible for making sure I make the best choices for him,” she said of her decision.\u003c/p>\n\u003cp>Davis, a single mother, developed a daily schedule of activities tailored to her son’s needs, known as a “\u003ca href=\"https://www.understood.org/en/learning-thinking-differences/treatments-approaches/therapies/sensory-diet-treatment-what-you-need-to-know\">sensory diet\u003c/a>,” which she’d tried unsuccessfully to have his teachers adopt in the past. She said she hopes that giving her son one-on-one attention will help him get a quality education even during school closures.\u003c/p>\n\u003cfigure id=\"attachment_57074\" class=\"wp-caption alignnone\" style=\"max-width: 908px\">\u003cimg class=\"size-full wp-image-57074\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-9.png\" alt=\"\" width=\"908\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-9.png 908w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-9-800x471.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-9-160x94.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-9-768x453.png 768w\" sizes=\"(max-width: 908px) 100vw, 908px\">\u003cfigcaption class=\"wp-caption-text\">LaTonya Davis, who is homeschooling for the duration of the pandemic, created a virtual classroom for her 10-year-old son with autism. \u003ccite>(LaTonya Davis)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But few parents have the expertise to support their kids around the clock like Davis, which could put students in special education, who are already among the most vulnerable, further behind. Indeed, special education experts have already sounded the alarm about \u003ca href=\"https://hechingerreport.org/it-feels-a-little-hopeless-parents-of-kids-with-disabilities-worry-coronavirus-quarantine-will-mean-regression/\">academic regression and loss of life skills\u003c/a> during school closures.\u003c/p>\n\u003cp>Recognizing the unique obstacles that students with disabilities face in remote learning, several of the country’s biggest school districts, including Los Angeles County and Baltimore City, have prioritized bringing back at least some special education students to school buildings before their peers. But doing so has proved very difficult. Seattle Public Schools, which approved a school-reopening plan prioritizing kids with disabilities in August, made \u003ca href=\"https://www.seattletimes.com/education-lab/only-1-seattle-public-schools-student-is-receiving-special-education-services-in-person-right-now/#:~:text=Ishisaka-,Only%201%20Seattle%20Public%20Schools%20student%20is%20receiving%20special,services%20in%20person%20right%20now&text=Education%20Lab%20is%20a%20Seattle,persistent%20challenges%20in%20public%20education.&text=Other%20districts%20are%20usi\">headlines\u003c/a> in October because just one student was receiving in-person services.\u003c/p>\n\u003cp>Yet, for schools continuing to teach remotely, resources are getting harder to come by. In California’s Hawthorne School District, special education teacher Albert Morales teaches transitional kindergarten (an extra year of instruction before kindergarten) through first grade. Classes will be online until at least the spring.\u003c/p>\n\u003cp>This fall, Morales has struggled to get the tools he needs to support his students. The district distributed Chromebooks at the start of the school year, but several of his young students with disabilities couldn’t use the mouse and keyboard. And though the school is swapping out the devices for iPads, which are more accessible to kids with disabilities, there weren’t enough for all students, he said.\u003c/p>\n\u003cp>Morales added that education companies made a few services that worked for his students free this spring, but that’s no longer the case. “All these great resources are out there,” he said. “But teachers have to pay out of pockets.”\u003c/p>\n\u003cp>Special education teachers aren’t meant to carry the financial burden. However, the federal government reimburses just 15 percent of the additional costs for educating students with disabilities — far short of the 40 percent promised under IDEA — according to the \u003ca href=\"https://ncld.org/news/policy-and-advocacy/idea-full-funding-why-should-congress-invest-in-special-education/\">National Center for Learning Disabilities\u003c/a>.\u003c/p>\n\u003cp>And a budget crisis won’t help close funding gaps: “They’re not going to have as much money, and they’re going to need to do twice as much,” said Silva of New America. “What do you do for your most vulnerable, when you have to do so much more and you have half the money?”\u003c/p>\n\u003cp>“That’s just a very real problem,” she said. “I don’t think we can innovate out of that problem.”\u003c/p>\n\u003cp>Bills introduced in the \u003ca href=\"https://www.congress.gov/bill/116th-congress/senate-bill/4100/text\">Senate\u003c/a> this summer and the \u003ca href=\"https://www.congress.gov/bill/116th-congress/house-bill/8523/text\">House\u003c/a> in October would provide more than $12 billion for students with disabilities, but both have stalled. Special education advocates, however, are hopeful that President-elect Joe Biden, whose wife, Jill, is an educator, could make good on \u003ca href=\"https://hechingerreport.org/opinion-is-america-finally-getting-woke-to-its-largest-minority-group/\">a promise he made\u003c/a> to fully fund IDEA within 10 years.\u003c/p>\n\u003cp>Without additional financial help, some public schools could be forced to make do with even fewer experienced staff serving kids with disabilities. Shortages of special education teachers are a national problem, with 48 states and D.C. reporting difficulty hiring and retaining staff, according to a 2016 report from the \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\">Learning Policy Institute\u003c/a>\u003cu>,\u003c/u> the most recent data available. The problem is most severe in districts predominantly serving students of color and from low-income backgrounds, where schools are already \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Restart_Reinvent_Schools_COVID_REPORT.pdf\">more likely\u003c/a> to be staffed by a transient group of untrained teachers.\u003c/p>\n\u003cp>Nationally, special education has the highest proportion of unlicensed teachers, even though many districts waive certain typical teacher licensure requirements for those positions, according to Roddy Theobald, a researcher at the Center for Analysis of Longitudinal Data in Education Research. Throughout the pandemic, many states have waived even more requirements, said Dan Goldhaber, director of the center. That could ultimately cause harm to students if it means they are being instructed primarily by teachers who lack the skills to serve them, experts say.\u003c/p>\n\u003cp>Meanwhile, paraprofessional positions, an hourly role supporting students with disabilities, are \u003ca href=\"http://blogs.edweek.org/edweek/District_Dossier/2020/08/districts_layoff_thousands_of_.html\">on the chopping block\u003c/a> in districts around the country. Some experts worry that special education teacher positions could be next. The first teachers to be laid off are typically the least-experienced, which could disproportionately affect special education teachers, who tend to be younger on account of the profession’s high attrition rates, said Goldhaber.\u003c/p>\n\u003cp>Budget cuts haven’t hit Hawthorne’s special education staff yet, but the pandemic has deepened staffing issues in Morales’ district nonetheless. In 2018, nearly \u003ca href=\"https://gettingdowntofacts.com/sites/default/files/2018-09/GDTFII_Report_Darling-Hammond.pdf\">eight in 10\u003c/a> California schools had openings for special education teachers, and \u003ca href=\"https://learningpolicyinstitute.org/product/interactive-map-understanding-teacher-shortages-california\">more than two-thirds\u003c/a> of Hawthorne’s new hires had not met all of California’s teacher certification requirements, according to the Learning Policy Institute. This September, a deficit of teachers trained to support students with disabilities meant that when a special education colleague was absent, Morales had to teach an online class twice the size of his usual group, which he said made high-quality instruction impossible.