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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">On a recent summer day, librarian Lyn Hunter posted a video to YouTube on how to make a \u003ca href=\"https://www.youtube.com/watch?v=h1t9Grtn_Ao\">weather thermometer\u003c/a> using a straw, rubbing alcohol and a bottle. Hunter and her colleague Rachel Krumenacker at the Chattanooga Public Library in Chattanooga, Tennessee, had filmed the DIY craft on a Zoom call from their respective living rooms. They posted it to the library’s \u003ca href=\"https://www.youtube.com/c/ChattLibrary/videos\">YouTube channel\u003c/a> as part of their new summer programming, the majority of which is taking place online due to COVID-19. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea was that Rachel would lead me in a craft that I didn’t know how to do, so the kids get the dynamic back-and-forth of someone learning how to do something,” said Hunter, who is the youth services librarian. “We modeled social distancing, and filmed an overhead view so you can see what her hands are doing. And we put it on YouTube to make it as easy as possible to access.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The craft videos are part of the Chattanooga Public Libraries’ summer program for kids, called \u003c/span>\u003ca href=\"https://mprl.chattlibrary.org/\">\u003cspan style=\"font-weight: 400\">Make. Play. Read. Learn.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all of which is happening online. Usually, the library’s summer program is like what Christmas is for retail stores—what they spend the whole year planning for. But this year the STEM projects, maker space designs and story hours that usually take place within the library’s walls have moved online, and the library itself has found itself innovating quickly to meet the needs of their community. “Make. Play. Read. Learn.” includes reading challenges, craft projects, and games where students can earn digital badges online. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=L6OIdCkAYZE\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across the nation, libraries are stepping up in a time of crisis. This summer, as communities continue to deal with COVID-19, both public libraries and school libraries are innovating new ways to provide services for communities that reach beyond physical books and buildings. One of libraries’ main goals has been to help children, many of whom have already missed out on a lot, stay engaged, reading and learning at a time when they can’t physically be in the building. School libraries have become tech hubs for educators teaching from home, while public libraries have worked to expand access to the internet, with many keeping their building’s WiFi on even when buildings were closed, so patrons can get internet access from the parking lot. Community events like story hours, maker spaces, and summer camps have moved online for easy access, and librarians are featuring themselves online, reading books and doing crafts, to stay connected. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=7ZWh3GJHHlQ\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In return, the public is leaning more on libraries to support their kids during the pandemic. Before coronavirus forced school and business closures, Americans already viewed \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2016/09/09/americans-attitudes-toward-public-libraries/\">\u003cspan style=\"font-weight: 400\">libraries as essential\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communities. But since shutdowns began back in March, use of library services has increased sharply. Digital book loans have skyrocketed, with children’s e-book checkouts more than doubling since the COVID-19 closures began, according to a \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/16/877651001/libraries-are-dealing-with-new-demand-for-books-and-services-during-the-pandemic\">\u003cspan style=\"font-weight: 400\">report from NPR\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A majority of libraries have made borrowing digital media easier by relaxing and extending online renewal policies, offering a wider range of ebooks and streaming media, and increased virtual programming, according to a \u003c/span>\u003ca href=\"https://americanlibrariesmagazine.org/blogs/the-scoop/public-libraries-responding-pandemic/\">\u003cspan style=\"font-weight: 400\">Public Library Association survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though it doesn’t look like it has in years before, what’s important is that the library is still there for kids, said Lee Hope, director of children’s services in Chattanooga. “How[ever] we can support families, whatever the model looks like, is what we want to do,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Providing essential services in a time of distance and upheaval \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the library’s key missions is to provide services to entire communities, regardless of background or socioeconomic status. And during tumultuous times, the need for information, access to literacy, and digital access have become even greater. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For schools that closed and moved to online learning due to the coronavirus, digital access became a necessity overnight. School libraries had always been central to digital access for the entire school, and when learning moved online they became tech hubs for both teachers and students. The librarians at Leander Independent School District in suburban Austin, Texas, say their “front line” relationships helping teachers connect to printers and setting up laptops in classrooms just shifted when learning moved online. Librarians were instrumental in helping guide teachers in those first weeks, said Leander district library coordinator Becky Calzada, sitting in on staff meetings, helping set up Google classrooms and Zoom calls, and answering copyright questions and curating digital resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “Everyone in the school turns to you,” when dealing with computers and setting up online learning, said Four Points Middle School librarian April Stone. “Librarians stepped in to help teachers navigate those new tools and shift what they were doing physically versus virtually. We were always on the front lines for campus tech anyway, and it’s the librarians helping not only navigate Zoom, but also best practices on how to use the tools.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the San Francisco Public Library, family engagement specialist Christina Mitra has invested heavily in developing deep lines of digital communication with families through a targeted newsletter and their social media channels. The newsletter keeps families informed of upcoming digital events and services, and keeps kids reading and learning with “play date at home” ideas, links to other online happenings for kids, and of course, curated book lists in several languages. Named Library Journal’s 2018 “Library of the Year” for their emphasis on “human touch,” Mitra \u003c/span>\u003ca href=\"https://home.edweb.net/webinar/commonsense20200520/\">\u003cspan style=\"font-weight: 400\">said in a webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that the library is striving for the same feeling of “connected community” even when families can’t be together in library buildings. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=PfD6VMT3YkI\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For St. Louis, Missouri, kids, the diverse and wide-ranging menu of summer camp offerings provided by the St. Louis Public Library have moved completely online. After struggling with what to do about the digital divide, and a parent survey showing that families were interested in digital camps, program coordinator Jenny Song said the library decided to move forward with digital programming to help parents out with long summer days at home. Families can pick up a Chromebook and hot spot from the library. Joining with local community arts groups and organizations, the library was able to provide 54 of the original 70 in-person camps they had planned for. For some of the more popular camps, like ukelele and clay creations, kids receive a free ukulele or box of clay in the mail, which adds to the excitement. Their well-attended 2-hour Hogwarts camp, featuring Dumbledore guest appearances and magic, gives Harry Potter fanatics a chance to “geek out” over their favorite books. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Summer slide is something we are really conscious of,” Song said. “We want to make sure that everybody in our community has access, so all of our camps are free. Kids get to have fun and it’s something exciting they can do at home. But at the same time, they’re not stopping their learning and forgetting everything from the school year.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>When historic events collide \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians have also worked to support students as national crises compounded—not just the effects of coronavirus, but the murder of George Floyd and the ensuing protests for racial justice that happened while many were still stuck at home. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56379\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-56379\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran.png\" alt=\"\" width=\"250\" height=\"329\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran.png 760w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran-160x211.png 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Vihn Tran \u003ccite>(Courtesy of Vihn Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">School librarian Vinh Tran at Edward Hynes Charter School, a prek-8 school in New Orleans, Louisiana, had been meeting with students throughout school closures in the spring, doing online read-alouds and assisting teachers with online lessons. But George Floyd’s murder happened right before their summer school program began, and Tran felt like she needed to address it on the very first day with her students. At the eleventh hour, she scrapped her carefully crafted lesson plans and decided instead to read \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/40796177-the-undefeated\">\u003ci>\u003cspan style=\"font-weight: 400\">The Undefeated\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kwame Alexander to some of the older students, even though they’d read it earlier that year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted them to know they didn’t have to ignore all the stuff that was happening in the world,” Tran said on a Zoom call. “There was space here to discuss, process, and explore these issues. It's important for kids to know they are seen, they matter, and that whatever they're feeling is valid.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School librarians are also making connections on social media during this time of social and cultural upheaval, sharing tips and support with fellow librarians. When schools closed, Julie Stivers, a middle school librarian in Raleigh, North Carolina, sent out a tweet asking if other librarians wanted to brainstorm solutions to the challenges they were up against, like digital access. Using the hashtag \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23libcollab&src=typed_query\">\u003cspan style=\"font-weight: 400\">#LibCollab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Stivers and another librarian, Kathryn Cole, created a professional learning community that began by discussing online learning but soon moved to Black Lives Matter, and how libraries can promote inclusivity and anti-racism. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/BespokeLib/status/1275434517927358465\u003c/p>\n\u003ch2>\u003cb>Preparing for the future, whatever that might look like\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians interviewed for this story agreed that, whether they work inside schools or in public libraries, they’re unsure of what the future holds with regards to the autumn and back-to-school. Most librarians are spending the summer preparing for a variety of scenarios, in which libraries are open, partially open, or staying digital. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries as a whole are also reflecting on how they can better serve the public in uncertain times. At the American Library Association’s virtual conference in June, executive director \u003ca href=\"http://www.ala.org/news/press-releases/2020/06/ala-executive-director-tracie-d-hall-says-dismantling-racism-library-and\">Tracie D. Hall\u003c/a>, the first African-American to hold that office in the association’s history, called for a three-pronged approach for libraries to address their communities’ current challenges: the need for universal broadband, the diversification of libraries, and a broader, stronger base of library funding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Let our legacy be justice,” Hall told librarians on the conference’s Zoom call. “When I say let our legacy be justice, I am inviting us to explore the construct of the library as both the vehicle and driver of justice, as both a means to justice and an arbiter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians predict that after rolling closures and the move to greater digital access, things will never be the same. Lessons learned during pandemic closures will stay with them long after COVID-19 is no longer a threat, with a focus on increased access to digital materials staying on as part of the libraries’ core mission to serve communities equally.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We stepped up and did things differently, immediately,” said Mary Keeling, president of the American Association of School Librarians, on the quick transfer to digital service. “Libraries aren’t closed, we are still open and providing services. What’s closed are the buildings.” \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a recent summer day, librarian Lyn Hunter posted a video to YouTube on how to make a \u003ca href=\"https://www.youtube.com/watch?v=h1t9Grtn_Ao\">weather thermometer\u003c/a> using a straw, rubbing alcohol and a bottle. Hunter and her colleague Rachel Krumenacker at the Chattanooga Public Library in Chattanooga, Tennessee, had filmed the DIY craft on a Zoom call from their respective living rooms. They posted it to the library’s \u003ca href=\"https://www.youtube.com/c/ChattLibrary/videos\">YouTube channel\u003c/a> as part of their new summer programming, the majority of which is taking place online due to COVID-19. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea was that Rachel would lead me in a craft that I didn’t know how to do, so the kids get the dynamic back-and-forth of someone learning how to do something,” said Hunter, who is the youth services librarian. “We modeled social distancing, and filmed an overhead view so you can see what her hands are doing. And we put it on YouTube to make it as easy as possible to access.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The craft videos are part of the Chattanooga Public Libraries’ summer program for kids, called \u003c/span>\u003ca href=\"https://mprl.chattlibrary.org/\">\u003cspan style=\"font-weight: 400\">Make. Play. Read. Learn.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, all of which is happening online. Usually, the library’s summer program is like what Christmas is for retail stores—what they spend the whole year planning for. But this year the STEM projects, maker space designs and story hours that usually take place within the library’s walls have moved online, and the library itself has found itself innovating quickly to meet the needs of their community. “Make. Play. Read. Learn.” includes reading challenges, craft projects, and games where students can earn digital badges online. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/L6OIdCkAYZE'\n title='//www.youtube.com/embed/L6OIdCkAYZE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Across the nation, libraries are stepping up in a time of crisis. This summer, as communities continue to deal with COVID-19, both public libraries and school libraries are innovating new ways to provide services for communities that reach beyond physical books and buildings. One of libraries’ main goals has been to help children, many of whom have already missed out on a lot, stay engaged, reading and learning at a time when they can’t physically be in the building. School libraries have become tech hubs for educators teaching from home, while public libraries have worked to expand access to the internet, with many keeping their building’s WiFi on even when buildings were closed, so patrons can get internet access from the parking lot. Community events like story hours, maker spaces, and summer camps have moved online for easy access, and librarians are featuring themselves online, reading books and doing crafts, to stay connected. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/7ZWh3GJHHlQ'\n title='//www.youtube.com/embed/7ZWh3GJHHlQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In return, the public is leaning more on libraries to support their kids during the pandemic. Before coronavirus forced school and business closures, Americans already viewed \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2016/09/09/americans-attitudes-toward-public-libraries/\">\u003cspan style=\"font-weight: 400\">libraries as essential\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communities. But since shutdowns began back in March, use of library services has increased sharply. Digital book loans have skyrocketed, with children’s e-book checkouts more than doubling since the COVID-19 closures began, according to a \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/16/877651001/libraries-are-dealing-with-new-demand-for-books-and-services-during-the-pandemic\">\u003cspan style=\"font-weight: 400\">report from NPR\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A majority of libraries have made borrowing digital media easier by relaxing and extending online renewal policies, offering a wider range of ebooks and streaming media, and increased virtual programming, according to a \u003c/span>\u003ca href=\"https://americanlibrariesmagazine.org/blogs/the-scoop/public-libraries-responding-pandemic/\">\u003cspan style=\"font-weight: 400\">Public Library Association survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though it doesn’t look like it has in years before, what’s important is that the library is still there for kids, said Lee Hope, director of children’s services in Chattanooga. “How[ever] we can support families, whatever the model looks like, is what we want to do,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Providing essential services in a time of distance and upheaval \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the library’s key missions is to provide services to entire communities, regardless of background or socioeconomic status. And during tumultuous times, the need for information, access to literacy, and digital access have become even greater. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For schools that closed and moved to online learning due to the coronavirus, digital access became a necessity overnight. School libraries had always been central to digital access for the entire school, and when learning moved online they became tech hubs for both teachers and students. The librarians at Leander Independent School District in suburban Austin, Texas, say their “front line” relationships helping teachers connect to printers and setting up laptops in classrooms just shifted when learning moved online. Librarians were instrumental in helping guide teachers in those first weeks, said Leander district library coordinator Becky Calzada, sitting in on staff meetings, helping set up Google classrooms and Zoom calls, and answering copyright questions and curating digital resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “Everyone in the school turns to you,” when dealing with computers and setting up online learning, said Four Points Middle School librarian April Stone. “Librarians stepped in to help teachers navigate those new tools and shift what they were doing physically versus virtually. We were always on the front lines for campus tech anyway, and it’s the librarians helping not only navigate Zoom, but also best practices on how to use the tools.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the San Francisco Public Library, family engagement specialist Christina Mitra has invested heavily in developing deep lines of digital communication with families through a targeted newsletter and their social media channels. The newsletter keeps families informed of upcoming digital events and services, and keeps kids reading and learning with “play date at home” ideas, links to other online happenings for kids, and of course, curated book lists in several languages. Named Library Journal’s 2018 “Library of the Year” for their emphasis on “human touch,” Mitra \u003c/span>\u003ca href=\"https://home.edweb.net/webinar/commonsense20200520/\">\u003cspan style=\"font-weight: 400\">said in a webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that the library is striving for the same feeling of “connected community” even when families can’t be together in library buildings. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/PfD6VMT3YkI'\n title='//www.youtube.com/embed/PfD6VMT3YkI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For St. Louis, Missouri, kids, the diverse and wide-ranging menu of summer camp offerings provided by the St. Louis Public Library have moved completely online. After struggling with what to do about the digital divide, and a parent survey showing that families were interested in digital camps, program coordinator Jenny Song said the library decided to move forward with digital programming to help parents out with long summer days at home. Families can pick up a Chromebook and hot spot from the library. Joining with local community arts groups and organizations, the library was able to provide 54 of the original 70 in-person camps they had planned for. For some of the more popular camps, like ukelele and clay creations, kids receive a free ukulele or box of clay in the mail, which adds to the excitement. Their well-attended 2-hour Hogwarts camp, featuring Dumbledore guest appearances and magic, gives Harry Potter fanatics a chance to “geek out” over their favorite books. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Summer slide is something we are really conscious of,” Song said. “We want to make sure that everybody in our community has access, so all of our camps are free. Kids get to have fun and it’s something exciting they can do at home. But at the same time, they’re not stopping their learning and forgetting everything from the school year.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>When historic events collide \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians have also worked to support students as national crises compounded—not just the effects of coronavirus, but the murder of George Floyd and the ensuing protests for racial justice that happened while many were still stuck at home. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56379\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-56379\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran.png\" alt=\"\" width=\"250\" height=\"329\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran.png 760w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/Vihn-Tran-160x211.png 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Vihn Tran \u003ccite>(Courtesy of Vihn Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">School librarian Vinh Tran at Edward Hynes Charter School, a prek-8 school in New Orleans, Louisiana, had been meeting with students throughout school closures in the spring, doing online read-alouds and assisting teachers with online lessons. But George Floyd’s murder happened right before their summer school program began, and Tran felt like she needed to address it on the very first day with her students. At the eleventh hour, she scrapped her carefully crafted lesson plans and decided instead to read \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/40796177-the-undefeated\">\u003ci>\u003cspan style=\"font-weight: 400\">The Undefeated\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kwame Alexander to some of the older students, even though they’d read it earlier that year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted them to know they didn’t have to ignore all the stuff that was happening in the world,” Tran said on a Zoom call. “There was space here to discuss, process, and explore these issues. It's important for kids to know they are seen, they matter, and that whatever they're feeling is valid.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School librarians are also making connections on social media during this time of social and cultural upheaval, sharing tips and support with fellow librarians. When schools closed, Julie Stivers, a middle school librarian in Raleigh, North Carolina, sent out a tweet asking if other librarians wanted to brainstorm solutions to the challenges they were up against, like digital access. Using the hashtag \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23libcollab&src=typed_query\">\u003cspan style=\"font-weight: 400\">#LibCollab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Stivers and another librarian, Kathryn Cole, created a professional learning community that began by discussing online learning but soon moved to Black Lives Matter, and how libraries can promote inclusivity and anti-racism. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Preparing for the future, whatever that might look like\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians interviewed for this story agreed that, whether they work inside schools or in public libraries, they’re unsure of what the future holds with regards to the autumn and back-to-school. Most librarians are spending the summer preparing for a variety of scenarios, in which libraries are open, partially open, or staying digital. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries as a whole are also reflecting on how they can better serve the public in uncertain times. At the American Library Association’s virtual conference in June, executive director \u003ca href=\"http://www.ala.org/news/press-releases/2020/06/ala-executive-director-tracie-d-hall-says-dismantling-racism-library-and\">Tracie D. Hall\u003c/a>, the first African-American to hold that office in the association’s history, called for a three-pronged approach for libraries to address their communities’ current challenges: the need for universal broadband, the diversification of libraries, and a broader, stronger base of library funding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Let our legacy be justice,” Hall told librarians on the conference’s Zoom call. “When I say let our legacy be justice, I am inviting us to explore the construct of the library as both the vehicle and driver of justice, as both a means to justice and an arbiter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Librarians predict that after rolling closures and the move to greater digital access, things will never be the same. Lessons learned during pandemic closures will stay with them long after COVID-19 is no longer a threat, with a focus on increased access to digital materials staying on as part of the libraries’ core mission to serve communities equally.\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\">“We stepped up and did things differently, immediately,” said Mary Keeling, president of the American Association of School Librarians, on the quick transfer to digital service. “Libraries aren’t closed, we are still open and providing services. What’s closed are the buildings.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Wayne Banks is a middle school math teacher and principal in residence for KIPP charter schools. These days, like many teachers around the country, the 29-year-old is working from his apartment in Brooklyn, New York.\u003c/p>\n\u003cp>Banks has never been formally trained to teach online, but that hasn't stopped him from trying to make his classes as engaging and challenging as possible.\u003c/p>\n\u003cp>\"I really took the opportunity in March to be like, 'I just have to figure this out.' [It was] a do or die for me,\" Banks says.\u003c/p>\n\u003cp>Now, with \u003ca href=\"https://www.edweek.org/ew/section/multimedia/school-districts-reopening-plans-a-snapshot.html\">many of the nation's largest school districts\u003c/a> beginning the fall semester online-only, Banks is part of a national effort to improve the quality of distance learning. The goal: Deliver better online learning, at no charge, to any district that wants it.\u003c/p>\n\u003cp>A group of public and charter school leaders launched an online pilot this summer called the National Summer School Initiative. (They are funded by education philanthropists, including the Michael & Susan Dell Foundation and the Walton Family Foundation, which is also an NPR funder.) Co-founder Ian Rowe, who leads Public Prep charter schools in New York City, says they are working right now with about 12,000 students in more than 50 locations. Rowe and his co-founders want to know: \"Could we, over a five-week summer program, start to really isolate certain best practice principles that could then survive into the fall?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>NSSI centers on mentor teachers, like Wayne Banks, who tape video lessons with a group of \"showcase students\" — kind of like you'll see workout instructors on YouTube leading a few people through a routine with modifications for different levels of fitness.\u003c/p>\n\u003cp>Banks is invested in his own best practices to keep his students actively learning and discussing math concepts. In the spring he found a website called \u003ca href=\"https://whiteboard.fi/\">whiteboard.fi\u003c/a> that allows his students to work on a problem while he watches \"over their shoulders\" and then engages them in discussions, sometimes in Zoom breakout rooms. \"That is the core of my class,\" he says. \"We are talking about math every single day.\"\u003c/p>\n\u003cp>He also takes the time to get to know his students and make sure they know each other. He does icebreaker games, calls them at home and recently, when he got a new keyboard, he played them a song.\u003c/p>\n\u003cp>Banks says that as a mentor teacher, his role is to \"guide and inspire\" a group of partner teachers who work more closely with groups of 25 or 30 students. Collaborating on lesson planning, he says, is helpful for everyone's professional development.\u003c/p>\n\u003cp>\"Hundreds of teachers from across the country are all teaching the same content as you. And you know, the way that one person thinks about a math problem is not the way that someone else thinks about a math problem.\" He says being able to talk over strategies \"can create ideas and generate just like a fresh electric energy around being able to teach kids at a high level.\"\u003c/p>\n\u003cp>As far as remote teaching goes, NSSI's offerings resemble what some better-resourced private schools were doing in the spring. Together, the mentor and partner teachers are teaching nearly four hours of classes a day this summer. NSSI has partnered with the nonprofit \u003ca href=\"https://www.biobus.org/at-home/\">Biobus\u003c/a> for science instruction and the National Dance Institute for movement classes.\u003c/p>\n\u003cp>Many public schools with lower-income students, by contrast, offered only a minimum of real-time instruction this past spring. A \u003ca href=\"https://www.air.org/sites/default/files/National-Survey-on-Public-Educations-Coronavirus-Pandemic-Response-First-Look-July-2020.pdf\">recent survey\u003c/a> of 474 school districts by the American Institutes for Research showed that high-poverty districts generally had lower expectations for how long students should be spending on schoolwork each day. Elementary schools were less likely to offer live classes taught by the student's own teacher. And students in high-poverty schools were more likely to be reviewing material rather than learning something new.\u003c/p>\n\u003cp>Sarah Evrard's daughter Lillian is going into fourth grade at a Catholic school in Milwaukee and is taking summer school classes now with NSSI. Evrard says that in the spring, Lillian and her classmates \"would have Zoom meetings with their teachers daily and then they would pick up a packet at school, which was their work for the week.\" She says the school avoided doing a lot of real-time instruction because some children were sharing devices with siblings, and some families were working during the day and had to oversee schoolwork in the evenings. \"But the piece that for us felt was kind of missing was that one-on-one teacher interaction.\"\u003c/p>\n\u003cp>She says that's exactly what they're getting with NSSI, and her daughter loves it. \"She was not exactly thrilled when I told her she was signing up for summer school,\" Evrard says, but now Lillian is being challenged and engaged, and she's meeting kids from all over the country.\u003c/p>\n\u003cp>Ian Rowe says his organization is hoping to team up with schools around the country in the fall. He says school systems can either pick their own local superstar teachers to be mentors, or they can use the initiative's teachers and lessons. Local teachers can then network with others around the country and get feedback on their online performance in a way that didn't necessarily happen this past semester.\u003c/p>\n\u003cp>\"Frankly, we were all thrust into remote learning in the spring. And, you know, not everyone was ready for that,\" Rowe says. \"Now I think we've learned a lot about what elements can work and we're trying to be a resource on that front.\"\u003c/p>\n\u003cp>But some are concerned that this program may be overpromising. For one, the equity issues that interfere with some families being able to take part in real-time instruction — including some of Lillian Evrard's classmates — aren't going anywhere. Many districts are still working on getting devices and Wi-Fi to all students amid widespread budget cuts. And while NSSI won't necessarily cost districts money, the organization is not providing computers or an Internet connection.\u003c/p>\n\u003cp>And then there's the pedagogy. Many high-performing charter school networks that are associated with NSSI, like Achievement First and Ascend Learning, have been criticized in the past for an approach to teaching that is \u003ca href=\"https://blog.kiddom.co/the-mcdonaldization-of-pedagogy/\">overly scripted and standardized\u003c/a> and that emphasizes high test scores above all. This \"no-excuses\" model has been\u003ca href=\"https://blogs.edweek.org/edweek/charterschoice/2019/03/no_excuses_charter_schools_may_be_falling_out_of_favor.html\"> falling out of favor \u003c/a>in recent years.\u003c/p>\n\u003cp>Justin Reich is a researcher in education technology at the Massachusetts Institute of Technology. He has been working with districts and listening to students and teachers to \u003ca href=\"https://edarxiv.org/ufr4q\">help reimagine instruction this fall.\u003c/a> He says he'd prefer to see each district give teachers the time, training and empowerment to plan online teaching right, rather than rushing for a prefabricated solution.\u003c/p>\n\u003cp>\"I think \u003cem>adequate\u003c/em> turnkey instruction may be possible,\" Reich says. \"I don't think it's responsible to promise \u003cem>excellent\u003c/em> turnkey curriculum and training.\"\u003c/p>\n\u003cp>However, Reich acknowledges that with so many districts scrambling to plan remote learning this fall, NSSI may be on to something. He says simply putting a lot of talented teachers together and giving them training and a clear direction \"can, in lots of cases, be way better than having every school and district figure these things out on their own.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It's almost August. Many districts may be grateful for an out-of-the box solution — in both senses of the phrase.\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=Can+Online+Learning+Be+Better+This+Fall%3F+These+Educators+Think+So&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Wayne Banks is a middle school math teacher and principal in residence for KIPP charter schools. These days, like many teachers around the country, the 29-year-old is working from his apartment in Brooklyn, New York.\u003c/p>\n\u003cp>Banks has never been formally trained to teach online, but that hasn't stopped him from trying to make his classes as engaging and challenging as possible.\u003c/p>\n\u003cp>\"I really took the opportunity in March to be like, 'I just have to figure this out.' [It was] a do or die for me,\" Banks says.\u003c/p>\n\u003cp>Now, with \u003ca href=\"https://www.edweek.org/ew/section/multimedia/school-districts-reopening-plans-a-snapshot.html\">many of the nation's largest school districts\u003c/a> beginning the fall semester online-only, Banks is part of a national effort to improve the quality of distance learning. The goal: Deliver better online learning, at no charge, to any district that wants it.\u003c/p>\n\u003cp>A group of public and charter school leaders launched an online pilot this summer called the National Summer School Initiative. (They are funded by education philanthropists, including the Michael & Susan Dell Foundation and the Walton Family Foundation, which is also an NPR funder.) Co-founder Ian Rowe, who leads Public Prep charter schools in New York City, says they are working right now with about 12,000 students in more than 50 locations. Rowe and his co-founders want to know: \"Could we, over a five-week summer program, start to really isolate certain best practice principles that could then survive into the fall?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>NSSI centers on mentor teachers, like Wayne Banks, who tape video lessons with a group of \"showcase students\" — kind of like you'll see workout instructors on YouTube leading a few people through a routine with modifications for different levels of fitness.\u003c/p>\n\u003cp>Banks is invested in his own best practices to keep his students actively learning and discussing math concepts. In the spring he found a website called \u003ca href=\"https://whiteboard.fi/\">whiteboard.fi\u003c/a> that allows his students to work on a problem while he watches \"over their shoulders\" and then engages them in discussions, sometimes in Zoom breakout rooms. \"That is the core of my class,\" he says. \"We are talking about math every single day.\"\u003c/p>\n\u003cp>He also takes the time to get to know his students and make sure they know each other. He does icebreaker games, calls them at home and recently, when he got a new keyboard, he played them a song.\u003c/p>\n\u003cp>Banks says that as a mentor teacher, his role is to \"guide and inspire\" a group of partner teachers who work more closely with groups of 25 or 30 students. Collaborating on lesson planning, he says, is helpful for everyone's professional development.\u003c/p>\n\u003cp>\"Hundreds of teachers from across the country are all teaching the same content as you. And you know, the way that one person thinks about a math problem is not the way that someone else thinks about a math problem.\" He says being able to talk over strategies \"can create ideas and generate just like a fresh electric energy around being able to teach kids at a high level.\"\u003c/p>\n\u003cp>As far as remote teaching goes, NSSI's offerings resemble what some better-resourced private schools were doing in the spring. Together, the mentor and partner teachers are teaching nearly four hours of classes a day this summer. NSSI has partnered with the nonprofit \u003ca href=\"https://www.biobus.org/at-home/\">Biobus\u003c/a> for science instruction and the National Dance Institute for movement classes.\u003c/p>\n\u003cp>Many public schools with lower-income students, by contrast, offered only a minimum of real-time instruction this past spring. A \u003ca href=\"https://www.air.org/sites/default/files/National-Survey-on-Public-Educations-Coronavirus-Pandemic-Response-First-Look-July-2020.pdf\">recent survey\u003c/a> of 474 school districts by the American Institutes for Research showed that high-poverty districts generally had lower expectations for how long students should be spending on schoolwork each day. Elementary schools were less likely to offer live classes taught by the student's own teacher. And students in high-poverty schools were more likely to be reviewing material rather than learning something new.\u003c/p>\n\u003cp>Sarah Evrard's daughter Lillian is going into fourth grade at a Catholic school in Milwaukee and is taking summer school classes now with NSSI. Evrard says that in the spring, Lillian and her classmates \"would have Zoom meetings with their teachers daily and then they would pick up a packet at school, which was their work for the week.\" She says the school avoided doing a lot of real-time instruction because some children were sharing devices with siblings, and some families were working during the day and had to oversee schoolwork in the evenings. \"But the piece that for us felt was kind of missing was that one-on-one teacher interaction.\"\u003c/p>\n\u003cp>She says that's exactly what they're getting with NSSI, and her daughter loves it. \"She was not exactly thrilled when I told her she was signing up for summer school,\" Evrard says, but now Lillian is being challenged and engaged, and she's meeting kids from all over the country.\u003c/p>\n\u003cp>Ian Rowe says his organization is hoping to team up with schools around the country in the fall. He says school systems can either pick their own local superstar teachers to be mentors, or they can use the initiative's teachers and lessons. Local teachers can then network with others around the country and get feedback on their online performance in a way that didn't necessarily happen this past semester.\u003c/p>\n\u003cp>\"Frankly, we were all thrust into remote learning in the spring. And, you know, not everyone was ready for that,\" Rowe says. \"Now I think we've learned a lot about what elements can work and we're trying to be a resource on that front.\"\u003c/p>\n\u003cp>But some are concerned that this program may be overpromising. For one, the equity issues that interfere with some families being able to take part in real-time instruction — including some of Lillian Evrard's classmates — aren't going anywhere. Many districts are still working on getting devices and Wi-Fi to all students amid widespread budget cuts. And while NSSI won't necessarily cost districts money, the organization is not providing computers or an Internet connection.\u003c/p>\n\u003cp>And then there's the pedagogy. Many high-performing charter school networks that are associated with NSSI, like Achievement First and Ascend Learning, have been criticized in the past for an approach to teaching that is \u003ca href=\"https://blog.kiddom.co/the-mcdonaldization-of-pedagogy/\">overly scripted and standardized\u003c/a> and that emphasizes high test scores above all. This \"no-excuses\" model has been\u003ca href=\"https://blogs.edweek.org/edweek/charterschoice/2019/03/no_excuses_charter_schools_may_be_falling_out_of_favor.html\"> falling out of favor \u003c/a>in recent years.\u003c/p>\n\u003cp>Justin Reich is a researcher in education technology at the Massachusetts Institute of Technology. He has been working with districts and listening to students and teachers to \u003ca href=\"https://edarxiv.org/ufr4q\">help reimagine instruction this fall.\u003c/a> He says he'd prefer to see each district give teachers the time, training and empowerment to plan online teaching right, rather than rushing for a prefabricated solution.\u003c/p>\n\u003cp>\"I think \u003cem>adequate\u003c/em> turnkey instruction may be possible,\" Reich says. \"I don't think it's responsible to promise \u003cem>excellent\u003c/em> turnkey curriculum and training.\"\u003c/p>\n\u003cp>However, Reich acknowledges that with so many districts scrambling to plan remote learning this fall, NSSI may be on to something. He says simply putting a lot of talented teachers together and giving them training and a clear direction \"can, in lots of cases, be way better than having every school and district figure these things out on their own.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>There's an experiment \u003ca href=\"http://www.lse.ac.uk/media-and-communications/people/academic-staff/sonia-livingstone\">Sonia Livingstone\u003c/a> had always dreamed of doing.\u003c/p>\n\u003cp>She's a social psychologist at the London School of Economics who researches children and media. And her dream experiment was this: \"Let's turn off the outside world and see how it is if you've only got the technology.\"\u003c/p>\n\u003cp>During the pandemic, it kind of happened. Lockdowns started all over the world and families were stuck inside with their digital devices standing in for work, school, family, friends. And, Livingstone says, we learned something reassuring that we should have known all along:\u003c/p>\n\u003cp>\"Of course, families want to be together.\" And children, and even teens, miss seeing their friends in person, riding their bikes, going to school.\u003c/p>\n\u003cp>Now that we're all living through this experiment, this was a great time to sit down with Livingstone and her coauthor \u003ca href=\"http://www.lse.ac.uk/media-and-communications/people/visiting-and-associate-staff/alicia-blum-ross\">Alicia Blum Ross\u003c/a> — two researchers who I relied on in reporting my book\u003ca href=\"https://www.npr.org/books/titles/579778789/the-art-of-screen-time-how-your-family-can-balance-digital-media-and-real-life#:~:text=The%20Art%20of%20Screen%20Time%20%3A%20NPR&text=The%20Art%20of%20Screen%20Time%20NPR%20coverage%20of%20The%20Art,%2C%20critics'%20picks%20and%20more.\"> \u003cem>The Art of Screen Time\u003c/em>\u003c/a> — and talk to them about their new book, \u003ca href=\"https://www.amazon.com/Parenting-Digital-Future-Technology-Childrens/dp/0190874694\">\u003cem>Parenting for a Digital Future\u003c/em>\u003c/a>. It's based on several years of research with a diverse group of families in the UK.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here are their takeaways about finding confidence and calm in this world of digital parenting.\u003c/p>\n\u003cp>\u003cem>This conversation was edited for length and clarity. \u003c/em>\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>In the book, you sort parents into three buckets: those that resist technology, those that try to find a balance and those that embrace technology. Can you talk more about that?