\u003c/p>\n\u003cfigure id=\"attachment_57077\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57077\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4.png\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cayla-Bamberger-Bamberger-special-ed-in-crisis-4-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Albert Morales, a transitional kindergarten through first grade special education teacher, tries to plan lessons that are both engaging and accessible for his students. \u003ccite>(Courtesy of Albert Morales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And that’s in California, which has done more than many states to mitigate the effects of the pandemic. At a time of widespread budget cuts, it is boosting support for special education: Its \u003ca href=\"http://www.ebudget.ca.gov/2020-21/pdf/Enacted/GovernorsBudget/6000.pdf\">2020-21 budget\u003c/a> allocates an additional $550 million to special education and $100 million for students requiring specialized services, and sets aside $15 million to recruit and train special education teachers.\u003c/p>\n\u003cp>With the special education system under strain, many weary parents and teachers share a common mantra: a hope that things will get back to normal soon. However, advocates say that “normal” isn’t good enough when public school wasn’t designed to support every child in the first place; instead, what’s needed is systemic change that goes further to improve schools for all children, especially the most vulnerable.\u003c/p>\n\u003cp>“How do we take what we’re doing in this moment and use this chance to prioritize equity and put marginalized students first, so that building our system back, they are at the center of it, rather than at the margins?” said Whittaker of the National Center for Learning Disabilities.\u003c/p>\n\u003cp>Fueled by pandemic-driven necessity, some districts have found ways for parents and educators to collaborate more closely to support kids with disabilities. This spring, many states implemented what are often called “individualized distance learning plans,” which spell out more clearly than IEPs do how schools and families should work together.\u003c/p>\n\u003cp>The importance of parent-teacher cooperation is outlined in IDEA, yet “we don’t do it well at all,” said Silva of New America. “This is an opportunity to connect home and school in a way that we’ve always promised and never been able to achieve.”\u003c/p>\n\u003cp>And though IEPs have long pledged individualized instruction, distance learning often makes it a requisite. “It acknowledged that students have lives outside of school with very real stressors and responsibilities,” said Causton of Inclusive Schooling.\u003c/p>\n\u003cp>During the pandemic, teachers across the country have been forced to find ways to reach their students in a manner suited to their needs: by recording videos for children who missed synchronous lessons, sending worksheets home with kids who lacked internet access and adjusting deadlines to fit students’ schedules. Causton wants to see schools continue this creative, flexible approach with all students going forward. Not only will children with disabilities benefit, she said, “but so will everyone else.”\u003c/p>\n\u003cp>Part of that goal involves rethinking special education so that disability doesn’t suggest a deficit in a student’s ability to learn, but rather a set of individualized needs that schools must meet — not unlike a student without internet access’s need for a hard-copy alternative.\u003c/p>\n\u003cp>“We for too long sorted and separated human beings based on disability,” said Causton. “This is the moment where we need to look at all the structures that have created such inequitable outcomes for kids,” she said.\u003c/p>\n\u003cp>“Instead of measuring how ready a student is to fit into our system, we can measure how ready our system is to support all students together,” she added.\u003c/p>\n\u003cp>That’s the kind of change Nicole Vaughn hopes to see. At a meeting this fall to discuss her son Jacob’s IEP, a social worker told her for the sixth consecutive year that the boy, now a high school senior, doesn’t answer open-ended questions, she said. This time, Vaughn had had enough.\u003c/p>\n\u003cp>“I said, ‘Please don’t say it anymore, because it’s the equivalent of saying a person that’s in a wheelchair cannot run a marathon,’ ” said Vaughn. “ ‘I don’t want to hear any more about what he can’t do. Let’s talk about what Jacob can do.’ ” Though he won’t receive a high school diploma, Jacob will graduate this spring with a certificate of completion. He also talks, engages and learns in a classroom alongside his peers.\u003c/p>\n\u003cp>“All kids learn,” she said. “They just don’t all learn at the same pace, the same way.”\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 about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/HGvSCG69GouB0WxytKlr2O?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>special education services\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/LthZCJ6PLruB1pG4tGnrpx?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/vH_VCKr6MvTDB8gAs3eBve?domain=us2.list-manage.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger’s newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In Internet Dead Zones, Rural Schools Struggle With Distanced Learning",
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"content": "\u003cp>The past seven months have been a big strain on families like Mandi Boren's.\u003c/p>\n\u003cp>The Borens are cattle ranchers on a remote slice of land near Idaho's Owyhee Mountains. They have four kids — ranging from a first grader to a sophomore in high school. When the lockdown first hit, Boren first thought it might be a good thing. Home schooling temporarily could be more efficient, plus there'd be more family time and help with the chores.\u003c/p>\n\u003cp>\"I thought, I'll be able to get my kids' schooling done in a few hours and then they'll be to work with dad, and no problem it will be great,\" Boren says, chuckling. \"Well, it didn't turn out so great.\"\u003c/p>\n\u003cp>That's because all four kids — in addition to Boren, who telecommutes — were suddenly plugged into the family's satellite Internet, which is spotty on a good day. You can forget trying to use Zoom or Google Classroom.\u003c/p>\n\u003cp>\"I soon found out that our Internet speeds were so slow, we had to spread it out all week long actually,\" Boren says. \"We were doing schooling on Saturdays and Sundays as well.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Her kids started back to school in person, at least for now.\u003c/p>\n\u003cp>Across the country as American schools struggle with whether to reopen or stay virtual, many rural districts are worried their students will fall even further behind than their city peers.\u003c/p>\n\u003cp>This pandemic has shone a glaring light on a lot of inequalities. The federal government estimates that more than \u003ca href=\"https://www.npr.org/2020/04/24/843411430/even-in-crisis-times-there-is-a-push-to-wire-rural-america\">a third of rural America has little or no Internet\u003c/a>. In numerous recent interviews, educators have told NPR they're concerned the rural-urban divide will only worsen if kids can't get online to learn.\u003c/p>\n\u003cp>\u003cstrong>Rural-urban divide \u003c/strong>\u003c/p>\n\u003cp>This past spring, when the lockdowns began, many rural districts amid the crisis had to resort to delivering paper copies of school work to students who didn't have Internet or cell phone service at home.\u003c/p>\n\u003cp>\"I don't know why anybody would rationally think 'we can just hand you a packet, and here you're going to go teach yourself,' that's basically what was going on,\" says Dr. Leslie Molina, principal at \u003ca href=\"https://www.hcsdnv.com/o/mcs\">McDermitt Combined Schools \u003c/a>in northern Nevada.\u003c/p>\n\u003cp>She says all 105 of her students qualify for free or reduced lunch. Most live on the Fort McDermitt Reservation and about 75% have no Internet access at home.\u003c/p>\n\u003cp>\"Plus, we're also so extremely rural,\" Molina says. \"We're 80 miles from a WalMart.\"\u003c/p>\n\u003cp>According to Molina, when a fifth of tribal members tested positive for coronavirus over the summer, the school decided to start back this month virtually, at least for the first couple weeks.\u003c/p>\n\u003cp>But they've had time to plan. Before COVID-19, Nevada was already trying to get every student outfitted with \u003ca href=\"https://ccsd.net/district/mobile-device-initiatives/\">tablets\u003c/a> and cellular hotspots. And due to the pandemic, CARES Act money is fast tracking that.\u003c/p>\n\u003cp>So when McDermitt reopened Sept. 8 initially for distance education, Molina ditched those dreaded paper packets.\u003c/p>\n\u003cp>\"We spent that week troubleshooting a lot of technology and calling and hounding parents and students,\" Molina says.\u003c/p>\n\u003cp>She says some of her kids had to be reminded that, unlike in the spring, online attendance was not optional and work had to be turned in.\u003c/p>\n\u003cp>\u003cstrong>Opportunity out of crisis\u003c/strong>\u003c/p>\n\u003cp>Still, it's widely held that hot spots aren't a long-term solution for rural learning, especially since cell service can be spotty, if sometimes non-existent in more rugged areas of the West in particular.\u003c/p>\n\u003cp>Rural leaders have been lobbying Congress for \u003ca href=\"https://www.nexttv.com/news/senators-collins-jones-propose-5-billion-plan-for-rural-broadband-buildout\">a big public works project\u003c/a> to build out broadband here, much like when the government paid to bring electricity to rural areas during another crisis, the Great Depression.\u003c/p>\n\u003cp>\"Honestly, the challenge is bringing about some good, it really is,\" says Jojo Myers Campos, Nevada's broadband development manager.\u003c/p>\n\u003cp>Myers Campos has been helping spearhead more Internet connectivity in urban and rural areas of the state, including the ambitious plans to issue every student a Chromebook and hotspot. She hopes the pandemic makes people realize that fast Internet should be a right, not a privilege.\u003c/p>\n\u003cp>\"I wish that every single time a big project was done, you had to put in conduit and fiber in the ground,\" Myers Campos says. \"Just like you do water and sewer, just like you do gas, just like you do electricity.\"\u003c/p>\n\u003cp>Back in Idaho, CARES Act funds are also being tapped to build out rural broadband connections. But Mandi Boren recently learned that the fiber wasn't going to reach her remote ranch by a year-end deadline. So for now, she's just hoping her kids' school — the Bruneau Grandview district — can stay in-person so long as it's safe.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It makes you appreciate your teachers a whole lot more,\" Boren says. \"I always appreciated them, but just [for me ] to have to do four grades as one person, that's tough.\"\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=In+Internet+Dead+Zones%2C+Rural+Schools+Struggle+With+Distanced+Learning+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The past seven months have been a big strain on families like Mandi Boren's.\u003c/p>\n\u003cp>The Borens are cattle ranchers on a remote slice of land near Idaho's Owyhee Mountains. They have four kids — ranging from a first grader to a sophomore in high school. When the lockdown first hit, Boren first thought it might be a good thing. Home schooling temporarily could be more efficient, plus there'd be more family time and help with the chores.\u003c/p>\n\u003cp>\"I thought, I'll be able to get my kids' schooling done in a few hours and then they'll be to work with dad, and no problem it will be great,\" Boren says, chuckling. \"Well, it didn't turn out so great.\"\u003c/p>\n\u003cp>That's because all four kids — in addition to Boren, who telecommutes — were suddenly plugged into the family's satellite Internet, which is spotty on a good day. You can forget trying to use Zoom or Google Classroom.\u003c/p>\n\u003cp>\"I soon found out that our Internet speeds were so slow, we had to spread it out all week long actually,\" Boren says. \"We were doing schooling on Saturdays and Sundays as well.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her kids started back to school in person, at least for now.\u003c/p>\n\u003cp>Across the country as American schools struggle with whether to reopen or stay virtual, many rural districts are worried their students will fall even further behind than their city peers.\u003c/p>\n\u003cp>This pandemic has shone a glaring light on a lot of inequalities. The federal government estimates that more than \u003ca href=\"https://www.npr.org/2020/04/24/843411430/even-in-crisis-times-there-is-a-push-to-wire-rural-america\">a third of rural America has little or no Internet\u003c/a>. In numerous recent interviews, educators have told NPR they're concerned the rural-urban divide will only worsen if kids can't get online to learn.\u003c/p>\n\u003cp>\u003cstrong>Rural-urban divide \u003c/strong>\u003c/p>\n\u003cp>This past spring, when the lockdowns began, many rural districts amid the crisis had to resort to delivering paper copies of school work to students who didn't have Internet or cell phone service at home.\u003c/p>\n\u003cp>\"I don't know why anybody would rationally think 'we can just hand you a packet, and here you're going to go teach yourself,' that's basically what was going on,\" says Dr. Leslie Molina, principal at \u003ca href=\"https://www.hcsdnv.com/o/mcs\">McDermitt Combined Schools \u003c/a>in northern Nevada.\u003c/p>\n\u003cp>She says all 105 of her students qualify for free or reduced lunch. Most live on the Fort McDermitt Reservation and about 75% have no Internet access at home.\u003c/p>\n\u003cp>\"Plus, we're also so extremely rural,\" Molina says. \"We're 80 miles from a WalMart.\"\u003c/p>\n\u003cp>According to Molina, when a fifth of tribal members tested positive for coronavirus over the summer, the school decided to start back this month virtually, at least for the first couple weeks.\u003c/p>\n\u003cp>But they've had time to plan. Before COVID-19, Nevada was already trying to get every student outfitted with \u003ca href=\"https://ccsd.net/district/mobile-device-initiatives/\">tablets\u003c/a> and cellular hotspots. And due to the pandemic, CARES Act money is fast tracking that.\u003c/p>\n\u003cp>So when McDermitt reopened Sept. 8 initially for distance education, Molina ditched those dreaded paper packets.\u003c/p>\n\u003cp>\"We spent that week troubleshooting a lot of technology and calling and hounding parents and students,\" Molina says.\u003c/p>\n\u003cp>She says some of her kids had to be reminded that, unlike in the spring, online attendance was not optional and work had to be turned in.\u003c/p>\n\u003cp>\u003cstrong>Opportunity out of crisis\u003c/strong>\u003c/p>\n\u003cp>Still, it's widely held that hot spots aren't a long-term solution for rural learning, especially since cell service can be spotty, if sometimes non-existent in more rugged areas of the West in particular.\u003c/p>\n\u003cp>Rural leaders have been lobbying Congress for \u003ca href=\"https://www.nexttv.com/news/senators-collins-jones-propose-5-billion-plan-for-rural-broadband-buildout\">a big public works project\u003c/a> to build out broadband here, much like when the government paid to bring electricity to rural areas during another crisis, the Great Depression.\u003c/p>\n\u003cp>\"Honestly, the challenge is bringing about some good, it really is,\" says Jojo Myers Campos, Nevada's broadband development manager.\u003c/p>\n\u003cp>Myers Campos has been helping spearhead more Internet connectivity in urban and rural areas of the state, including the ambitious plans to issue every student a Chromebook and hotspot. She hopes the pandemic makes people realize that fast Internet should be a right, not a privilege.\u003c/p>\n\u003cp>\"I wish that every single time a big project was done, you had to put in conduit and fiber in the ground,\" Myers Campos says. \"Just like you do water and sewer, just like you do gas, just like you do electricity.\"\u003c/p>\n\u003cp>Back in Idaho, CARES Act funds are also being tapped to build out rural broadband connections. But Mandi Boren recently learned that the fiber wasn't going to reach her remote ranch by a year-end deadline. So for now, she's just hoping her kids' school — the Bruneau Grandview district — can stay in-person so long as it's safe.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It makes you appreciate your teachers a whole lot more,\" Boren says. \"I always appreciated them, but just [for me ] to have to do four grades as one person, that's tough.\"\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=In+Internet+Dead+Zones%2C+Rural+Schools+Struggle+With+Distanced+Learning+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>From shiny red pencils reading \"My Attendance Rocks!\" to countless plaques and ribbons and trophies and certificates and gold stars: For as long as anyone can remember, taking attendance — and rewarding kids for simply showing up — is a time-honored school ritual.\u003c/p>\n\u003cp>For good reason: Just being there, day in, day out, happens to be one of the most important factors that determines a child's success in school. And average daily head count forms the basis of school funding decisions at the federal, state and local level.