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Sonia Livingstone: \u003c/strong>We thought about them as three modes of practice, or three ways in which parents engage with the world.\u003c/p>\n\u003cp>There are those that resist technology. For some parents, this is a response to some kind of trouble. Yet we were surprised to find that resistance is often value-driven — reflecting a desire to prioritize non-digital activities and visions of the future, sometimes as a way of resisting social pressures and commercialization more generally.\u003c/p>\n\u003cp>We heard from lots of parents that they're looking for balance. That's kind of the dominant advice that parents are given — \u003ca href=\"https://www.npr.org/2019/06/30/736214974/at-your-wits-end-with-a-screen-obsessed-kid-read-this\">to balance\u003c/a> indoor and outdoor, online and offline, different kinds of activities. And we could see lots of them doing that.\u003c/p>\n\u003cp>We were especially intrigued by the parents who did what we called 'embrace technology.' They were the parents who resolved the question 'Should you let your kids have lots of screen time? Or should you try to restrict it? Is it the future or is it a problem?'\u003c/p>\n\u003cp>By embracing technology, they seemed to be saying, 'Look, it's the future, we need to get on with it. We need to find our way.' They were often the most enthusiastic about their approach. And the parents and children could figure out what was exciting about technology together. They often had the most shared practices.\u003c/p>\n\u003cp>\u003cstrong>What does it mean to really be a 'happy tech parent' as you call it in your book? What are some examples of the 'happy geek parent'? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Alicia Blum Ross\u003c/strong>: One thing I personally learned from the parents who embraced technology was how to live out family values through technology. For example, if a family was artistic, yes, they would do paper mâché and coloring, but they also found \u003ca href=\"https://apps.apple.com/us/app/monument-valley/id728293409\">Monument Valley\u003c/a> — this beautiful app — and would play it with their kids. And they would watch movies that felt consistent with how the parents wanted to live and what they wanted to talk to their kids about. And obviously the kids had their own preferences too, but the parents were very active in shaping that.\u003c/p>\n\u003cp>And certainly, as the parent of 7-year-old twins living through a pandemic and working a full time job, I would say I find a lot to be inspired by in these parents, because actually I need to rely on technology. From talking with a lot of parents who seemed more confident and calm in their embrace of technology, I learned that I can play an active role in figuring out what it is that I want my kids to spend time with.\u003c/p>\n\u003cp>\u003cstrong>I love that you're using the word 'calm' because I feel like parents really need to hear that right now. And we're all using technology in the way that you're describing, especially now, to get time for ourselves. But it comes with this burden of guilt and anxiety. And what you're describing is just a much more thoughtful and positive process — thinking about what \u003c/strong>\u003cem>\u003cstrong>kind\u003c/strong>\u003c/em>\u003cstrong> of screen time would feel good.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Blum Ross\u003c/strong>: One thing that we learned from the research is that parents have a variety of tools in their toolkit. A lot of the advice for parents has focused on the restrictive forms of mediation — set these rules, keep the timer and watch the clock.\u003c/p>\n\u003cp>But are there other tools in my toolkit that I can use right now? One of those tools is doing some curation — doing some upfront research on what it is you want your kids to be spending time doing.\u003c/p>\n\u003cp>Another is talking with them about what they're doing and watching. For example, my 7-year-old son really loves the show \u003cem>Ninjago\u003c/em>. It isn't the most beautifully curated show, but I can talk to him about it at the end — I can draw him out and then we can jump off the couch cushions like the \u003cem>Ninjago\u003c/em> characters. I can start that off, and then his twin sister can reluctantly engage, and I can walk away and go cook dinner or do my work. It's about using that media as a jumping off point for other ways of spending time together.\u003c/p>\n\u003cp>\u003cstrong>Livingstone\u003c/strong>: It wasn't just that we felt parents were on their own and looking for advice, but also that they were on the receiving end of a barrage of advice.\u003c/p>\n\u003cp>The research shows that parents are trying to live in a more democratic family in which parents and children have more trust between each other and can turn to each other when something goes wrong rather than feel they're going to be punished or criticized.\u003c/p>\n\u003cp>We saw in the research that parents often use the media as part of that negotiation — to find something they could enjoy together or find something that would be a pretext for them to have a difficult conversation.\u003c/p>\n\u003cp>\u003cstrong>So the idea of being a technology purist, which is kind of what the media tells us to do, is conflicting with what many families have as a pretty legitimate value, which is having a household where everyone gets a little bit of a say?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Livingstone\u003c/strong>: Absolutely. Parents are not digital immigrants. They know something about technology. They use it. They have their own kind of expertise. Parents can be confident in drawing on what they have learned and following their values in making judgments and explaining those to children. Because very often, if children get the explanation they'll want to argue a bit, but they'll see the point. But if they're just told without a reason, they'll push back.\u003c/p>\n\u003cp>\u003cstrong> How does the values-based approach work with parents who are facing something like \"should I give my kid a phone,\" for example? How do you see parents handling that skillfully?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Livingstone\u003c/strong>: So the key question given to parents is 'What's the right age for my child to have a phone?' And what we would say from the research, is parents take very diverse approaches. There's no one right answer. The idea of the democratic family recognizes the values parents are trying to encourage and also the values children might contribute in relation to the phone.\u003c/p>\n\u003cp>So if an important value for everyone is staying safe. Then the question is, is the phone the key way of staying safe or would there be other ways of managing and ensuring a child's safety? If it's about communicating with family who aren't in the same house? Obviously, they need access to a phone, but maybe they don't need their own phone. If it's about playing games and entertaining themselves when they're on their own, maybe for young children the solution is a phone without a sim card. It's not like there is a single right age, but more-so, what are the parents trying to make work?\u003c/p>\n\u003cp>\u003cstrong>What about our children's \u003c/strong>\u003ca href=\"https://www.npr.org/2019/08/27/754362629/the-scientific-debate-over-teens-screens-and-mental-health\">\u003cstrong>social and emotional development as mediated through screens?\u003c/strong>\u003c/a>\u003cstrong> With so much of our children's socializing happening online, what are the kind of risks that you see? What are the tradeoffs? And how can parents navigate those?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Blum Ross\u003c/strong>: I think what the pandemic has taught us, actually, is that it's not that we don't value those in-person connections. It's actually that everyone's desperate to get back to them and that we are using digital media as a way to supplement and augment the ways that we can be together.\u003c/p>\n\u003cp>Digital media really doesn't replace those other ways of being together, it just provides a kind of lifeline and a throughline and continuity for families who even pre-pandemic may have lived far from loved ones. We're all missing seeing people outside of our immediate family. But it really highlights to me how much in-person connection will reemerge when this is all over at some point.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail with a greeting, your name, phone number and a random life tip at \u003c/em>\u003cem>\u003cstrong>202.216.9823\u003c/strong>\u003c/em>\u003cem>. It might appear in an upcoming episode. Or send us an email at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The podcast portion of this story was produced by Clare Schneider. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+It+Comes+To+Screens%2C+Kids+Need+A+Guide+%E2%80%94+Not+A+Disciplinarian+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Some parents think the best way to manage a child's screen time is to set hard limits. But those rules are particularly difficult to keep during a pandemic, when screens are a lifeline for all of us. So what should the rules be? Sonia Livingstone and Alicia Blum-Ross, coauthors of \u003cem>Parenting For A Digital Future, \u003c/em>explain why being too strict about screen time might not be the best strategy for your kids — or the whole family. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There's an experiment \u003ca href=\"http://www.lse.ac.uk/media-and-communications/people/academic-staff/sonia-livingstone\">Sonia Livingstone\u003c/a> had always dreamed of doing.\u003c/p>\n\u003cp>She's a social psychologist at the London School of Economics who researches children and media. And her dream experiment was this: \"Let's turn off the outside world and see how it is if you've only got the technology.\"\u003c/p>\n\u003cp>During the pandemic, it kind of happened. Lockdowns started all over the world and families were stuck inside with their digital devices standing in for work, school, family, friends. And, Livingstone says, we learned something reassuring that we should have known all along:\u003c/p>\n\u003cp>\"Of course, families want to be together.\" And children, and even teens, miss seeing their friends in person, riding their bikes, going to school.\u003c/p>\n\u003cp>Now that we're all living through this experiment, this was a great time to sit down with Livingstone and her coauthor \u003ca href=\"http://www.lse.ac.uk/media-and-communications/people/visiting-and-associate-staff/alicia-blum-ross\">Alicia Blum Ross\u003c/a> — two researchers who I relied on in reporting my book\u003ca href=\"https://www.npr.org/books/titles/579778789/the-art-of-screen-time-how-your-family-can-balance-digital-media-and-real-life#:~:text=The%20Art%20of%20Screen%20Time%20%3A%20NPR&text=The%20Art%20of%20Screen%20Time%20NPR%20coverage%20of%20The%20Art,%2C%20critics'%20picks%20and%20more.\"> \u003cem>The Art of Screen Time\u003c/em>\u003c/a> — and talk to them about their new book, \u003ca href=\"https://www.amazon.com/Parenting-Digital-Future-Technology-Childrens/dp/0190874694\">\u003cem>Parenting for a Digital Future\u003c/em>\u003c/a>. It's based on several years of research with a diverse group of families in the UK.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are their takeaways about finding confidence and calm in this world of digital parenting.\u003c/p>\n\u003cp>\u003cem>This conversation was edited for length and clarity. \u003c/em>\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>In the book, you sort parents into three buckets: those that resist technology, those that try to find a balance and those that embrace technology. Can you talk more about that?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Sonia Livingstone: \u003c/strong>We thought about them as three modes of practice, or three ways in which parents engage with the world.\u003c/p>\n\u003cp>There are those that resist technology. For some parents, this is a response to some kind of trouble. Yet we were surprised to find that resistance is often value-driven — reflecting a desire to prioritize non-digital activities and visions of the future, sometimes as a way of resisting social pressures and commercialization more generally.\u003c/p>\n\u003cp>We heard from lots of parents that they're looking for balance. That's kind of the dominant advice that parents are given — \u003ca href=\"https://www.npr.org/2019/06/30/736214974/at-your-wits-end-with-a-screen-obsessed-kid-read-this\">to balance\u003c/a> indoor and outdoor, online and offline, different kinds of activities. And we could see lots of them doing that.\u003c/p>\n\u003cp>We were especially intrigued by the parents who did what we called 'embrace technology.' They were the parents who resolved the question 'Should you let your kids have lots of screen time? Or should you try to restrict it? Is it the future or is it a problem?'\u003c/p>\n\u003cp>By embracing technology, they seemed to be saying, 'Look, it's the future, we need to get on with it. We need to find our way.' They were often the most enthusiastic about their approach. And the parents and children could figure out what was exciting about technology together. They often had the most shared practices.\u003c/p>\n\u003cp>\u003cstrong>What does it mean to really be a 'happy tech parent' as you call it in your book? What are some examples of the 'happy geek parent'? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Alicia Blum Ross\u003c/strong>: One thing I personally learned from the parents who embraced technology was how to live out family values through technology. For example, if a family was artistic, yes, they would do paper mâché and coloring, but they also found \u003ca href=\"https://apps.apple.com/us/app/monument-valley/id728293409\">Monument Valley\u003c/a> — this beautiful app — and would play it with their kids. And they would watch movies that felt consistent with how the parents wanted to live and what they wanted to talk to their kids about. And obviously the kids had their own preferences too, but the parents were very active in shaping that.\u003c/p>\n\u003cp>And certainly, as the parent of 7-year-old twins living through a pandemic and working a full time job, I would say I find a lot to be inspired by in these parents, because actually I need to rely on technology. From talking with a lot of parents who seemed more confident and calm in their embrace of technology, I learned that I can play an active role in figuring out what it is that I want my kids to spend time with.\u003c/p>\n\u003cp>\u003cstrong>I love that you're using the word 'calm' because I feel like parents really need to hear that right now. And we're all using technology in the way that you're describing, especially now, to get time for ourselves. But it comes with this burden of guilt and anxiety. And what you're describing is just a much more thoughtful and positive process — thinking about what \u003c/strong>\u003cem>\u003cstrong>kind\u003c/strong>\u003c/em>\u003cstrong> of screen time would feel good.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Blum Ross\u003c/strong>: One thing that we learned from the research is that parents have a variety of tools in their toolkit. A lot of the advice for parents has focused on the restrictive forms of mediation — set these rules, keep the timer and watch the clock.\u003c/p>\n\u003cp>But are there other tools in my toolkit that I can use right now? One of those tools is doing some curation — doing some upfront research on what it is you want your kids to be spending time doing.\u003c/p>\n\u003cp>Another is talking with them about what they're doing and watching. For example, my 7-year-old son really loves the show \u003cem>Ninjago\u003c/em>. It isn't the most beautifully curated show, but I can talk to him about it at the end — I can draw him out and then we can jump off the couch cushions like the \u003cem>Ninjago\u003c/em> characters. I can start that off, and then his twin sister can reluctantly engage, and I can walk away and go cook dinner or do my work. It's about using that media as a jumping off point for other ways of spending time together.\u003c/p>\n\u003cp>\u003cstrong>Livingstone\u003c/strong>: It wasn't just that we felt parents were on their own and looking for advice, but also that they were on the receiving end of a barrage of advice.\u003c/p>\n\u003cp>The research shows that parents are trying to live in a more democratic family in which parents and children have more trust between each other and can turn to each other when something goes wrong rather than feel they're going to be punished or criticized.\u003c/p>\n\u003cp>We saw in the research that parents often use the media as part of that negotiation — to find something they could enjoy together or find something that would be a pretext for them to have a difficult conversation.\u003c/p>\n\u003cp>\u003cstrong>So the idea of being a technology purist, which is kind of what the media tells us to do, is conflicting with what many families have as a pretty legitimate value, which is having a household where everyone gets a little bit of a say?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Livingstone\u003c/strong>: Absolutely. Parents are not digital immigrants. They know something about technology. They use it. They have their own kind of expertise. Parents can be confident in drawing on what they have learned and following their values in making judgments and explaining those to children. Because very often, if children get the explanation they'll want to argue a bit, but they'll see the point. But if they're just told without a reason, they'll push back.\u003c/p>\n\u003cp>\u003cstrong> How does the values-based approach work with parents who are facing something like \"should I give my kid a phone,\" for example? How do you see parents handling that skillfully?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Livingstone\u003c/strong>: So the key question given to parents is 'What's the right age for my child to have a phone?' And what we would say from the research, is parents take very diverse approaches. There's no one right answer. The idea of the democratic family recognizes the values parents are trying to encourage and also the values children might contribute in relation to the phone.\u003c/p>\n\u003cp>So if an important value for everyone is staying safe. Then the question is, is the phone the key way of staying safe or would there be other ways of managing and ensuring a child's safety? If it's about communicating with family who aren't in the same house? Obviously, they need access to a phone, but maybe they don't need their own phone. If it's about playing games and entertaining themselves when they're on their own, maybe for young children the solution is a phone without a sim card. It's not like there is a single right age, but more-so, what are the parents trying to make work?\u003c/p>\n\u003cp>\u003cstrong>What about our children's \u003c/strong>\u003ca href=\"https://www.npr.org/2019/08/27/754362629/the-scientific-debate-over-teens-screens-and-mental-health\">\u003cstrong>social and emotional development as mediated through screens?\u003c/strong>\u003c/a>\u003cstrong> With so much of our children's socializing happening online, what are the kind of risks that you see? What are the tradeoffs? And how can parents navigate those?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Blum Ross\u003c/strong>: I think what the pandemic has taught us, actually, is that it's not that we don't value those in-person connections. It's actually that everyone's desperate to get back to them and that we are using digital media as a way to supplement and augment the ways that we can be together.\u003c/p>\n\u003cp>Digital media really doesn't replace those other ways of being together, it just provides a kind of lifeline and a throughline and continuity for families who even pre-pandemic may have lived far from loved ones. We're all missing seeing people outside of our immediate family. But it really highlights to me how much in-person connection will reemerge when this is all over at some point.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail with a greeting, your name, phone number and a random life tip at \u003c/em>\u003cem>\u003cstrong>202.216.9823\u003c/strong>\u003c/em>\u003cem>. It might appear in an upcoming episode. Or send us an email at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The podcast portion of this story was produced by Clare Schneider. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+It+Comes+To+Screens%2C+Kids+Need+A+Guide+%E2%80%94+Not+A+Disciplinarian+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Parents Turn to 'Learning Pods' and Piecemeal Solutions to Fill Gaps in Kids' Schooling",