\u003c/p>\n\u003cp>Yet now, like so many other aspects of education, that simple measure — \"here\" or \"absent\" — is not so simple anymore. States are having to update their attendance policies to cover the realities of virtual learning. And where school is being held in-person, strict coronavirus health protocols mean students must now stay home at the slightest sign of illness, or to quarantine in case of a potential exposure.\u003c/p>\n\u003cp>So the emerging questions for educators and parents are: What is the best way to measure whether students are participating in learning? And who will be held responsible for a student who doesn't participate? The student? Their caregiver? The school?\u003c/p>\n\u003cp>It all adds up to \"a paradigm shift,\" says Hedy Chang,who directs Attendance Works, a national and state level initiative that treats attendance as a key lever to student success. It was Chang's research in the mid-2000s that helped lay the groundwork for the current policy focus on chronic absenteeism. She found that missing more than 10% of school days in a year was an \"early warning signal\" for students earning low grades and eventually dropping out, and that it affected low-income students disproportionately.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Responding in part to this research, the federal Every Student Succeeds Act, signed into law in 2015, raised the stakes on attendance. It required states to add at least one nonacademic measure of success into their state accountability systems. Thirty-six states and Washington, D.C., chose chronic absenteeism. Not just student success, but school success, would be defined in part by this metric: How many kids missed more than 10 percent of days in a school year.\u003c/p>\n\u003cp>\u003cstrong>The carrot and the stick\u003c/strong>\u003c/p>\n\u003cp>Mariajose Romero, a Pace University sociologist who has researched attendance for decades, calls it \"a piece of information that has tremendous political currency,\" which only intensified when it became a measure of school accountability. Not only students, but also schools, succeed or fail based on the students who show up every day. And so, \"it's important to count people properly.\"\u003c/p>\n\u003cp>School systems responded to the new pressure of the federal law by trying to improve attendance using both the carrot and the stick. The positive side: celebrity public awareness campaigns, like \u003ca href=\"http://education.ohio.gov/Topics/Research-Evaluation-and-Advanced-Analytics/Proving-Ground/Stay-in-the-Game#:~:text=The%20mission%20of%20the%20Stay,deeply%20committed%20to%20this%20mission\">this partnership\u003c/a>, called \"Stay in the Game!\" which features the Cleveland Browns. Plus, all those shiny red pencils.\u003c/p>\n\u003cp>The negative side included legal action. U.S. Senator Kamala Harris, now the Democratic vice presidential candidate, has been criticized for an anti-truancy program she introduced as San Francisco district attorney that \u003ca href=\"https://www.vox.com/future-perfect/2019/2/7/18202084/kamala-harris-truancy-prosecutor-president-2020\">threatened some parents\u003c/a> of chronically absent children with jail. Another weapon wielded against parents: charges of \"educational neglect.\" In New York City this spring, some school staff \u003ca href=\"https://www.thecity.nyc/education/2020/4/28/21247059/parents-expecting-ipad-deliveries-got-knock-on-door-from-child-welfare-workers\">reportedly called\u003c/a> child welfare officers when students didn't sign in for online learning — an action that could potentially result in children being removed from their families.\u003c/p>\n\u003cp>Chang says schools need to shift away from punitive means, especially now. She counsels \"a positive, problem-solving approach.\"\u003c/p>\n\u003cp>A positive approach is exactly what Misha Karigaca says his California district, Oakland Unified, is taking these days. His title — coordinator of attendance & discipline — suggests that attendance has historically come under the category of a student behavior to be rewarded or punished.\u003c/p>\n\u003cp>These days, it's different. There's a \"heightened awareness to our work,\" Karigaca says. Educators, he explains, are \"understanding the fragility of students having a high chance of missing out on learning opportunities.\"\u003c/p>\n\u003cp>He points to \"Oakland Undivided,\" a public-private partnership that has raised $13 million to provide 25,000 laptops and Internet hot spots to Oakland families. Karigaca says it's part of a recognition that keeping kids connected to school is \"a community effort ... the whole city is behind it.\"\u003c/p>\n\u003cp>\u003cstrong>Does answering a text message \"count\"?\u003c/strong>\u003c/p>\n\u003cp>One tricky matter that schools have to decide in this era is how exactly they're going to credit \"attendance\" when online learning doesn't always mean showing up on a video conference. Districts such as Los Angeles Unified have been criticized for setting the bar too low by decreeing that any interaction — even a single text between a parent and a teacher — counts as \"participation\" for a given day.\u003c/p>\n\u003cp>Paolo DeMaria, the superintendent of public instruction for the state of Ohio, says he's trying to shift districts toward recognizing whether students are making academic progress. \"If they're participating and engaging, that counts. And that's important,\" he says. The flexibility provided by remote instruction is a good thing, he says.\u003c/p>\n\u003cp>He adds that he's had many conversations with parents of teenagers who don't start schoolwork until noon. And that's perfectly fine, he says, if they're making progress in their studies:\u003c/p>\n\u003cp>\"I think the long-term goal is to actually be creative and understanding,\" DeMaria explains. \"We're so used to testing and just taking attendance as kind of anchors of measurement. And we need to take our thinking to the next level.\"\u003c/p>\n\u003cp>Of course, this raises the question of who is extended this kind of \"creative\" leniency. Romero, at Pace University, worries that high-income schools may be more likely than those in poor neighborhoods to provide excused absences for, say, a mid-year vacation. Meanwhile, she adds, \"sometimes I'm concerned that the issue of chronic absence is used to demonise families in need.\"\u003c/p>\n\u003cp>With funding hanging in the balance, in a year when schools already face deep cost-cutting and huge additional burdens, another big question is whether too-loose attendance policies can let schools off the hook by misrepresenting how many students they are actually serving, and how well.\u003c/p>\n\u003cp>The school leaders interviewed for this story talked a lot about keeping lines of communication open as a way to remove barriers to online learning, or to reassure parents of safety measures for in-person learning.\u003c/p>\n\u003cp>DeMaria, in Ohio, says that despite all the challenges, promoting attendance these days, whether in-person or hybrid, means \"making sure you've got communication channels that can reach every family in every state.\"\u003c/p>\n\u003cp>Sometimes, though, that communication includes reminding parents of compulsory attendance laws. In Mississippi, where some schools are opening in-person and others are online, Carey Wright, the state Superintendent of Education, has just put out a notice reminding parents, \"if you want to keep your child at home and not in school, you've got to give us some kind of home schooling program.\"\u003c/p>\n\u003cp>Chang would like to see family communication be a big part of part of a \"positive, problem-solving approach.\" Getting devices and Internet connections into homes is a basic need that hasn't yet been met, it's estimated, for millions of students.\u003c/p>\n\u003cp>Beyond that, schools need to focus on updating contact information for all students, she says. And schools should take advantage of the large amounts of data provided by learning management software systems: \"Notice each time kids show up and notice when they don't show up and look for patterns on whether there could be particular types of learning opportunities that they miss.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But what may be most important, Chang says, is a new type of data collection: Call it the friends list. The key question: \"Do kids and families feel there is someone that they can talk to if they have a challenge?\"\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=School+Attendance+In+The+COVID+Era%3A+What+Counts+As+%27Present%27%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From shiny red pencils reading \"My Attendance Rocks!\" to countless plaques and ribbons and trophies and certificates and gold stars: For as long as anyone can remember, taking attendance — and rewarding kids for simply showing up — is a time-honored school ritual.\u003c/p>\n\u003cp>For good reason: Just being there, day in, day out, happens to be one of the most important factors that determines a child's success in school. And average daily head count forms the basis of school funding decisions at the federal, state and local level.\u003c/p>\n\u003cp>Yet now, like so many other aspects of education, that simple measure — \"here\" or \"absent\" — is not so simple anymore. States are having to update their attendance policies to cover the realities of virtual learning. And where school is being held in-person, strict coronavirus health protocols mean students must now stay home at the slightest sign of illness, or to quarantine in case of a potential exposure.\u003c/p>\n\u003cp>So the emerging questions for educators and parents are: What is the best way to measure whether students are participating in learning? And who will be held responsible for a student who doesn't participate? The student? Their caregiver? The school?\u003c/p>\n\u003cp>It all adds up to \"a paradigm shift,\" says Hedy Chang,who directs Attendance Works, a national and state level initiative that treats attendance as a key lever to student success. It was Chang's research in the mid-2000s that helped lay the groundwork for the current policy focus on chronic absenteeism. She found that missing more than 10% of school days in a year was an \"early warning signal\" for students earning low grades and eventually dropping out, and that it affected low-income students disproportionately.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Responding in part to this research, the federal Every Student Succeeds Act, signed into law in 2015, raised the stakes on attendance. It required states to add at least one nonacademic measure of success into their state accountability systems. Thirty-six states and Washington, D.C., chose chronic absenteeism. Not just student success, but school success, would be defined in part by this metric: How many kids missed more than 10 percent of days in a school year.\u003c/p>\n\u003cp>\u003cstrong>The carrot and the stick\u003c/strong>\u003c/p>\n\u003cp>Mariajose Romero, a Pace University sociologist who has researched attendance for decades, calls it \"a piece of information that has tremendous political currency,\" which only intensified when it became a measure of school accountability. Not only students, but also schools, succeed or fail based on the students who show up every day. And so, \"it's important to count people properly.\"\u003c/p>\n\u003cp>School systems responded to the new pressure of the federal law by trying to improve attendance using both the carrot and the stick. The positive side: celebrity public awareness campaigns, like \u003ca href=\"http://education.ohio.gov/Topics/Research-Evaluation-and-Advanced-Analytics/Proving-Ground/Stay-in-the-Game#:~:text=The%20mission%20of%20the%20Stay,deeply%20committed%20to%20this%20mission\">this partnership\u003c/a>, called \"Stay in the Game!\" which features the Cleveland Browns. Plus, all those shiny red pencils.\u003c/p>\n\u003cp>The negative side included legal action. U.S. Senator Kamala Harris, now the Democratic vice presidential candidate, has been criticized for an anti-truancy program she introduced as San Francisco district attorney that \u003ca href=\"https://www.vox.com/future-perfect/2019/2/7/18202084/kamala-harris-truancy-prosecutor-president-2020\">threatened some parents\u003c/a> of chronically absent children with jail. Another weapon wielded against parents: charges of \"educational neglect.\" In New York City this spring, some school staff \u003ca href=\"https://www.thecity.nyc/education/2020/4/28/21247059/parents-expecting-ipad-deliveries-got-knock-on-door-from-child-welfare-workers\">reportedly called\u003c/a> child welfare officers when students didn't sign in for online learning — an action that could potentially result in children being removed from their families.\u003c/p>\n\u003cp>Chang says schools need to shift away from punitive means, especially now. She counsels \"a positive, problem-solving approach.\"\u003c/p>\n\u003cp>A positive approach is exactly what Misha Karigaca says his California district, Oakland Unified, is taking these days. His title — coordinator of attendance & discipline — suggests that attendance has historically come under the category of a student behavior to be rewarded or punished.\u003c/p>\n\u003cp>These days, it's different. There's a \"heightened awareness to our work,\" Karigaca says. Educators, he explains, are \"understanding the fragility of students having a high chance of missing out on learning opportunities.\"\u003c/p>\n\u003cp>He points to \"Oakland Undivided,\" a public-private partnership that has raised $13 million to provide 25,000 laptops and Internet hot spots to Oakland families. Karigaca says it's part of a recognition that keeping kids connected to school is \"a community effort ... the whole city is behind it.\"\u003c/p>\n\u003cp>\u003cstrong>Does answering a text message \"count\"?\u003c/strong>\u003c/p>\n\u003cp>One tricky matter that schools have to decide in this era is how exactly they're going to credit \"attendance\" when online learning doesn't always mean showing up on a video conference. Districts such as Los Angeles Unified have been criticized for setting the bar too low by decreeing that any interaction — even a single text between a parent and a teacher — counts as \"participation\" for a given day.\u003c/p>\n\u003cp>Paolo DeMaria, the superintendent of public instruction for the state of Ohio, says he's trying to shift districts toward recognizing whether students are making academic progress. \"If they're participating and engaging, that counts. And that's important,\" he says. The flexibility provided by remote instruction is a good thing, he says.\u003c/p>\n\u003cp>He adds that he's had many conversations with parents of teenagers who don't start schoolwork until noon. And that's perfectly fine, he says, if they're making progress in their studies:\u003c/p>\n\u003cp>\"I think the long-term goal is to actually be creative and understanding,\" DeMaria explains. \"We're so used to testing and just taking attendance as kind of anchors of measurement. And we need to take our thinking to the next level.\"\u003c/p>\n\u003cp>Of course, this raises the question of who is extended this kind of \"creative\" leniency. Romero, at Pace University, worries that high-income schools may be more likely than those in poor neighborhoods to provide excused absences for, say, a mid-year vacation. Meanwhile, she adds, \"sometimes I'm concerned that the issue of chronic absence is used to demonise families in need.\"\u003c/p>\n\u003cp>With funding hanging in the balance, in a year when schools already face deep cost-cutting and huge additional burdens, another big question is whether too-loose attendance policies can let schools off the hook by misrepresenting how many students they are actually serving, and how well.\u003c/p>\n\u003cp>The school leaders interviewed for this story talked a lot about keeping lines of communication open as a way to remove barriers to online learning, or to reassure parents of safety measures for in-person learning.\u003c/p>\n\u003cp>DeMaria, in Ohio, says that despite all the challenges, promoting attendance these days, whether in-person or hybrid, means \"making sure you've got communication channels that can reach every family in every state.\"\u003c/p>\n\u003cp>Sometimes, though, that communication includes reminding parents of compulsory attendance laws. In Mississippi, where some schools are opening in-person and others are online, Carey Wright, the state Superintendent of Education, has just put out a notice reminding parents, \"if you want to keep your child at home and not in school, you've got to give us some kind of home schooling program.\"\u003c/p>\n\u003cp>Chang would like to see family communication be a big part of part of a \"positive, problem-solving approach.\" Getting devices and Internet connections into homes is a basic need that hasn't yet been met, it's estimated, for millions of students.\u003c/p>\n\u003cp>Beyond that, schools need to focus on updating contact information for all students, she says. And schools should take advantage of the large amounts of data provided by learning management software systems: \"Notice each time kids show up and notice when they don't show up and look for patterns on whether there could be particular types of learning opportunities that they miss.