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"content": "\u003cp>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/parents-are-panicking-giving-up-their-careers-and-spending-thousands-of-dollars-on-piecemeal-solutions-for-the-school-year/\">\u003cem> child care\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>AUSTIN, Texas — When Emma Mancha-Sumners saw her school district’s proposed schedule for remote learning this fall, she knew it wouldn’t work for her or her kids. The sample schedule called for students to switch back and forth between independent work and real-time teaching streamed on their devices.\u003c/p>\n\u003cp>“Parents would be responsible for bringing kids on and off, on and off, on and off,” said Mancha-Sumners, the associate director for the Texas Center for Education Policy at the University of Texas at Austin. “I can’t do that. I’m usually 10 minutes late to Zoom meetings on my own. No way I can guarantee I can have both my kids on a different schedule of Zoom meetings on time.”\u003c/p>\n\u003cp>The Austin Independent School District plans to offer classes in person as well, but like many parents, Mancha-Sumners is afraid to send her three children to a school building with the virus still out of control in her state. Her youngest, who is 5, is immunocompromised.\u003c/p>\n\u003cp>Mancha-Sumners looked into forming a “pod” of families that could at least provide some socialization for her children, who haven’t seen their friends since schools closed in March. She co-created a Facebook group for local families seeking to set up pods, and quickly discovered that many parents were looking for learning pods, which would be run by teachers or tutors and allow families to navigate distance learning. Many families estimated they would each pay $700 or more per month for teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mancha-Sumners knew that her family couldn’t afford that. She is taking time off work to sort out schooling for her 5-year-old and her 10-year-old, who can’t work as independently as her high schooler. With a doctorate in applied demography, she feels that she should be able home-school. This summer, she is trying it out to see if she is up to the task for an entire year or more.\u003c/p>\n\u003cfigure id=\"attachment_56331\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56331\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/mader-covid-parents-3-e1595398231691.jpg\" alt=\"\" width=\"1920\" height=\"1476\">\u003cfigcaption class=\"wp-caption-text\">Emma Mancha-Sumners is hoping to find a socialization and enrichment pod with a few other families to give her children opportunities to see friends while staying home from school this year. \u003ccite>(Courtesy of Emma Mancha-Sumners)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nationwide, fearful that the reopening of schools could lead to more coronavirus outbreaks and presented with less than ideal distance-learning plans, parents are being forced to make difficult choices. Some are leaving their jobs and closing down their businesses. Others are spending thousands of dollars to make sure their children are safe and learning each day. And many more have no idea how they’ll cope with an impossible decision: work or care for their children. The situation is especially dire for single parents, low-income families and those without flexible jobs, who rely on in-person school so they can go to work each day.\u003c/p>\n\u003cp>The Trump administration is pushing states to reopen their economies and schools, but without more funding for safety measures, many school leaders say reopening is impossible. As a result, more districts are releasing plans to continue instruction online through the fall. School districts that are reopening are often only doing so partially.\u003c/p>\n\u003cp>Meanwhile, parents say they’ve yet to see any real solutions to the child care crisis that touches millions of American households. They feel that local, state and national leaders are ignoring their plight. While affluent families may be able to afford solutions like starting their own mini-classrooms and hiring teachers, most middle- and low-income families have few to no options.\u003c/p>\n\u003cp>Experts say the lack of federal, state and district-led solutions for parents means families are on their own, and that will only exacerbate education gaps that already exist.\u003c/p>\n\u003cp>“There’s always an equity issue in the United States, even in non-Covid times,” said Elizabeth Bartholet, professor of law at Harvard Law School and faculty director of Harvard’s Child Advocacy Program. “But now, when kids are at home, privileged parents are going to be able to hire tutors and teachers. They tend to have more flexible schedules, and they will be able to provide a better education for their children than less-privileged parents. Kids who are poor, and Black or Latino kids are disproportionately poor, are more at risk of not learning.”\u003c/p>\n\u003cp>Some of the largest school districts in the country, including the Los Angeles Unified School District and the San Diego Unified School District, will start the year only offering distance learning. Children in New York City public schools will only attend classes in person one to three days each week, meaning most families in New York will have to figure out where their children can go, and how they will continue learning, when they’re not in a classroom. All three districts serve high concentrations of children in poverty.\u003c/p>\n\u003cp>In Austin, \u003ca href=\"https://schools.texastribune.org/districts/austin-isd/\">53 percent\u003c/a> of kids who attend the city’s public schools are economically disadvantaged. The Austin Facebook group that Mancha-Sumners co-created is full of parents for whom the cost of a learning pod is out of reach. Some are single parents who have been out of work for months and have to choose between staying at home with their children or looking for jobs. Some don’t want to home-school, but feel their children are too young for remote learning, so are considering spending tens of thousands of dollars on private schools that are planning to open this fall. And some are essential workers who are faced with spending hundreds of dollars for child care so they can go to work at grocery stores and hospitals.\u003c/p>\n\u003cp>Each day, distressed parents write posts saying they just don’t know what to do.\u003c/p>\n\u003cp>“The presumption is that we can just shut everything down that we’ve been doing and focus on our kiddos,” said Diana Haggerty, a mom of four in Austin, Texas, who recently launched a local initiative called \u003ca href=\"https://sites.google.com/view/strongertogetheratx/?fbclid=IwAR2vNKofSO83eWN0i0Evo46q1aI-CKmP2l9_USNrE8_kXvYf9lnuPWkKBdQ\">Stronger Together ATX\u003c/a>. The group aims to connect low-income families with local learning pods and help families understand and navigate the legal considerations of forming their own pods.\u003c/p>\n\u003cp>“We need to be thinking about the people who are going to have to leave their 5-year-old at home to go to work. And that’s a scary proposition. People who have school-aged kids, they are not budgeting for child care,” she said.\u003c/p>\n\u003cfigure id=\"attachment_56332\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56332\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/mader-covid-parents-1-scaled-e1595398167308.jpg\" alt=\"\" width=\"1920\" height=\"1501\">\u003cfigcaption class=\"wp-caption-text\">Diana Haggerty shut down her business after 14 years to oversee distance learning for two of her four children this fall. \u003ccite>(Courtesy of Diana Haggerty)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the pandemic, glaring inequalities between families have only become more evident. This spring, as schools shuttered across the country, the switch to distance learning highlighted persistent gaps in access to technology and the internet, and experts say it likely \u003ca href=\"https://www.vox.com/2020/4/9/21200159/coronavirus-school-digital-low-income-students-covid-new-york\">widened academic achievement gaps\u003c/a>. Before the pandemic, low-income students \u003ca href=\"https://www.nationsreportcard.gov/reading/nation/achievement/?grade=4\">scored lower on national exams\u003c/a> and failed to graduate at rates comparable to their higher-income peers. Similar achievement gaps existed between racial groups: In 2019, 82 percent of Black students and 77 percent of Latino students failed to reach a “proficient” score on fourth grade reading-level exams, compared to 56 percent of white students.\u003c/p>\n\u003cp>Covid-19, the disease caused by the coronavirus, has already \u003ca href=\"https://www.npr.org/sections/health-shots/2020/05/30/865413079/what-do-coronavirus-racial-disparities-look-like-state-by-state\">disproportionately impacted Black and Latino communities\u003c/a>. And distance learning only adds to the stress and challenges many families are facing. In \u003ca href=\"https://hechingerreport.org/homework-in-a-mcdonalds-parking-lot-inside-one-mothers-fight-to-help-her-kids-get-an-education-during-coronavirus/\">low-income and rural areas\u003c/a>, children struggled to find devices and internet access to log on to virtual classrooms or Zoom meetings. In families with parents who can’t work at home, children had to go it alone. Children with disabilities \u003ca href=\"https://www.minnpost.com/education/2020/06/for-some-students-with-learning-disabilities-distance-learning-has-been-a-disappointment/\">missed out on critical, in-person support.\u003c/a>\u003c/p>\n\u003cp>Few districts have acknowledged the situation many parents are in; and those that have, can’t help everyone who needs it. In mid-July, New York City officials said they would provide child care for 100,000 children during the upcoming year. But that’s only a fraction of the more than 1.1 million students enrolled in the city’s public schools.\u003c/p>\n\u003cp>And if parents are left to piece together solutions, the disparities will only grow.\u003c/p>\n\u003cp>Some parents and entrepreneurs are responding to the crisis by creating a patchwork of mini-classrooms and micro-schools. But such solutions are largely only available to those who can pay. In the Austin Facebook group, one parent posted that she was starting a “Montessori-style micro school,” for 12 kids, complete with “organic/paleo” lunch options and a meditation teacher. Parents could pay tuition at a rate comparable to local Montessori schools. Similarly out of reach for many families are some companies that typically provide after school activities, like karate studios, have pivoted to provide a school setting during the day. And several small businesses have cropped up to do the work of connecting parents and pods to teachers.\u003c/p>\n\u003cp>Austin mom Alyssa Villalon, who along with her husband runs a kids’ sports organization in Austin, launched a business called \u003ca href=\"https://www.teachers2u.org/\">Teachers 2 U\u003c/a> this summer specifically aimed at providing a school experience for kids in the fall. Parents can pay a monthly tuition for a spot in a pod with a qualified teacher provided by the company, who will teach the district’s curriculum at a family’s home. All locations will be added to the company’s liability policy. Because Villalon is wary of doing anything to harm the district, the organization’s teachers will use the district’s curriculum and help children complete their school-provided distance learning work — that way, the children will still be counted for the sake of school funding. “What we don’t want to do is take money away from the district,” Villalon said. “It’s an underfunded system already.”\u003c/p>\n\u003cp>In Austin, many higher-income parents say learning pods are the only viable option to give kids both a better academic experience than they had in the spring and safer opportunities to socialize, while also allowing parents to go to work. Rachel Dorman, mom of two, enrolled her son, a rising kindergartner, into a pod of 10 children after deciding she couldn’t risk sending him to school. Doing so would mean socially distancing from her in-laws, who provide child care help several times a week for her 1-year-old while she and her husband work.\u003c/p>\n\u003cp>“It was sort of choosing family over public school,” Dorman said. “Which was obviously very difficult, but at the same time easy when there’s another option for us.”\u003c/p>\n\u003cp>Her son’s pod, which was formed from families who all attended the same Montessori school last year, decided to forgo the district’s digital learning offering and instead follow a Montessori curriculum with a Montessori teacher. Dorman said she feels lucky to have that option, as she knows not all families do. But it’s hard to swallow the fact that they will be spending thousands of dollars this year for what they thought would be a free year of school.\u003c/p>\n\u003cp>Although many parents will continue to face tough choices, women of all incomes will bear the brunt of the crisis. Research shows that women have taken on more of the \u003ca href=\"https://dornsife.usc.edu/news/stories/3234/covid-19-pandemic-has-hit-women-hard-especially-working-mothers/\">child care responsibility during the pandemic\u003c/a>, even if they have full-time jobs of their own. One report found that, pre-pandemic, among couples that both worked full time, women typically provided nearly \u003ca href=\"https://faculty.wcas.northwestern.edu/~mdo738/research/Alon_Doepke_Olmstead-Rumsey_Tertilt_COVID_2020.pdf\">70 percent of the child care during working hours\u003c/a>.\u003c/p>\n\u003cp>When schools shut down due to the threat of coronavirus in March, Austin teacher Emily Shirey moved her fifth-grade classroom online while also taking over most of the child care work for her then-20-month-old daughter, whose child care center had closed. Although Shirey’s husband started to work from home, his workload increased dramatically.\u003c/p>\n\u003cp>“He’s here, but he’s not here,” Shirey said. She worked relentlessly to balance work and mothering, spending her daughter’s nap times teaching and catching up on work in the evenings. “Last spring was very, very difficult,” Shirey said. “It stretched me thin.”\u003c/p>\n\u003cp>As the new school year approached, Shirey, who has been teaching for eight years, sat down to fill out a survey from her district about in-person teaching. Shirey responded that she would be willing to return to the classroom, but she needed child care help. The child care facility where she took her daughter every day is affiliated with the school district and is still closed. District officials responded that she could take sick leave, personal days and several weeks of partially paid leave under the new federal Family First Coronavirus Response Act. If she needed to extend her leave, she could, but there would be no guarantee that she would be paid or would get her job back when she returned. Shirey asked her principal if she could work a flexible schedule, and offered to pre-record her lessons, teach small groups or do anything else needed by the school, but was told that her principal doesn’t have the authority to allow that.\u003c/p>\n\u003cp>“I don’t want to have to leave [my job], even if it’s temporary” Shirey said. But with her active toddler, she doesn’t see how she’ll be able to keep working. “It’s absolutely impossible to do what students need with my daughter [home] right now,” Shirey said.\u003c/p>\n\u003cp>Austin mom Haggerty, who created the “Stronger Together ATX” initiative this summer, took to Mancha-Sumner’s Facebook pod group in July and implored fellow members to leave one space open in each pod for a child who would otherwise not be able to afford one. Formerly a single mom, she says the equity issue has weighed heavily on her since schools shut down. “I think this is an important precedent to set,” she said.\u003c/p>\n\u003cp>A full-time women's wellness coach with four kids, ranging in age from 20-months to 16, Haggerty can’t afford to pay to join a pod, even though both she and her husband work. “Absolutely under no circumstances could we pay right now for anybody to take care of our kids.” And Haggerty said she knows they’re not alone. “That swath of the population has grown exponentially since this crisis started.”\u003c/p>\n\u003cp>After 14 years of owning her own business, Haggerty shut it down to oversee her children while they’re home this fall.\u003c/p>\n\u003cp>“I either needed to do my work in my spare time or I needed to parent in my spare time,” she said. She still considers herself lucky. “We can barely survive on my husband’s income,” Haggerty said. “But we can do it.”\u003c/p>\n\u003cp>Haggerty intends to join forces with several other families and share the load of overseeing the distance-learning experience, for free. “It is neighbors helping neighbors,” she said.\u003c/p>\n\u003cp>In the absence of federal, state and school-based help for parents, Haggerty says, it’s going to fall on families — and mostly mothers — to come up with solutions, conventional or not, to get through the next school year.\u003c/p>\n\u003cp>“Right now,” she said, “we are an unregulated band of rogue mamas trying to figure all this out.”\u003c/p>\n\u003cp>\u003cem>Reporting contributed by Meredith Kolodner.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/parents-are-panicking-giving-up-their-careers-and-spending-thousands-of-dollars-on-piecemeal-solutions-for-the-school-year/\">\u003cem> child care\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/parents-are-panicking-giving-up-their-careers-and-spending-thousands-of-dollars-on-piecemeal-solutions-for-the-school-year/\">\u003cem> child care\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>AUSTIN, Texas — When Emma Mancha-Sumners saw her school district’s proposed schedule for remote learning this fall, she knew it wouldn’t work for her or her kids. The sample schedule called for students to switch back and forth between independent work and real-time teaching streamed on their devices.\u003c/p>\n\u003cp>“Parents would be responsible for bringing kids on and off, on and off, on and off,” said Mancha-Sumners, the associate director for the Texas Center for Education Policy at the University of Texas at Austin. “I can’t do that. I’m usually 10 minutes late to Zoom meetings on my own. No way I can guarantee I can have both my kids on a different schedule of Zoom meetings on time.”\u003c/p>\n\u003cp>The Austin Independent School District plans to offer classes in person as well, but like many parents, Mancha-Sumners is afraid to send her three children to a school building with the virus still out of control in her state. Her youngest, who is 5, is immunocompromised.\u003c/p>\n\u003cp>Mancha-Sumners looked into forming a “pod” of families that could at least provide some socialization for her children, who haven’t seen their friends since schools closed in March. She co-created a Facebook group for local families seeking to set up pods, and quickly discovered that many parents were looking for learning pods, which would be run by teachers or tutors and allow families to navigate distance learning. Many families estimated they would each pay $700 or more per month for teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mancha-Sumners knew that her family couldn’t afford that. She is taking time off work to sort out schooling for her 5-year-old and her 10-year-old, who can’t work as independently as her high schooler. With a doctorate in applied demography, she feels that she should be able home-school. This summer, she is trying it out to see if she is up to the task for an entire year or more.\u003c/p>\n\u003cfigure id=\"attachment_56331\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56331\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/mader-covid-parents-3-e1595398231691.jpg\" alt=\"\" width=\"1920\" height=\"1476\">\u003cfigcaption class=\"wp-caption-text\">Emma Mancha-Sumners is hoping to find a socialization and enrichment pod with a few other families to give her children opportunities to see friends while staying home from school this year. \u003ccite>(Courtesy of Emma Mancha-Sumners)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nationwide, fearful that the reopening of schools could lead to more coronavirus outbreaks and presented with less than ideal distance-learning plans, parents are being forced to make difficult choices. Some are leaving their jobs and closing down their businesses. Others are spending thousands of dollars to make sure their children are safe and learning each day. And many more have no idea how they’ll cope with an impossible decision: work or care for their children. The situation is especially dire for single parents, low-income families and those without flexible jobs, who rely on in-person school so they can go to work each day.\u003c/p>\n\u003cp>The Trump administration is pushing states to reopen their economies and schools, but without more funding for safety measures, many school leaders say reopening is impossible. As a result, more districts are releasing plans to continue instruction online through the fall. School districts that are reopening are often only doing so partially.\u003c/p>\n\u003cp>Meanwhile, parents say they’ve yet to see any real solutions to the child care crisis that touches millions of American households. They feel that local, state and national leaders are ignoring their plight. While affluent families may be able to afford solutions like starting their own mini-classrooms and hiring teachers, most middle- and low-income families have few to no options.\u003c/p>\n\u003cp>Experts say the lack of federal, state and district-led solutions for parents means families are on their own, and that will only exacerbate education gaps that already exist.\u003c/p>\n\u003cp>“There’s always an equity issue in the United States, even in non-Covid times,” said Elizabeth Bartholet, professor of law at Harvard Law School and faculty director of Harvard’s Child Advocacy Program. “But now, when kids are at home, privileged parents are going to be able to hire tutors and teachers. They tend to have more flexible schedules, and they will be able to provide a better education for their children than less-privileged parents. Kids who are poor, and Black or Latino kids are disproportionately poor, are more at risk of not learning.”\u003c/p>\n\u003cp>Some of the largest school districts in the country, including the Los Angeles Unified School District and the San Diego Unified School District, will start the year only offering distance learning. Children in New York City public schools will only attend classes in person one to three days each week, meaning most families in New York will have to figure out where their children can go, and how they will continue learning, when they’re not in a classroom. All three districts serve high concentrations of children in poverty.\u003c/p>\n\u003cp>In Austin, \u003ca href=\"https://schools.texastribune.org/districts/austin-isd/\">53 percent\u003c/a> of kids who attend the city’s public schools are economically disadvantaged. The Austin Facebook group that Mancha-Sumners co-created is full of parents for whom the cost of a learning pod is out of reach. Some are single parents who have been out of work for months and have to choose between staying at home with their children or looking for jobs. Some don’t want to home-school, but feel their children are too young for remote learning, so are considering spending tens of thousands of dollars on private schools that are planning to open this fall. And some are essential workers who are faced with spending hundreds of dollars for child care so they can go to work at grocery stores and hospitals.\u003c/p>\n\u003cp>Each day, distressed parents write posts saying they just don’t know what to do.\u003c/p>\n\u003cp>“The presumption is that we can just shut everything down that we’ve been doing and focus on our kiddos,” said Diana Haggerty, a mom of four in Austin, Texas, who recently launched a local initiative called \u003ca href=\"https://sites.google.com/view/strongertogetheratx/?fbclid=IwAR2vNKofSO83eWN0i0Evo46q1aI-CKmP2l9_USNrE8_kXvYf9lnuPWkKBdQ\">Stronger Together ATX\u003c/a>. The group aims to connect low-income families with local learning pods and help families understand and navigate the legal considerations of forming their own pods.\u003c/p>\n\u003cp>“We need to be thinking about the people who are going to have to leave their 5-year-old at home to go to work. And that’s a scary proposition. People who have school-aged kids, they are not budgeting for child care,” she said.\u003c/p>\n\u003cfigure id=\"attachment_56332\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56332\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/mader-covid-parents-1-scaled-e1595398167308.jpg\" alt=\"\" width=\"1920\" height=\"1501\">\u003cfigcaption class=\"wp-caption-text\">Diana Haggerty shut down her business after 14 years to oversee distance learning for two of her four children this fall. \u003ccite>(Courtesy of Diana Haggerty)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the pandemic, glaring inequalities between families have only become more evident. This spring, as schools shuttered across the country, the switch to distance learning highlighted persistent gaps in access to technology and the internet, and experts say it likely \u003ca href=\"https://www.vox.com/2020/4/9/21200159/coronavirus-school-digital-low-income-students-covid-new-york\">widened academic achievement gaps\u003c/a>. Before the pandemic, low-income students \u003ca href=\"https://www.nationsreportcard.gov/reading/nation/achievement/?grade=4\">scored lower on national exams\u003c/a> and failed to graduate at rates comparable to their higher-income peers. Similar achievement gaps existed between racial groups: In 2019, 82 percent of Black students and 77 percent of Latino students failed to reach a “proficient” score on fourth grade reading-level exams, compared to 56 percent of white students.