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But what may be most important, Chang says, is a new type of data collection: Call it the friends list. The key question: \"Do kids and families feel there is someone that they can talk to if they have a challenge?\"\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=School+Attendance+In+The+COVID+Era%3A+What+Counts+As+%27Present%27%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">How can I teach music if the kids aren’t allowed to sing indoors? How will lag time affect group singing online? How will I make students feel seen and heard via Zoom? Those were some of the questions that elementary music teacher \u003c/span>\u003ca href=\"https://twitter.com/NotesByMrsC\">\u003cspan style=\"font-weight: 400\">Angela Carpenter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> spent her summer trying to figure out. Though she would be entering her 15th year of teaching, it was like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56471/if-i-could-handle-this-i-can-handle-anything-first-year-teachers-reflect-on-the-pandemic\">\u003cspan style=\"font-weight: 400\">being new to the job\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “No one has done this before. Even the teaching that we’re doing now is so vastly different than what we did in the spring,\" she said, \"because that was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">panic teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s not alone with that thought. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/NotesByMrsC/status/1292985327540371463\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Everyone who’s having to learn all these new platforms and make bigger changes in their teaching than they’ve ever had to make in a single year is in some ways a rookie,” said \u003c/span>\u003ca href=\"https://roxannaelden.com/about/\">\u003cspan style=\"font-weight: 400\">Roxanna Elden\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former classroom teacher and author of the advice book for teachers \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/18731324-see-me-after-class\">\u003ci>\u003cspan style=\"font-weight: 400\">See Me After Class\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being a rookie comes with a set of challenges that Elden knows well. In 2015 she created \u003c/span>\u003ca href=\"https://roxannaelden.com/2015/09/announcing-the-new-teacher-disillusionment-power-pack/\">\u003cspan style=\"font-weight: 400\">The New Teacher Disillusionment Power Pack\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a month-long email series to help new educators overcome early hurdles. Almost 20,000 teachers have signed up since then. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The basic rookie problem, she explained, is a combination of exhaustion, high sensitivity about making mistakes and fear of failing at an extremely important job. Those stressors often reach a boiling point in October or November — a time when new teachers may end up \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2015/10/22/450575463/it-s-okay-to-cry-in-your-car-fighting-disillusionment-as-a-first-year-teacher\">\u003cspan style=\"font-weight: 400\">crying in their cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Given the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56439/most-teachers-concerned-about-in-person-school-2-in-3-want-to-start-the-year-online\">\u003cspan style=\"font-weight: 400\">stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, uncertainty and unfamiliarity of just about everything teachers are experiencing right now, Elden wouldn’t be surprised to see a similar trajectory this fall. “The difference is that no one is in their car. They’re either off screen or on mute or in a different part of their house, (going) through that same emotional breakdown.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her email series, Elden coaches new teachers through the toughest part of the year by encouraging them to get more rest, develop a support network and accept imperfection. Here’s how similar advice could help all teachers as they embark on a potentially overwhelming school year during the COVID-19 pandemic.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reducing Exhaustion\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer is typically a time for teachers to recharge. But this year, many people have been \u003c/span>\u003ca href=\"https://elemental.medium.com/your-surge-capacity-is-depleted-it-s-why-you-feel-awful-de285d542f4c\">\u003cspan style=\"font-weight: 400\">operating at “surge capacity,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and educators had to prepare for fall amid ever-changing expectations. Carpenter recalled talking with her colleagues at Lexington Public Schools in Massachusetts before school began and saying, “We’re so tired right now, how are we going to even manage?” One day, her department head told the whole team to take a full day off. No lesson plans, no emails, no texts. Just rest. Carpenter and her colleagues resisted the idea at first, but ultimately it made a difference. “It just took that one day to kind of snap me out of it. And then I felt better. Not 100 percent, but I felt like, OK, this isn't going to be as awful.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Opportunities to refuel can come in smaller chunks, too. “It’s important to take time to breathe,” said \u003c/span>\u003ca href=\"https://twitter.com/jen_hawkins4\">\u003cspan style=\"font-weight: 400\">Jen Hawkins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, host of the \u003c/span>\u003ca href=\"https://twitter.com/BTWPodcastChat\">\u003cspan style=\"font-weight: 400\">Beginning Teacher Wednesdays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> podcast. Hawkins is an assistant principal at Hortons Creek Elementary School in Cary, North Carolina, which started the year with virtual instruction in mid-August. She said the preparation time and energy required for online teaching is grueling, as is being attached to screens all day. To ground themselves, some teachers at her school have been walking outside during lunch or simply closing their computers and stepping away when possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elden, too, said that managing energy levels is critical. “We hear the term self-care thrown around, but often you don’t realize how bad you need a break until you’re taking it out on the kids and then feeling terrible that you did.” In addition to reminding new teachers to \u003c/span>\u003ca href=\"https://www.nea.org/advocating-for-change/new-from-nea/not-getting-enough-sleep-tired-teachers-arent-usually-best\">\u003cspan style=\"font-weight: 400\">get sufficient sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she encourages them to find one aspect of the classroom each week that they can “get on autopilot,” such as the morning routine. Veteran teachers have likely worked out a number of these systems in their physical classrooms but may need to find new ones for virtual or hybrid settings. Elden said to start by identifying a \u003c/span>\u003ca href=\"https://catlintucker.com/2019/02/ask-yourself-why-am-i-grading-this/\">\u003cspan style=\"font-weight: 400\">source of constant stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the week. Then use the weekend to devise a solution, so that “at least you know that next week is going to go more smoothly.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Creating a board of advisers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One difference between this year and Carpenter’s first year teaching is that she knows who to turn to for support. She and the other elementary music teachers in her district worked together this summer to propose a feasible remote schedule, and she said they will continue to collaborate as they figure out \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online\">\u003cspan style=\"font-weight: 400\">what works\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56526/what-student-activists-want-teachers-to-know-about-virtual-learning-and-reopening-schools\">\u003cspan style=\"font-weight: 400\">what doesn’t\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools often pair new teachers with mentors for that kind of support. While that term might feel odd for a veteran teacher, Elden said that cultivating a “board of advisers” can be useful at any stage of your career. The board should include teachers of similar subjects, teachers of similar kids, someone who can be trusted to be discreet, and someone “who is not a teacher but who knows your strengths that you can call when you really just feel like you’re failing.” Another addition this year might be a colleague or relative to help with technology. In a USA Today/Ipsos \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/26/coronavirus-schools-teachers-poll-ipsos-parents-fall-online/5254729002/\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted in May, a quarter of teachers 55 and older reported difficulty with using technology for distance learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins recommended that teachers’ support systems include people who help you grow, people who remind you to put kids first, and people to hold you accountable for staying grounded. “It is so important for us to name our people who are going to help support us … and if we don’t have those people, now is the time to find them.