\u003c/p>\n\u003cp>Covid-19, the disease caused by the coronavirus, has already \u003ca href=\"https://www.npr.org/sections/health-shots/2020/05/30/865413079/what-do-coronavirus-racial-disparities-look-like-state-by-state\">disproportionately impacted Black and Latino communities\u003c/a>. And distance learning only adds to the stress and challenges many families are facing. In \u003ca href=\"https://hechingerreport.org/homework-in-a-mcdonalds-parking-lot-inside-one-mothers-fight-to-help-her-kids-get-an-education-during-coronavirus/\">low-income and rural areas\u003c/a>, children struggled to find devices and internet access to log on to virtual classrooms or Zoom meetings. In families with parents who can’t work at home, children had to go it alone. Children with disabilities \u003ca href=\"https://www.minnpost.com/education/2020/06/for-some-students-with-learning-disabilities-distance-learning-has-been-a-disappointment/\">missed out on critical, in-person support.\u003c/a>\u003c/p>\n\u003cp>Few districts have acknowledged the situation many parents are in; and those that have, can’t help everyone who needs it. In mid-July, New York City officials said they would provide child care for 100,000 children during the upcoming year. But that’s only a fraction of the more than 1.1 million students enrolled in the city’s public schools.\u003c/p>\n\u003cp>And if parents are left to piece together solutions, the disparities will only grow.\u003c/p>\n\u003cp>Some parents and entrepreneurs are responding to the crisis by creating a patchwork of mini-classrooms and micro-schools. But such solutions are largely only available to those who can pay. In the Austin Facebook group, one parent posted that she was starting a “Montessori-style micro school,” for 12 kids, complete with “organic/paleo” lunch options and a meditation teacher. Parents could pay tuition at a rate comparable to local Montessori schools. Similarly out of reach for many families are some companies that typically provide after school activities, like karate studios, have pivoted to provide a school setting during the day. And several small businesses have cropped up to do the work of connecting parents and pods to teachers.\u003c/p>\n\u003cp>Austin mom Alyssa Villalon, who along with her husband runs a kids’ sports organization in Austin, launched a business called \u003ca href=\"https://www.teachers2u.org/\">Teachers 2 U\u003c/a> this summer specifically aimed at providing a school experience for kids in the fall. Parents can pay a monthly tuition for a spot in a pod with a qualified teacher provided by the company, who will teach the district’s curriculum at a family’s home. All locations will be added to the company’s liability policy. Because Villalon is wary of doing anything to harm the district, the organization’s teachers will use the district’s curriculum and help children complete their school-provided distance learning work — that way, the children will still be counted for the sake of school funding. “What we don’t want to do is take money away from the district,” Villalon said. “It’s an underfunded system already.”\u003c/p>\n\u003cp>In Austin, many higher-income parents say learning pods are the only viable option to give kids both a better academic experience than they had in the spring and safer opportunities to socialize, while also allowing parents to go to work. Rachel Dorman, mom of two, enrolled her son, a rising kindergartner, into a pod of 10 children after deciding she couldn’t risk sending him to school. Doing so would mean socially distancing from her in-laws, who provide child care help several times a week for her 1-year-old while she and her husband work.\u003c/p>\n\u003cp>“It was sort of choosing family over public school,” Dorman said. “Which was obviously very difficult, but at the same time easy when there’s another option for us.”\u003c/p>\n\u003cp>Her son’s pod, which was formed from families who all attended the same Montessori school last year, decided to forgo the district’s digital learning offering and instead follow a Montessori curriculum with a Montessori teacher. Dorman said she feels lucky to have that option, as she knows not all families do. But it’s hard to swallow the fact that they will be spending thousands of dollars this year for what they thought would be a free year of school.\u003c/p>\n\u003cp>Although many parents will continue to face tough choices, women of all incomes will bear the brunt of the crisis. Research shows that women have taken on more of the \u003ca href=\"https://dornsife.usc.edu/news/stories/3234/covid-19-pandemic-has-hit-women-hard-especially-working-mothers/\">child care responsibility during the pandemic\u003c/a>, even if they have full-time jobs of their own. One report found that, pre-pandemic, among couples that both worked full time, women typically provided nearly \u003ca href=\"https://faculty.wcas.northwestern.edu/~mdo738/research/Alon_Doepke_Olmstead-Rumsey_Tertilt_COVID_2020.pdf\">70 percent of the child care during working hours\u003c/a>.\u003c/p>\n\u003cp>When schools shut down due to the threat of coronavirus in March, Austin teacher Emily Shirey moved her fifth-grade classroom online while also taking over most of the child care work for her then-20-month-old daughter, whose child care center had closed. Although Shirey’s husband started to work from home, his workload increased dramatically.\u003c/p>\n\u003cp>“He’s here, but he’s not here,” Shirey said. She worked relentlessly to balance work and mothering, spending her daughter’s nap times teaching and catching up on work in the evenings. “Last spring was very, very difficult,” Shirey said. “It stretched me thin.”\u003c/p>\n\u003cp>As the new school year approached, Shirey, who has been teaching for eight years, sat down to fill out a survey from her district about in-person teaching. Shirey responded that she would be willing to return to the classroom, but she needed child care help. The child care facility where she took her daughter every day is affiliated with the school district and is still closed. District officials responded that she could take sick leave, personal days and several weeks of partially paid leave under the new federal Family First Coronavirus Response Act. If she needed to extend her leave, she could, but there would be no guarantee that she would be paid or would get her job back when she returned. Shirey asked her principal if she could work a flexible schedule, and offered to pre-record her lessons, teach small groups or do anything else needed by the school, but was told that her principal doesn’t have the authority to allow that.\u003c/p>\n\u003cp>“I don’t want to have to leave [my job], even if it’s temporary” Shirey said. But with her active toddler, she doesn’t see how she’ll be able to keep working. “It’s absolutely impossible to do what students need with my daughter [home] right now,” Shirey said.\u003c/p>\n\u003cp>Austin mom Haggerty, who created the “Stronger Together ATX” initiative this summer, took to Mancha-Sumner’s Facebook pod group in July and implored fellow members to leave one space open in each pod for a child who would otherwise not be able to afford one. Formerly a single mom, she says the equity issue has weighed heavily on her since schools shut down. “I think this is an important precedent to set,” she said.\u003c/p>\n\u003cp>A full-time women's wellness coach with four kids, ranging in age from 20-months to 16, Haggerty can’t afford to pay to join a pod, even though both she and her husband work. “Absolutely under no circumstances could we pay right now for anybody to take care of our kids.” And Haggerty said she knows they’re not alone. “That swath of the population has grown exponentially since this crisis started.”\u003c/p>\n\u003cp>After 14 years of owning her own business, Haggerty shut it down to oversee her children while they’re home this fall.\u003c/p>\n\u003cp>“I either needed to do my work in my spare time or I needed to parent in my spare time,” she said. She still considers herself lucky. “We can barely survive on my husband’s income,” Haggerty said. “But we can do it.”\u003c/p>\n\u003cp>Haggerty intends to join forces with several other families and share the load of overseeing the distance-learning experience, for free. “It is neighbors helping neighbors,” she said.\u003c/p>\n\u003cp>In the absence of federal, state and school-based help for parents, Haggerty says, it’s going to fall on families — and mostly mothers — to come up with solutions, conventional or not, to get through the next school year.\u003c/p>\n\u003cp>“Right now,” she said, “we are an unregulated band of rogue mamas trying to figure all this out.”\u003c/p>\n\u003cp>\u003cem>Reporting contributed by Meredith Kolodner.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/parents-are-panicking-giving-up-their-careers-and-spending-thousands-of-dollars-on-piecemeal-solutions-for-the-school-year/\">\u003cem> child care\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable",
"title": "How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As the dust settles from emergency distance learning, schools now have the summer to reckon with what worked and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">what must change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they grapple with the uncertainty of the next academic year. Whatever the fate of online learning, the past months have \u003c/span>\u003ca href=\"https://www.theguardian.com/world/2020/apr/13/coronavirus-covid-19-exposes-cracks-us-digital-divide\">\u003cspan style=\"font-weight: 400\">exposed some glaring disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in access to education and technology, while families with children who have disabilities and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/13/well/family/coronavirus-shutdowns-children-special-needs-adhd-autism.html\">\u003cspan style=\"font-weight: 400\">special needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experienced significant challenges even when technology was available. Consequently, many parents have been left feeling helpless, guilty and defeated by their inability to simulate school at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some educators who want to make online learning more engaging and accessible are exploring the Universal Design for Learning (UDL) framework. UDL – originally developed by researchers at the Center for Applied Special Technology (\u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) in collaboration with Harvard University – supports special education students, but its flexibility, technology guidelines and aim to individualize learning are best practices that can serve every student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“While UDL can benefit students with disabilities, \u003c/span>\u003cspan style=\"font-weight: 400\">it’s a way of thinking about how to make instruction accessible for all,” said \u003ca href=\"https://coe.hawaii.edu/sped/directory/kavitar/\">Kavita Rao\u003c/a>, a professor in the department of special education at the University of Hawai‘i. “The beauty of UDL is that it addresses ‘learner variability’, which is the norm in our classrooms.”\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/bDvKnY0g6e4\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A key premise of UDL is that there is no “average learner.” Every learner has a unique set of characteristics – including strengths, preferences and learning needs – that may change or evolve in varied contexts. \u003c/span>\u003cspan style=\"font-weight: 400\">Whether deployed in a classroom or online, UDL focuses on integrating flexible pathways to learning that can address learner variability.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does this look like in practice, and how feasible is it for educators to implement the framework?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online Class Design\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unsurprisingly, the way in which an online class is designed can significantly impact how learners engage with and process the instructional material. Some online lessons can be text heavy, require high reading proficiency and offer narrow assessment options. Also, many rely on prepackaged content such as Khan Academy or Study Island.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These content management systems were created to follow specific standards and give specific lessons,” said \u003ca href=\"https://specialedu.ku.edu/sean-smith\">Sean Smith\u003c/a>, a professor of special education at the University of Kansas. “And those are the areas that are fraught with barriers for a lot of our learners with disabilities.” Teachers and parents should identify where the barriers are in varied curriculum offerings and build in supports as needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 14 percent of students enrolled in U.S. schools receive special education services, but the classroom protocols designed to accommodate specific needs do not cleanly translate to online delivery. For example, children who are non-verbal can have trouble communicating online without adequate technology, while those with processing issues may struggle to internalize instructions without close guidance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online learning can also make demands on executive function, a set of cognitive processes that help kids prioritize, organize, maintain attention, regulate behavior, and control distractions. Many students struggle with executive function, but it can be particularly challenging for kids with special needs and, in the absence of established classroom routines, the onus to assist falls on parents, many of whom are overwhelmed and/or working.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the challenges at the elementary and middle school level has been the need for the parent or the adult to become a learning coach,” said Smith. “The executive function skills that are required for that level of independence in online learning are all challenges for students. The role of the adult at home has been vital to success, and we’ve found that if the parent is not available, students tend to leave the online environment.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for Online Learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The focus of UDL is to reduce barriers in curriculum and make instruction engaging and accessible to all learners, according to\u003c/span>\u003cspan style=\"font-weight: 400\"> Rao. “\u003c/span>\u003cspan style=\"font-weight: 400\">The UDL framework provides a structure to think about how you can design activities and assignments that integrate supports for students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UDL originates in the \u003c/span>\u003ca href=\"http://www.accessiblesociety.org/topics/universaldesign/\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement in architecture that strove to make buildings and built environments accessible to all people. Similarly, its curricular incarnation provides a series of guidelines to help educators design accessible learning conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The guidelines focus on ways to intentionally and proactively design learning environments and instruction, building in flexibility, supports and scaffolding that can help all learners succeed,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By “supports” Rao means a flexible repertoire of tools and strategies adapted to accommodate a range of learners. The \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">UDL guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> organize supports according to three umbrella categories: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which assists learners by presenting information in diverse multisensory formats; \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">action and expression\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which lets kids interact and respond to what they’ve learned in a variety of ways; and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">engagement\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which is achieved by providing students with options and approaches which are relevant to their interests.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=wVTm8vQRvNc\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multimodality is the lynchpin of the UDL approach. Written instructions might also be delivered as video, audio or as a series of images. Similarly, the framework encourages offering a variety of options by which students can respond to what they learn, whether they create comics, podcasts, short videos, infographics or voice-to-text dictations. Finally, the framework supports executive function by delivering information in manageable “chunks,” using visual checklists, auditory prompts and providing regular feedback. This way, learners are empowered to access and process information in a way that works for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the instructional benefits, some educators report that UDL helps better connect them to their students. “Teachers who provide feedback, participate in activities and use various ways to explain, approach or deliver instruction will motivate students and show them you care: using a meme to evoke humor that relates to the topic, videos that explain a definition, being available for discussion via virtual meetings, or using a Tik-Tok video to deliver instruction,” said Jonah Nakaza-Koizumi, a PhD candidate and special education teacher at Roosevelt High School in Honolulu.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Originally designed for traditional in-person classroom settings, UDL’s reliance on multimedia and technology translates well to online delivery.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In some cases, it can be easier to implement UDL online because there are many different digital tools that can easily be built into the framework of the course that may be harder to integrate in a face-to-face setting,” said Cary Torres, who instructs on UDL at Kapi’Olani Community College. Torres found that applying UDL online can benefit students who struggle in face-to-face classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Providing multiple means of action and expression with digital tools has helped many of my students who are language learners and students who have anxiety,” said Torres. “I have used online text-based discussion boards and Flipgrid videos and noticed that students who often do not participate much in class discussions provide much more detailed and thoughtful contributions and feedback.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the shift online is not without obstacles. “Moving from a classroom environment to an online environment can be a challenge because there are more constraints,” said Nakaza-Koizumi. “The teacher has to be very meticulous and clear of what he or she is posting, asking, and requiring of the student. This is not to say it isn’t the same in a classroom, but there is and can be a lot more fluidity in design in a classroom.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support the integration of UDL in online learning, professors Rao, Smith and Torres launched \u003c/span>\u003ca href=\"https://schoolvirtually.org/\">\u003cspan style=\"font-weight: 400\">School Virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an open website that curates an array of free tools with corresponding guidelines to support educators and parents who seek to implement the framework.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Designing for Success: Start Small and Iterate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The prospect of integrating UDL for the first time can be daunting. Torres recommends a gradual approach for educators to ease into it according to their level of comfort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people first look at the \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they see the 31 checkpoints and sometimes feel overwhelmed thinking that they are supposed to implement all of them in every lesson,” said Torres. “If they first think about what barriers they want to reduce, they can then look at the guidelines like a menu that they can choose from to meet their needs. I also advise teachers to start small. As they successfully use UDL, they can then build in more and more supports in subsequent lessons, but if they try to do everything at once, they may feel overwhelmed and give up. The more you use UDL, the more these ideas will naturally come to you as you are designing lessons, and it will become easier to redesign or revise curriculum and instruction little by little.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with any design process, developing a UDL curriculum is an iterative cycle of implementation, reflection, and adjustment, and it can be integrated during the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244016680688\">\u003cspan style=\"font-weight: 400\">lesson planning process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In my courses, I teach students to use the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1GRIw335-onpNq4Kq8vbsqjxBgV_iYGLr/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">UDL Design Cycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essentially just a systematic step-by-step process to start with your goals, consider barriers and students’ preferences/needs, and then develop assessments and methods that can reduce barriers and take students’ preferences into account. This gives teachers a way to take the UDL framework and apply it to a design thinking process,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is impossible to predict the extent to which online learning will play into the immediate future of education, but what is clear is that further efforts must aim for inclusivity in design and deployment. Universal Design for Learning offers accessibility for special education students and, perhaps even more importantly, it unfolds a vision of education, whether online or in the classroom, which supports all learners to thrive.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for All\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Rao points out, UDL improves the quality of instruction for special needs students, but its flexibility and adaptability is a boon to any learning environment. High school teacher Robin Dazzeo learned about UDL as part of her training in special education, but she now integrates the framework in her regular sophomore English classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“UDL is a natural fit for me when designing, planning, and implementing lessons, both in our face-to-face curriculum and now as we are teaching remotely. It is so important to consider the ways in which each learner can access the curriculum and demonstrate mastery before actually teaching the lesson. I’m thankful for my [special education] background, which makes it second nature to adapt and modify my lessons to meet the needs of all of my students as I’m going along rather than wait to see who is struggling after instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, the UDL framework provides a cohesive foundation by which to integrate technology for learning. “It facilitates the mind-shift needed for teachers to adopt new technologies and practices. UDL provides the rationale frame for how these new tools or approaches help students. It creates links between various options for student work, and how that work aligns with their unique needs and preferences,” said Jon Pennington, an Instructional Technology Specialist at an independent K12 school.