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Accepting imperfection\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching is hard, and new teachers often worry that they are secretly failing and about to be exposed, according to Elden. Experienced teachers are more likely to know that they’re not the only ones struggling, but the adjustment to virtual or hybrid teaching may bring back some of those insecurities. \u003c/span>\u003cspan style=\"font-weight: 400\">“Being a veteran teacher, I've always felt like, ‘I got this. I've done this before. If I have a little bump in the road it’ll be fine because I know what to do,’” Carpenter said. Now, she anticipates needing to give herself grace when, for example, a virtual lesson tanks and kids tune out. “I just need to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">be OK with failing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of new teachers’ stress comes not just from individual mistakes, but from worrying about “failing at a job they consider one of the most important in the world,” said Elden. Between \u003c/span>\u003ca href=\"https://www.wbur.org/hereandnow/2020/08/20/public-preschools-coronavirus-closing\">\u003cspan style=\"font-weight: 400\">concerns about COVID-19 learning loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \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\">sharper spotlight on racial inequities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the U.S., some teachers may be feeling that burden even more right now. Elden wants to remind them to focus on what they can control. “Your job description has temporarily changed,” she said. “Being a good teacher with moments of greatness and moments of adequateness is OK.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins advocated a practice she does for herself. Each night in her planner she writes one thing she did well that day. The habit provides a boost in the moment, and when she looks back over a few weeks or months, she can see how small successes have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset\">\u003cspan style=\"font-weight: 400\">accumulated into larger progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Hawkins didn’t always have that clarity, though. Faced with doubts in her first year of teaching, she readied her resume for jobs in other fields. \u003c/span>\u003cspan style=\"font-weight: 400\">The lesson she’s learned since then — that growth comes from discomfort — is applicable to everyone during distance learning, she said. \u003c/span>\u003cspan style=\"font-weight: 400\">“S\u003c/span>\u003cspan style=\"font-weight: 400\">ometimes you have to just jump in and do it so you can get better.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carpenter hopes her own willingness to jump in and to accept her imperfections will allow students to do the same. For her first asynchronous lesson she created a slide that says, “This is all new for everyone … even for me!”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56653\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Carpenter-this-is-all-new.jpg_small.jpg\" alt=\"\" width=\"680\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Carpenter-this-is-all-new.jpg_small.jpg 680w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Carpenter-this-is-all-new.jpg_small-160x89.jpg 160w\" sizes=\"(max-width: 680px) 100vw, 680px\">\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">How can I teach music if the kids aren’t allowed to sing indoors? How will lag time affect group singing online? How will I make students feel seen and heard via Zoom? Those were some of the questions that elementary music teacher \u003c/span>\u003ca href=\"https://twitter.com/NotesByMrsC\">\u003cspan style=\"font-weight: 400\">Angela Carpenter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> spent her summer trying to figure out. Though she would be entering her 15th year of teaching, it was like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56471/if-i-could-handle-this-i-can-handle-anything-first-year-teachers-reflect-on-the-pandemic\">\u003cspan style=\"font-weight: 400\">being new to the job\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “No one has done this before. Even the teaching that we’re doing now is so vastly different than what we did in the spring,\" she said, \"because that was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">panic teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s not alone with that thought. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Everyone who’s having to learn all these new platforms and make bigger changes in their teaching than they’ve ever had to make in a single year is in some ways a rookie,” said \u003c/span>\u003ca href=\"https://roxannaelden.com/about/\">\u003cspan style=\"font-weight: 400\">Roxanna Elden\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former classroom teacher and author of the advice book for teachers \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/18731324-see-me-after-class\">\u003ci>\u003cspan style=\"font-weight: 400\">See Me After Class\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being a rookie comes with a set of challenges that Elden knows well. In 2015 she created \u003c/span>\u003ca href=\"https://roxannaelden.com/2015/09/announcing-the-new-teacher-disillusionment-power-pack/\">\u003cspan style=\"font-weight: 400\">The New Teacher Disillusionment Power Pack\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a month-long email series to help new educators overcome early hurdles. Almost 20,000 teachers have signed up since then. \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\">The basic rookie problem, she explained, is a combination of exhaustion, high sensitivity about making mistakes and fear of failing at an extremely important job. Those stressors often reach a boiling point in October or November — a time when new teachers may end up \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2015/10/22/450575463/it-s-okay-to-cry-in-your-car-fighting-disillusionment-as-a-first-year-teacher\">\u003cspan style=\"font-weight: 400\">crying in their cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Given the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56439/most-teachers-concerned-about-in-person-school-2-in-3-want-to-start-the-year-online\">\u003cspan style=\"font-weight: 400\">stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, uncertainty and unfamiliarity of just about everything teachers are experiencing right now, Elden wouldn’t be surprised to see a similar trajectory this fall. “The difference is that no one is in their car. They’re either off screen or on mute or in a different part of their house, (going) through that same emotional breakdown.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her email series, Elden coaches new teachers through the toughest part of the year by encouraging them to get more rest, develop a support network and accept imperfection. Here’s how similar advice could help all teachers as they embark on a potentially overwhelming school year during the COVID-19 pandemic.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reducing Exhaustion\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer is typically a time for teachers to recharge. But this year, many people have been \u003c/span>\u003ca href=\"https://elemental.medium.com/your-surge-capacity-is-depleted-it-s-why-you-feel-awful-de285d542f4c\">\u003cspan style=\"font-weight: 400\">operating at “surge capacity,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and educators had to prepare for fall amid ever-changing expectations. Carpenter recalled talking with her colleagues at Lexington Public Schools in Massachusetts before school began and saying, “We’re so tired right now, how are we going to even manage?” One day, her department head told the whole team to take a full day off. No lesson plans, no emails, no texts. Just rest. Carpenter and her colleagues resisted the idea at first, but ultimately it made a difference. “It just took that one day to kind of snap me out of it. And then I felt better. Not 100 percent, but I felt like, OK, this isn't going to be as awful.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Opportunities to refuel can come in smaller chunks, too. “It’s important to take time to breathe,” said \u003c/span>\u003ca href=\"https://twitter.com/jen_hawkins4\">\u003cspan style=\"font-weight: 400\">Jen Hawkins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, host of the \u003c/span>\u003ca href=\"https://twitter.com/BTWPodcastChat\">\u003cspan style=\"font-weight: 400\">Beginning Teacher Wednesdays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> podcast. Hawkins is an assistant principal at Hortons Creek Elementary School in Cary, North Carolina, which started the year with virtual instruction in mid-August. She said the preparation time and energy required for online teaching is grueling, as is being attached to screens all day. To ground themselves, some teachers at her school have been walking outside during lunch or simply closing their computers and stepping away when possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elden, too, said that managing energy levels is critical. “We hear the term self-care thrown around, but often you don’t realize how bad you need a break until you’re taking it out on the kids and then feeling terrible that you did.” In addition to reminding new teachers to \u003c/span>\u003ca href=\"https://www.nea.org/advocating-for-change/new-from-nea/not-getting-enough-sleep-tired-teachers-arent-usually-best\">\u003cspan style=\"font-weight: 400\">get sufficient sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she encourages them to find one aspect of the classroom each week that they can “get on autopilot,” such as the morning routine. Veteran teachers have likely worked out a number of these systems in their physical classrooms but may need to find new ones for virtual or hybrid settings. Elden said to start by identifying a \u003c/span>\u003ca href=\"https://catlintucker.com/2019/02/ask-yourself-why-am-i-grading-this/\">\u003cspan style=\"font-weight: 400\">source of constant stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the week. Then use the weekend to devise a solution, so that “at least you know that next week is going to go more smoothly.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Creating a board of advisers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One difference between this year and Carpenter’s first year teaching is that she knows who to turn to for support. She and the other elementary music teachers in her district worked together this summer to propose a feasible remote schedule, and she said they will continue to collaborate as they figure out \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online\">\u003cspan style=\"font-weight: 400\">what works\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56526/what-student-activists-want-teachers-to-know-about-virtual-learning-and-reopening-schools\">\u003cspan style=\"font-weight: 400\">what doesn’t\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools often pair new teachers with mentors for that kind of support. While that term might feel odd for a veteran teacher, Elden said that cultivating a “board of advisers” can be useful at any stage of your career. The board should include teachers of similar subjects, teachers of similar kids, someone who can be trusted to be discreet, and someone “who is not a teacher but who knows your strengths that you can call when you really just feel like you’re failing.” Another addition this year might be a colleague or relative to help with technology. In a USA Today/Ipsos \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/26/coronavirus-schools-teachers-poll-ipsos-parents-fall-online/5254729002/\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted in May, a quarter of teachers 55 and older reported difficulty with using technology for distance learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins recommended that teachers’ support systems include people who help you grow, people who remind you to put kids first, and people to hold you accountable for staying grounded. “It is so important for us to name our people who are going to help support us … and if we don’t have those people, now is the time to find them.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Accepting imperfection\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching is hard, and new teachers often worry that they are secretly failing and about to be exposed, according to Elden. Experienced teachers are more likely to know that they’re not the only ones struggling, but the adjustment to virtual or hybrid teaching may bring back some of those insecurities. \u003c/span>\u003cspan style=\"font-weight: 400\">“Being a veteran teacher, I've always felt like, ‘I got this. I've done this before. If I have a little bump in the road it’ll be fine because I know what to do,’” Carpenter said. Now, she anticipates needing to give herself grace when, for example, a virtual lesson tanks and kids tune out. “I just need to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">be OK with failing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of new teachers’ stress comes not just from individual mistakes, but from worrying about “failing at a job they consider one of the most important in the world,” said Elden. Between \u003c/span>\u003ca href=\"https://www.wbur.org/hereandnow/2020/08/20/public-preschools-coronavirus-closing\">\u003cspan style=\"font-weight: 400\">concerns about COVID-19 learning loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \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\">sharper spotlight on racial inequities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the U.S., some teachers may be feeling that burden even more right now. Elden wants to remind them to focus on what they can control. “Your job description has temporarily changed,” she said. “Being a good teacher with moments of greatness and moments of adequateness is OK.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins advocated a practice she does for herself. Each night in her planner she writes one thing she did well that day. The habit provides a boost in the moment, and when she looks back over a few weeks or months, she can see how small successes have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset\">\u003cspan style=\"font-weight: 400\">accumulated into larger progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Hawkins didn’t always have that clarity, though. Faced with doubts in her first year of teaching, she readied her resume for jobs in other fields. \u003c/span>\u003cspan style=\"font-weight: 400\">The lesson she’s learned since then — that growth comes from discomfort — is applicable to everyone during distance learning, she said. \u003c/span>\u003cspan style=\"font-weight: 400\">“S\u003c/span>\u003cspan style=\"font-weight: 400\">ometimes you have to just jump in and do it so you can get better.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carpenter hopes her own willingness to jump in and to accept her imperfections will allow students to do the same. For her first asynchronous lesson she created a slide that says, “This is all new for everyone … even for me!”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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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": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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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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"tagline": "Politics from a personal perspective",
"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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"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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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"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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"order": 16
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},
"science-friday": {
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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