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As the dust settles from emergency distance learning, schools now have the summer to reckon with what worked and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">what must change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they grapple with the uncertainty of the next academic year. Whatever the fate of online learning, the past months have \u003c/span>\u003ca href=\"https://www.theguardian.com/world/2020/apr/13/coronavirus-covid-19-exposes-cracks-us-digital-divide\">\u003cspan style=\"font-weight: 400\">exposed some glaring disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in access to education and technology, while families with children who have disabilities and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/13/well/family/coronavirus-shutdowns-children-special-needs-adhd-autism.html\">\u003cspan style=\"font-weight: 400\">special needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experienced significant challenges even when technology was available. Consequently, many parents have been left feeling helpless, guilty and defeated by their inability to simulate school at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some educators who want to make online learning more engaging and accessible are exploring the Universal Design for Learning (UDL) framework. UDL – originally developed by researchers at the Center for Applied Special Technology (\u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) in collaboration with Harvard University – supports special education students, but its flexibility, technology guidelines and aim to individualize learning are best practices that can serve every student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“While UDL can benefit students with disabilities, \u003c/span>\u003cspan style=\"font-weight: 400\">it’s a way of thinking about how to make instruction accessible for all,” said \u003ca href=\"https://coe.hawaii.edu/sped/directory/kavitar/\">Kavita Rao\u003c/a>, a professor in the department of special education at the University of Hawai‘i. “The beauty of UDL is that it addresses ‘learner variability’, which is the norm in our classrooms.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/bDvKnY0g6e4'\n title='//www.youtube.com/embed/bDvKnY0g6e4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A key premise of UDL is that there is no “average learner.” Every learner has a unique set of characteristics – including strengths, preferences and learning needs – that may change or evolve in varied contexts. \u003c/span>\u003cspan style=\"font-weight: 400\">Whether deployed in a classroom or online, UDL focuses on integrating flexible pathways to learning that can address learner variability.\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\">But what does this look like in practice, and how feasible is it for educators to implement the framework?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online Class Design\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unsurprisingly, the way in which an online class is designed can significantly impact how learners engage with and process the instructional material. Some online lessons can be text heavy, require high reading proficiency and offer narrow assessment options. Also, many rely on prepackaged content such as Khan Academy or Study Island.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These content management systems were created to follow specific standards and give specific lessons,” said \u003ca href=\"https://specialedu.ku.edu/sean-smith\">Sean Smith\u003c/a>, a professor of special education at the University of Kansas. “And those are the areas that are fraught with barriers for a lot of our learners with disabilities.” Teachers and parents should identify where the barriers are in varied curriculum offerings and build in supports as needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 14 percent of students enrolled in U.S. schools receive special education services, but the classroom protocols designed to accommodate specific needs do not cleanly translate to online delivery. For example, children who are non-verbal can have trouble communicating online without adequate technology, while those with processing issues may struggle to internalize instructions without close guidance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online learning can also make demands on executive function, a set of cognitive processes that help kids prioritize, organize, maintain attention, regulate behavior, and control distractions. Many students struggle with executive function, but it can be particularly challenging for kids with special needs and, in the absence of established classroom routines, the onus to assist falls on parents, many of whom are overwhelmed and/or working.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the challenges at the elementary and middle school level has been the need for the parent or the adult to become a learning coach,” said Smith. “The executive function skills that are required for that level of independence in online learning are all challenges for students. The role of the adult at home has been vital to success, and we’ve found that if the parent is not available, students tend to leave the online environment.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for Online Learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The focus of UDL is to reduce barriers in curriculum and make instruction engaging and accessible to all learners, according to\u003c/span>\u003cspan style=\"font-weight: 400\"> Rao. “\u003c/span>\u003cspan style=\"font-weight: 400\">The UDL framework provides a structure to think about how you can design activities and assignments that integrate supports for students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UDL originates in the \u003c/span>\u003ca href=\"http://www.accessiblesociety.org/topics/universaldesign/\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement in architecture that strove to make buildings and built environments accessible to all people. Similarly, its curricular incarnation provides a series of guidelines to help educators design accessible learning conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The guidelines focus on ways to intentionally and proactively design learning environments and instruction, building in flexibility, supports and scaffolding that can help all learners succeed,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By “supports” Rao means a flexible repertoire of tools and strategies adapted to accommodate a range of learners. The \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">UDL guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> organize supports according to three umbrella categories: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which assists learners by presenting information in diverse multisensory formats; \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">action and expression\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which lets kids interact and respond to what they’ve learned in a variety of ways; and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">engagement\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which is achieved by providing students with options and approaches which are relevant to their interests.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/wVTm8vQRvNc'\n title='//www.youtube.com/embed/wVTm8vQRvNc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Multimodality is the lynchpin of the UDL approach. Written instructions might also be delivered as video, audio or as a series of images. Similarly, the framework encourages offering a variety of options by which students can respond to what they learn, whether they create comics, podcasts, short videos, infographics or voice-to-text dictations. Finally, the framework supports executive function by delivering information in manageable “chunks,” using visual checklists, auditory prompts and providing regular feedback. This way, learners are empowered to access and process information in a way that works for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the instructional benefits, some educators report that UDL helps better connect them to their students. “Teachers who provide feedback, participate in activities and use various ways to explain, approach or deliver instruction will motivate students and show them you care: using a meme to evoke humor that relates to the topic, videos that explain a definition, being available for discussion via virtual meetings, or using a Tik-Tok video to deliver instruction,” said Jonah Nakaza-Koizumi, a PhD candidate and special education teacher at Roosevelt High School in Honolulu.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Originally designed for traditional in-person classroom settings, UDL’s reliance on multimedia and technology translates well to online delivery.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In some cases, it can be easier to implement UDL online because there are many different digital tools that can easily be built into the framework of the course that may be harder to integrate in a face-to-face setting,” said Cary Torres, who instructs on UDL at Kapi’Olani Community College. Torres found that applying UDL online can benefit students who struggle in face-to-face classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Providing multiple means of action and expression with digital tools has helped many of my students who are language learners and students who have anxiety,” said Torres. “I have used online text-based discussion boards and Flipgrid videos and noticed that students who often do not participate much in class discussions provide much more detailed and thoughtful contributions and feedback.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the shift online is not without obstacles. “Moving from a classroom environment to an online environment can be a challenge because there are more constraints,” said Nakaza-Koizumi. “The teacher has to be very meticulous and clear of what he or she is posting, asking, and requiring of the student. This is not to say it isn’t the same in a classroom, but there is and can be a lot more fluidity in design in a classroom.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support the integration of UDL in online learning, professors Rao, Smith and Torres launched \u003c/span>\u003ca href=\"https://schoolvirtually.org/\">\u003cspan style=\"font-weight: 400\">School Virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an open website that curates an array of free tools with corresponding guidelines to support educators and parents who seek to implement the framework.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Designing for Success: Start Small and Iterate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The prospect of integrating UDL for the first time can be daunting. Torres recommends a gradual approach for educators to ease into it according to their level of comfort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people first look at the \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they see the 31 checkpoints and sometimes feel overwhelmed thinking that they are supposed to implement all of them in every lesson,” said Torres. “If they first think about what barriers they want to reduce, they can then look at the guidelines like a menu that they can choose from to meet their needs. I also advise teachers to start small. As they successfully use UDL, they can then build in more and more supports in subsequent lessons, but if they try to do everything at once, they may feel overwhelmed and give up. The more you use UDL, the more these ideas will naturally come to you as you are designing lessons, and it will become easier to redesign or revise curriculum and instruction little by little.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with any design process, developing a UDL curriculum is an iterative cycle of implementation, reflection, and adjustment, and it can be integrated during the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244016680688\">\u003cspan style=\"font-weight: 400\">lesson planning process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In my courses, I teach students to use the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1GRIw335-onpNq4Kq8vbsqjxBgV_iYGLr/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">UDL Design Cycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essentially just a systematic step-by-step process to start with your goals, consider barriers and students’ preferences/needs, and then develop assessments and methods that can reduce barriers and take students’ preferences into account. This gives teachers a way to take the UDL framework and apply it to a design thinking process,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is impossible to predict the extent to which online learning will play into the immediate future of education, but what is clear is that further efforts must aim for inclusivity in design and deployment. Universal Design for Learning offers accessibility for special education students and, perhaps even more importantly, it unfolds a vision of education, whether online or in the classroom, which supports all learners to thrive.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for All\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Rao points out, UDL improves the quality of instruction for special needs students, but its flexibility and adaptability is a boon to any learning environment. High school teacher Robin Dazzeo learned about UDL as part of her training in special education, but she now integrates the framework in her regular sophomore English classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“UDL is a natural fit for me when designing, planning, and implementing lessons, both in our face-to-face curriculum and now as we are teaching remotely. It is so important to consider the ways in which each learner can access the curriculum and demonstrate mastery before actually teaching the lesson. I’m thankful for my [special education] background, which makes it second nature to adapt and modify my lessons to meet the needs of all of my students as I’m going along rather than wait to see who is struggling after instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, the UDL framework provides a cohesive foundation by which to integrate technology for learning. “It facilitates the mind-shift needed for teachers to adopt new technologies and practices. UDL provides the rationale frame for how these new tools or approaches help students. It creates links between various options for student work, and how that work aligns with their unique needs and preferences,” said Jon Pennington, an Instructional Technology Specialist at an independent K12 school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The new school year is around the corner, but many families and educators remain in the dark about what back-to-school will look like. Leaders have no playbook to contend with a developing pandemic that is as unprecedented as it is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">unpredictable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Matters are further complicated by federal pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56233/top-pediatrician-says-states-shouldnt-force-schools-to-reopen-if-virus-is-surging\">\u003cspan style=\"font-weight: 400\">resume face-to-face classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and officials at all levels sending \u003c/span>\u003ca href=\"https://time.com/5866524/world-health-organization-mixed-messages-coronavirus/\">\u003cspan style=\"font-weight: 400\">conflicting messages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Satisfactory solutions remain elusive on these shifting grounds, but a \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003cspan style=\"font-weight: 400\">new report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> authored by Harvard and MIT researchers may offer a way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Titled \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003ci>\u003cspan style=\"font-weight: 400\">Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the report outlines a participatory design framework to help communities equitably negotiate the challenges of schooling in the foreseeable future. It shares colorful storyboards of implementable ideas distilled from four structured brainstorming sessions carried out in May. A \u003c/span>\u003cspan style=\"font-weight: 400\">companion report,\u003c/span>\u003cem> \u003ca href=\"https://edarxiv.org/ufr4q\">Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and Stakeholders\u003c/a>\u003c/em>,\u003cspan style=\"font-weight: 400\"> provides concise guidelines for districts, schools, teachers and students who want to run their own design charrettes \u003cem>together\u003c/em>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A charrette is a design sprint that puts people together to take on the design of a defined task that encompasses a variety of different people's views, but it also allows for something to be developed in a short period of time,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Jal Mehta\u003c/a>, a professor at the Harvard Graduate School of Education and the report’s co-author. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collaborative planning invites parents, principals, district leaders and, importantly, teachers and students to co-construct models that become modular building blocks for the upcoming year.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a lot of people sitting in district or state offices drawing up plans in their heads,” said \u003ca href=\"https://cmsw.mit.edu/profile/justin-reich/\">Justin Reich\u003c/a>, director of the MIT Teaching Systems Lab and the lead author of the report. “Part of what we're trying to say is, no, if you want to have really good plans, you need to get the people who are closest to the most vital experiences in classrooms involved in the design process, particularly students. Adults know all kinds of things about how schools operate, but there's only one generation of American kids who have gone to school during a pandemic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The approach is grounded in a handful of core concepts, including the premise that complexity and uncertainty are best tackled with modular and adaptable systems. To achieve this, schools can make room for trial and error experimentation and foster a culture of design and innovation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t know exactly what is going to work,” according to the report. “Nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These localized efforts are developed under “tentpoles,” or core organizational values to ensure that all the moving parts are working in concert towards common goals. Culture, infrastructure and demographics differ from school to school, and this agile design system can generate solutions that are tailored to each institution’s unique needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Voice to Marie Kondo School Priorities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, Reich and Mehta, his former professor at Harvard, exchanged concerns about schooling and decided to do something about it. They formulated a hybrid charrette framework to digest the views of diverse stakeholders through a format that is both accessible and easily implemented.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, they hosted three charrettes in the spring where participants with a variety of roles and backgrounds were invited to collaboratively generate ideas for the new school year. In one preliminary task, they were asked to write short diary entries from the point of view of a student or a teacher one month into the next school year. These first person accounts leveraged storytelling as a means to explore and concretize possibility spaces. Some proposals that emerged included \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\">teacher looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/17/878205853/5-radical-schooling-ideas-for-an-uncertain-fall-and-beyond\">\u003cspan style=\"font-weight: 400\">microschooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, trading student contact time for teacher collaboration time, and increasing attention to vulnerable students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fourth charrette was modified to accomodate a group of fifteen Grade 8 students from Neema Avashia’s civics class at the John W. McCormack School in Boston.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AvashiaNeema/status/1262808324237598720\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The voices of young people have not really been acknowledged in the policy conversation, and so we decided to run the design charrette with kids, and it was awesome,” said Avashia. “They were able to speak from their experience and not get bogged down by questions of budget or politics or logistics, but just express what's worked for then, what's been hard for them, and what could be done differently in September.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The session was documented by a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnote artist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while Avashia’s students reflected on their needs and what schools might do without in September. However the new year looks, schools will operate with significant constraints, so it is vital to reduce clutter and identify what is essential, a process the researchers playfully refer to as \u003c/span>\u003ca href=\"https://www.shankerinstitute.org/blog/marie-kondo-curriculum\">\u003cspan style=\"font-weight: 400\">”Marie Kondo-ing” priorities and curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich emphasizes that curricular efficiency does not mean concentrating on core standards but, as expressed by student voice, nourishing values like relationships and engagement through opportunities for art, recreation and social connections. For example, some students proposed eSports recreation leagues with blended teacher and student teams; others imagined hosting classes on Minecraft and Fortnite; some students proposed designating home as the place for curriculum, and school as the place for relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are all these great ideas to consider, but if people can only do one thing, it would be to run their own charrette,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Values Eat Logistics For Breakfast\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A pillar of the charrette protocol is to prioritize values over logistics. Early on, participants are asked to identify core values such as relationships, flexibility and an emphasis on social justice. Values are the broth of school culture and should define how schools are structured, rather than the reverse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a lot of discussion about how to space the students, which days students will go to school, how to transport students to school, and so forth,” states the report. “These are important discussions and we do not want to minimize the importance of keeping students safe. But if they are not grounded in values or principles about what we want for students and what produces good educational experiences, then they are not likely to work or achieve their best results.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building around core values puts the student at the centre of the experience, which can be particularly beneficial for kids who are underserved or struggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you aren't leading with your values, you're leading with politics and you're leading with things that don't acknowledge what kids just went through,” said Avashia. “A lot of my kids have already experienced different kinds of trauma and now we have this collective trauma. We need them to have a strong relationship with an adult who can really help them re-engage with learning and with school. If we started with values, that's where it would lead us, but because we're starting with logistics we're going to end up creating learning environments where kids can't learn because they don’t feel safe.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>From Ownership to Equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrette design protocols generate ideas from those who stand to be most impacted by decisions in regard to pandemic schooling, but their inclusive design also engenders a sense of ownership and buy-in from students and stakeholders. Otherwise, as the report warns, “people will resent what they perceive as constraints imposed from above, whereas they tend to \u003c/span>\u003ca href=\"https://www.margaretwheatley.com/articles/life.html\">\u003cspan style=\"font-weight: 400\">own what they create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's more likely that if young people feel like they have voice and ownership and are part of the process of reopening and recreating schools, that they will be more likely to be excited to participate in them,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, the sense of ownership produced through participatory design can help engage underserved students. The report underscores that involving diverse learners in design and decision-making is fundamental for establishing genuine equity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We tend not to think about disadvantaged students as if they had agency and thoughts of their own,” said Mehta. “So the more that you design with such students, the more likely the solutions that you're going to devise are going to be the kinds of solutions that are going to work for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">One of the major themes that percolated from the spring sessions is the need for a liberatory approach to equity, which not only encourages academic success for students of color and underserved youth but, as the report recommends, it also involves a need to unpack “existing systems, structures, processes, pedagogies, and culture to see how they can be made more equitable.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We should be thinking how to create strong mechanisms to engage all kids in learning and really prioritize our most vulnerable kids and our most disengaged kids as the people who we need to listen to the most if we really want learning to work for everybody,” said Avashia. “Then my job – our job – is to figure out how to take those needs that kids are identifying and make them real.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The new school year is around the corner, but many families and educators remain in the dark about what back-to-school will look like. Leaders have no playbook to contend with a developing pandemic that is as unprecedented as it is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">unpredictable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Matters are further complicated by federal pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56233/top-pediatrician-says-states-shouldnt-force-schools-to-reopen-if-virus-is-surging\">\u003cspan style=\"font-weight: 400\">resume face-to-face classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and officials at all levels sending \u003c/span>\u003ca href=\"https://time.com/5866524/world-health-organization-mixed-messages-coronavirus/\">\u003cspan style=\"font-weight: 400\">conflicting messages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Satisfactory solutions remain elusive on these shifting grounds, but a \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003cspan style=\"font-weight: 400\">new report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> authored by Harvard and MIT researchers may offer a way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Titled \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003ci>\u003cspan style=\"font-weight: 400\">Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the report outlines a participatory design framework to help communities equitably negotiate the challenges of schooling in the foreseeable future. It shares colorful storyboards of implementable ideas distilled from four structured brainstorming sessions carried out in May. A \u003c/span>\u003cspan style=\"font-weight: 400\">companion report,\u003c/span>\u003cem> \u003ca href=\"https://edarxiv.org/ufr4q\">Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and Stakeholders\u003c/a>\u003c/em>,\u003cspan style=\"font-weight: 400\"> provides concise guidelines for districts, schools, teachers and students who want to run their own design charrettes \u003cem>together\u003c/em>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A charrette is a design sprint that puts people together to take on the design of a defined task that encompasses a variety of different people's views, but it also allows for something to be developed in a short period of time,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Jal Mehta\u003c/a>, a professor at the Harvard Graduate School of Education and the report’s co-author. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collaborative planning invites parents, principals, district leaders and, importantly, teachers and students to co-construct models that become modular building blocks for the upcoming 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\">“I see a lot of people sitting in district or state offices drawing up plans in their heads,” said \u003ca href=\"https://cmsw.mit.edu/profile/justin-reich/\">Justin Reich\u003c/a>, director of the MIT Teaching Systems Lab and the lead author of the report. “Part of what we're trying to say is, no, if you want to have really good plans, you need to get the people who are closest to the most vital experiences in classrooms involved in the design process, particularly students. Adults know all kinds of things about how schools operate, but there's only one generation of American kids who have gone to school during a pandemic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The approach is grounded in a handful of core concepts, including the premise that complexity and uncertainty are best tackled with modular and adaptable systems. To achieve this, schools can make room for trial and error experimentation and foster a culture of design and innovation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t know exactly what is going to work,” according to the report. “Nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These localized efforts are developed under “tentpoles,” or core organizational values to ensure that all the moving parts are working in concert towards common goals. Culture, infrastructure and demographics differ from school to school, and this agile design system can generate solutions that are tailored to each institution’s unique needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Voice to Marie Kondo School Priorities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, Reich and Mehta, his former professor at Harvard, exchanged concerns about schooling and decided to do something about it. They formulated a hybrid charrette framework to digest the views of diverse stakeholders through a format that is both accessible and easily implemented.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, they hosted three charrettes in the spring where participants with a variety of roles and backgrounds were invited to collaboratively generate ideas for the new school year. In one preliminary task, they were asked to write short diary entries from the point of view of a student or a teacher one month into the next school year. These first person accounts leveraged storytelling as a means to explore and concretize possibility spaces. Some proposals that emerged included \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\">teacher looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/17/878205853/5-radical-schooling-ideas-for-an-uncertain-fall-and-beyond\">\u003cspan style=\"font-weight: 400\">microschooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, trading student contact time for teacher collaboration time, and increasing attention to vulnerable students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fourth charrette was modified to accomodate a group of fifteen Grade 8 students from Neema Avashia’s civics class at the John W. McCormack School in Boston.\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\">“The voices of young people have not really been acknowledged in the policy conversation, and so we decided to run the design charrette with kids, and it was awesome,” said Avashia. “They were able to speak from their experience and not get bogged down by questions of budget or politics or logistics, but just express what's worked for then, what's been hard for them, and what could be done differently in September.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The session was documented by a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnote artist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while Avashia’s students reflected on their needs and what schools might do without in September. However the new year looks, schools will operate with significant constraints, so it is vital to reduce clutter and identify what is essential, a process the researchers playfully refer to as \u003c/span>\u003ca href=\"https://www.shankerinstitute.org/blog/marie-kondo-curriculum\">\u003cspan style=\"font-weight: 400\">”Marie Kondo-ing” priorities and curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich emphasizes that curricular efficiency does not mean concentrating on core standards but, as expressed by student voice, nourishing values like relationships and engagement through opportunities for art, recreation and social connections. For example, some students proposed eSports recreation leagues with blended teacher and student teams; others imagined hosting classes on Minecraft and Fortnite; some students proposed designating home as the place for curriculum, and school as the place for relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are all these great ideas to consider, but if people can only do one thing, it would be to run their own charrette,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Values Eat Logistics For Breakfast\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A pillar of the charrette protocol is to prioritize values over logistics. Early on, participants are asked to identify core values such as relationships, flexibility and an emphasis on social justice. Values are the broth of school culture and should define how schools are structured, rather than the reverse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a lot of discussion about how to space the students, which days students will go to school, how to transport students to school, and so forth,” states the report. “These are important discussions and we do not want to minimize the importance of keeping students safe. But if they are not grounded in values or principles about what we want for students and what produces good educational experiences, then they are not likely to work or achieve their best results.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building around core values puts the student at the centre of the experience, which can be particularly beneficial for kids who are underserved or struggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you aren't leading with your values, you're leading with politics and you're leading with things that don't acknowledge what kids just went through,” said Avashia. “A lot of my kids have already experienced different kinds of trauma and now we have this collective trauma. We need them to have a strong relationship with an adult who can really help them re-engage with learning and with school. If we started with values, that's where it would lead us, but because we're starting with logistics we're going to end up creating learning environments where kids can't learn because they don’t feel safe.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>From Ownership to Equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrette design protocols generate ideas from those who stand to be most impacted by decisions in regard to pandemic schooling, but their inclusive design also engenders a sense of ownership and buy-in from students and stakeholders. Otherwise, as the report warns, “people will resent what they perceive as constraints imposed from above, whereas they tend to \u003c/span>\u003ca href=\"https://www.margaretwheatley.com/articles/life.html\">\u003cspan style=\"font-weight: 400\">own what they create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's more likely that if young people feel like they have voice and ownership and are part of the process of reopening and recreating schools, that they will be more likely to be excited to participate in them,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, the sense of ownership produced through participatory design can help engage underserved students. The report underscores that involving diverse learners in design and decision-making is fundamental for establishing genuine equity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We tend not to think about disadvantaged students as if they had agency and thoughts of their own,” said Mehta. “So the more that you design with such students, the more likely the solutions that you're going to devise are going to be the kinds of solutions that are going to work for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">One of the major themes that percolated from the spring sessions is the need for a liberatory approach to equity, which not only encourages academic success for students of color and underserved youth but, as the report recommends, it also involves a need to unpack “existing systems, structures, processes, pedagogies, and culture to see how they can be made more equitable.”\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\">“We should be thinking how to create strong mechanisms to engage all kids in learning and really prioritize our most vulnerable kids and our most disengaged kids as the people who we need to listen to the most if we really want learning to work for everybody,” said Avashia. “Then my job – our job – is to figure out how to take those needs that kids are identifying and make them real.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Teacher Looping Can Ease the Learning Disruptions Caused by Coronavirus",
"title": "How Teacher Looping Can Ease the Learning Disruptions Caused by Coronavirus",
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"content": "\u003cp>\u003ca href=\"https://kinderbender.com/about/\">\u003cspan style=\"font-weight: 400\">Aeriale Johnson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> felt a thrill as she pressed “send” on the Remind message. For about a week in late June, the second-grade teacher had been waiting for her principal’s green light to make an exciting announcement to her students and their families. “I had that feeling you get when you pop up from behind furniture as the loved one you’ve been planning a surprise party for finally enters the room,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big reveal? This fall, Johnson will be \u003c/span>\u003ca href=\"https://twitter.com/arcticisleteach/status/1275597008460341254\">\u003cspan style=\"font-weight: 400\">moving up to third grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with her students, about half of whom she also taught in kindergarten. “The way last school year ended was harrowing for us all,” she said. “We were \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">resilient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, tapped into our radical imagination, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56102/how-elementary-teachers-are-marking-the-end-of-school-amid-grief-for-lost-time-with-students\">\u003cspan style=\"font-weight: 400\">found a way to thrive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but it was most certainly not the way I wanted to culminate two school years together. ... I was happy to let them know we would have another chance to say hello and goodbye.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56280\" class=\"wp-caption alignnone\" style=\"max-width: 733px\">\u003cimg class=\"wp-image-56280 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198.jpg\" alt=\"\" width=\"733\" height=\"849\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198.jpg 733w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198-160x185.jpg 160w\" sizes=\"(max-width: 733px) 100vw, 733px\">\u003cfigcaption class=\"wp-caption-text\">After notifying her students that she would be their teacher again next year, Aeriale Johnson received many excited replies, including this one from Jonathan Anaya Valencia. (Courtesy of Aeriale Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research has shown the importance of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learning in a variety of ways, including \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/aer.20161495\">\u003cspan style=\"font-weight: 400\">student-teacher familiarity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775717306635\">\u003cspan style=\"font-weight: 400\">2018 analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of North Carolina elementary school data found that students who were taught by the same teacher for a second year saw greater achievement gains than other students. The effects were strongest for students taught by less effective teachers and for students of color. Johnson, who currently teaches in San Jose, California, first experienced “\u003c/span>\u003ca href=\"https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14482\">\u003cspan style=\"font-weight: 400\">looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” when she taught at a small school in rural Alaska, where classes included students from two grades. She said having students for a second year enables teachers to understand children better and improve their practice as educators. After the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">upheaval caused by coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this spring, and as school reopening plans remain \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">uncertain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/07/08/covid-trump-reopen-schools-florida-teachers/5392450002/\">\u003cspan style=\"font-weight: 400\">contested\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the prospect of \u003c/span>\u003ca href=\"https://www.instagram.com/p/CAWXoiig2cP/\">\u003cspan style=\"font-weight: 400\">returning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to familiar faces may be more appealing than ever.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/arcticisleteach/status/1275597008460341254\u003c/p>\n\u003ch2>\u003cb>Creating Coherence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometime in the late aughts, principal \u003c/span>\u003ca href=\"https://www.smuhsd.org/Page/1445\">\u003cspan style=\"font-weight: 400\">Jeff Gilbert\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> attended a meeting at Stanford Graduate School of Education with his administrative team from Hillsdale High School in San Mateo, California. They were seeking input on how to redesign the school’s upper grades. Linda Darling-Hammond, a prominent \u003c/span>\u003ca href=\"https://ed.stanford.edu/faculty/ldh\">\u003cspan style=\"font-weight: 400\">education policy researcher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who now serves as \u003c/span>\u003ca href=\"https://www.cde.ca.gov/be/ms/mm/\">\u003cspan style=\"font-weight: 400\">president\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the California State Board of Education, made a remark that stuck with Gilbert: “She said the flaw in American high schools is their lack of coherence.” In most public high schools, students must adjust to a new learning environment every 45 to 90 minutes, understand the expectations and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">grading systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of about eight different teachers and navigate dozens of social settings throughout each day and year. “So how do you simplify? How do you make it \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46456/why-a-schools-master-schedule-is-a-powerful-enabler-of-change\">\u003cspan style=\"font-weight: 400\">more elegant\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? How do you decrease the number of connects and systems that students are trying to decode?” Gilbert asked.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56281\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56281\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26.png\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Hillsdale students are looped, which means they have the same teachers for their four core subjects for two years. From May 2018: Teachers Danielle Robledo and Mike McCall have their weekly house meeting to discuss what's going on in the lives of their students in order to identify areas of need. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Hillsdale, looping became one of the answers. In their first two years, students have the same teachers for four subject areas — English, science, social studies and math. As juniors, they switch to new teachers, who, in most cases, stay with them until graduation. (Gilbert noted that there’s more variability in upper grades because of advanced placement classes.) This two-year looping process is part of a \u003c/span>\u003ca href=\"https://www.smuhsd.org/Page/2433\">\u003cspan style=\"font-weight: 400\">small learning communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> model that the school implemented 20 years ago. It creates coherence that enables teachers and students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/39427/steps-to-creating-the-conditions-for-deep-rigorous-applied-learning\">\u003cspan style=\"font-weight: 400\">dive deeper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into both academic and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It just really strikes you ... at the beginning of the second year where you see classes working just immediately,” Gilbert said. “This teacher knows every student. They know every family. Students are in groups. Students know each other. … It's really powerful.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a particular advantage during the COVID-19 outbreak. Gilbert said he felt good about existing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53091/why-schools-should-be-organized-to-prioritize-relationships\">\u003cspan style=\"font-weight: 400\">bonds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among students and with teachers for incoming sophomores and seniors: “Even if it’s distance learning they’ll be able to get into a space where they are very comfortable with each other and they can talk.” Johnson, too, felt positive her class could start strong despite the pandemic. She already knows, for instance, several students in class have mastered parts of the third-grade \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/math\">\u003cspan style=\"font-weight: 400\">math curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so she won’t have to spend weeks assessing those skills.* She also knows various instructional and behavioral strategies that have succeeded and failed with each student so she won't have to build from scratch. “We can get started on the very first day of school.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Community and Listening Deeply\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of looping may derive in part from increased \u003c/span>\u003ca href=\"https://halshs.archives-ouvertes.fr/halshs-00842265/\">\u003cspan style=\"font-weight: 400\">familiarity with peers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as with teachers. According to Gilbert, educators must play \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55144/relationships-are-important-how-do-we-build-them-effectively-with-kids\">\u003cspan style=\"font-weight: 400\">a proactive role\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in all of those relationships. Anybody can be a “purveyor of content,” he said. “You have to buy into the fact that you are also a liaison to the family, that you are an emotional support for the student, that you’re creating a community that lasts over time, and then you start to see those benefits of the students seeing themselves as a community that they can rely on.” At Hillsdale, community-building happens in class and in weekly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43362/how-schools-build-a-positive-culture-through-advisory\">\u003cspan style=\"font-weight: 400\">advisory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> periods, during which students might explore career paths, share food and stories or play a game outside. This fall, with Hillsdale likely opening to smaller groups of students, Gilbert said the school will prioritize getting freshmen and juniors on campus since the sophomores and seniors already have a foundation of trust within their cohorts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some educators see community-building activities as an “extra,” Gilbert said that the bonds that form within cohorts have “a significant impact on their ability to learn and their sense of emotional safety.” For example, his staff does not see the same conflicts with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\">\u003cspan style=\"font-weight: 400\">group projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that are typical in most high schools. The \u003c/span>\u003ca href=\"http://kqed.org/mindshift/tag/trust\">\u003cspan style=\"font-weight: 400\">trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forms among looping classes can also create space to tackle tough topics. In the wake of this summer’s \u003c/span>\u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice\">\u003cspan style=\"font-weight: 400\">protests against racial injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Gilbert said he’s confident that his staff will be able to facilitate \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56187/6-things-anti-racist-educators-want-grown-ups-to-know-about-teaching-and-raising-kids\">\u003cspan style=\"font-weight: 400\">meaningful conversations on race\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson, too, said she’s excited to build on the foundations of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">anti-racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that she already laid with her third-graders.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, looping is not a magic wand. Reaping its rewards requires \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences\">\u003cspan style=\"font-weight: 400\">listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deeply to kids and their caregivers — “not to hear what I want them to say, but what they are actually communicating,” said Johnson. When teachers do that, the learning is not unidirectional. One of the things Johnson has learned from her students, for instance, is “to confront my previously unconscious gender bias to be a more effective \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">teacher of boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, specifically Black, Indigenous, boys of color.” Johnson also said teachers must be conscious not to relax into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset\">\u003cspan style=\"font-weight: 400\">static views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of themselves or their students. In the entryway to her classroom, more than a hundred photos cover the wall. When the building is actually open, her students marvel at the snapshots of their former selves, proclaiming “We were so little!” or pointing out big events, such as the first time they touched the inside of a pumpkin. If it sounds like being inside someone’s living room, that’s intentional. While many educators are wondering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins\">\u003cspan style=\"font-weight: 400\">what school will look like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a few months, Johnson’s vision is clear: “continuing to grow together as a family.”\u003c/span>\u003c/p>\n\u003cp>\u003cem>*Correction: A previous version of this story mistakenly identified how many students mastered the math curriculum. We regret this error. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://kinderbender.com/about/\">\u003cspan style=\"font-weight: 400\">Aeriale Johnson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> felt a thrill as she pressed “send” on the Remind message. For about a week in late June, the second-grade teacher had been waiting for her principal’s green light to make an exciting announcement to her students and their families. “I had that feeling you get when you pop up from behind furniture as the loved one you’ve been planning a surprise party for finally enters the room,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big reveal? This fall, Johnson will be \u003c/span>\u003ca href=\"https://twitter.com/arcticisleteach/status/1275597008460341254\">\u003cspan style=\"font-weight: 400\">moving up to third grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with her students, about half of whom she also taught in kindergarten. “The way last school year ended was harrowing for us all,” she said. “We were \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">resilient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, tapped into our radical imagination, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56102/how-elementary-teachers-are-marking-the-end-of-school-amid-grief-for-lost-time-with-students\">\u003cspan style=\"font-weight: 400\">found a way to thrive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but it was most certainly not the way I wanted to culminate two school years together. ... I was happy to let them know we would have another chance to say hello and goodbye.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56280\" class=\"wp-caption alignnone\" style=\"max-width: 733px\">\u003cimg class=\"wp-image-56280 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198.jpg\" alt=\"\" width=\"733\" height=\"849\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198.jpg 733w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198-160x185.jpg 160w\" sizes=\"(max-width: 733px) 100vw, 733px\">\u003cfigcaption class=\"wp-caption-text\">After notifying her students that she would be their teacher again next year, Aeriale Johnson received many excited replies, including this one from Jonathan Anaya Valencia. (Courtesy of Aeriale Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research has shown the importance of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learning in a variety of ways, including \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/aer.20161495\">\u003cspan style=\"font-weight: 400\">student-teacher familiarity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775717306635\">\u003cspan style=\"font-weight: 400\">2018 analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of North Carolina elementary school data found that students who were taught by the same teacher for a second year saw greater achievement gains than other students. The effects were strongest for students taught by less effective teachers and for students of color. Johnson, who currently teaches in San Jose, California, first experienced “\u003c/span>\u003ca href=\"https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14482\">\u003cspan style=\"font-weight: 400\">looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” when she taught at a small school in rural Alaska, where classes included students from two grades. She said having students for a second year enables teachers to understand children better and improve their practice as educators. After the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">upheaval caused by coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this spring, and as school reopening plans remain \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">uncertain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/07/08/covid-trump-reopen-schools-florida-teachers/5392450002/\">\u003cspan style=\"font-weight: 400\">contested\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the prospect of \u003c/span>\u003ca href=\"https://www.instagram.com/p/CAWXoiig2cP/\">\u003cspan style=\"font-weight: 400\">returning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to familiar faces may be more appealing than ever.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Creating Coherence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometime in the late aughts, principal \u003c/span>\u003ca href=\"https://www.smuhsd.org/Page/1445\">\u003cspan style=\"font-weight: 400\">Jeff Gilbert\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> attended a meeting at Stanford Graduate School of Education with his administrative team from Hillsdale High School in San Mateo, California. They were seeking input on how to redesign the school’s upper grades. Linda Darling-Hammond, a prominent \u003c/span>\u003ca href=\"https://ed.stanford.edu/faculty/ldh\">\u003cspan style=\"font-weight: 400\">education policy researcher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who now serves as \u003c/span>\u003ca href=\"https://www.cde.ca.gov/be/ms/mm/\">\u003cspan style=\"font-weight: 400\">president\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the California State Board of Education, made a remark that stuck with Gilbert: “She said the flaw in American high schools is their lack of coherence.” In most public high schools, students must adjust to a new learning environment every 45 to 90 minutes, understand the expectations and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">grading systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of about eight different teachers and navigate dozens of social settings throughout each day and year. “So how do you simplify? How do you make it \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46456/why-a-schools-master-schedule-is-a-powerful-enabler-of-change\">\u003cspan style=\"font-weight: 400\">more elegant\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? How do you decrease the number of connects and systems that students are trying to decode?” Gilbert asked.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56281\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56281\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26.png\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Hillsdale students are looped, which means they have the same teachers for their four core subjects for two years. From May 2018: Teachers Danielle Robledo and Mike McCall have their weekly house meeting to discuss what's going on in the lives of their students in order to identify areas of need. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Hillsdale, looping became one of the answers. In their first two years, students have the same teachers for four subject areas — English, science, social studies and math. As juniors, they switch to new teachers, who, in most cases, stay with them until graduation. (Gilbert noted that there’s more variability in upper grades because of advanced placement classes.) This two-year looping process is part of a \u003c/span>\u003ca href=\"https://www.smuhsd.org/Page/2433\">\u003cspan style=\"font-weight: 400\">small learning communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> model that the school implemented 20 years ago. It creates coherence that enables teachers and students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/39427/steps-to-creating-the-conditions-for-deep-rigorous-applied-learning\">\u003cspan style=\"font-weight: 400\">dive deeper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into both academic and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It just really strikes you ... at the beginning of the second year where you see classes working just immediately,” Gilbert said. “This teacher knows every student. They know every family. Students are in groups. Students know each other. … It's really powerful.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a particular advantage during the COVID-19 outbreak. Gilbert said he felt good about existing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53091/why-schools-should-be-organized-to-prioritize-relationships\">\u003cspan style=\"font-weight: 400\">bonds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among students and with teachers for incoming sophomores and seniors: “Even if it’s distance learning they’ll be able to get into a space where they are very comfortable with each other and they can talk.” Johnson, too, felt positive her class could start strong despite the pandemic. She already knows, for instance, several students in class have mastered parts of the third-grade \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/math\">\u003cspan style=\"font-weight: 400\">math curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so she won’t have to spend weeks assessing those skills.* She also knows various instructional and behavioral strategies that have succeeded and failed with each student so she won't have to build from scratch. “We can get started on the very first day of school.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Community and Listening Deeply\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of looping may derive in part from increased \u003c/span>\u003ca href=\"https://halshs.archives-ouvertes.fr/halshs-00842265/\">\u003cspan style=\"font-weight: 400\">familiarity with peers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as with teachers. According to Gilbert, educators must play \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55144/relationships-are-important-how-do-we-build-them-effectively-with-kids\">\u003cspan style=\"font-weight: 400\">a proactive role\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in all of those relationships. Anybody can be a “purveyor of content,” he said. “You have to buy into the fact that you are also a liaison to the family, that you are an emotional support for the student, that you’re creating a community that lasts over time, and then you start to see those benefits of the students seeing themselves as a community that they can rely on.” At Hillsdale, community-building happens in class and in weekly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43362/how-schools-build-a-positive-culture-through-advisory\">\u003cspan style=\"font-weight: 400\">advisory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> periods, during which students might explore career paths, share food and stories or play a game outside. This fall, with Hillsdale likely opening to smaller groups of students, Gilbert said the school will prioritize getting freshmen and juniors on campus since the sophomores and seniors already have a foundation of trust within their cohorts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some educators see community-building activities as an “extra,” Gilbert said that the bonds that form within cohorts have “a significant impact on their ability to learn and their sense of emotional safety.” For example, his staff does not see the same conflicts with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\">\u003cspan style=\"font-weight: 400\">group projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that are typical in most high schools. The \u003c/span>\u003ca href=\"http://kqed.org/mindshift/tag/trust\">\u003cspan style=\"font-weight: 400\">trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forms among looping classes can also create space to tackle tough topics. In the wake of this summer’s \u003c/span>\u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice\">\u003cspan style=\"font-weight: 400\">protests against racial injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Gilbert said he’s confident that his staff will be able to facilitate \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56187/6-things-anti-racist-educators-want-grown-ups-to-know-about-teaching-and-raising-kids\">\u003cspan style=\"font-weight: 400\">meaningful conversations on race\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson, too, said she’s excited to build on the foundations of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">anti-racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that she already laid with her third-graders.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, looping is not a magic wand. Reaping its rewards requires \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences\">\u003cspan style=\"font-weight: 400\">listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deeply to kids and their caregivers — “not to hear what I want them to say, but what they are actually communicating,” said Johnson. When teachers do that, the learning is not unidirectional. One of the things Johnson has learned from her students, for instance, is “to confront my previously unconscious gender bias to be a more effective \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">teacher of boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, specifically Black, Indigenous, boys of color.” Johnson also said teachers must be conscious not to relax into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset\">\u003cspan style=\"font-weight: 400\">static views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of themselves or their students. In the entryway to her classroom, more than a hundred photos cover the wall. When the building is actually open, her students marvel at the snapshots of their former selves, proclaiming “We were so little!” or pointing out big events, such as the first time they touched the inside of a pumpkin. If it sounds like being inside someone’s living room, that’s intentional. While many educators are wondering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins\">\u003cspan style=\"font-weight: 400\">what school will look like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a few months, Johnson’s vision is clear: “continuing to grow together as a family.”\u003c/span>\u003c/p>\n\u003cp>\u003cem>*Correction: A previous version of this story mistakenly identified how many students mastered the math curriculum. We regret this error. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "U.S. Pediatricians Call For In-Person School This Fall",
"title": "U.S. Pediatricians Call For In-Person School This Fall",
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"content": "\u003cp>The nation's pediatricians have come out with \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/\">a strong statement\u003c/a> in favor of bringing children back to the classroom this fall wherever and whenever they can do so safely. The American Academy of Pediatrics' guidance \"strongly advocates that all policy considerations for the coming school year should start with a goal of having students physically present in school.\"\u003c/p>\n\u003cp>The guidance says \"schools are fundamental to child and adolescent development and well-being.\"\u003c/p>\n\u003cp>The AAP cites \"mounting \u003ca href=\"https://www.npr.org/2020/06/24/882316641/what-parents-can-learn-from-child-care-centers-that-stayed-open-during-lockdowns\">evidence\u003c/a>\" that transmission of the coronavirus by young children is uncommon, partly because they are less likely to contract it in the first place.\u003c/p>\n\u003cp>On the other hand, the AAP argues that based on the\u003ca href=\"https://www.npr.org/2020/05/15/856594247/researchers-examine-long-term-effects-of-students-being-out-of-school\"> nation's experience this spring\u003c/a>, remote learning is likely to result in severe learning loss and increased social isolation. Social isolation, in turn, can breed serious social, emotional and health issues: \"child and adolescent physical or sexual abuse, substance use, depression, and suicidal ideation.\" Furthermore, these impacts will be visited more severely on Black and brown children, as well as low-income children and those with learning disabilities.\u003c/p>\n\u003cp>The guidance for returning to in-person schooling includes recommendations about physical distancing, cleaning and disinfection, hand-washing, and using outdoor spaces whenever possible.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The AAP argues that offering elementary school children the opportunity to go to school every day should be given due consideration over spacing guidelines if capacity is an issue: \"Schools should weigh the benefits of strict adherence to a 6-feet spacing rule between students with the potential downside if remote learning is the only alternative.\"\u003c/p>\n\u003cp>And, it also argues that masks are probably not practical for children younger than middle school unless they can wear a mask without increased face touching.\u003c/p>\n\u003cp>The guidelines do note that adult school staff are more at risk compared to young children and need to be able to distance from other adults as much as possible — no in-person faculty meetings, no class visits by parents. And they emphasize the need to make accommodations for students who are medically fragile or have special health care needs or disabilities.\u003c/p>\n\u003cp>However, these guidelines don't necessarily address the health concerns of America's teachers or their willingness to return to in-person teaching. \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-05-01/one-third-of-teachers-are-at-higher-risk-for-coronavirus\">Federal data show \u003c/a>nearly a third of teachers are over 50, putting them in a higher risk category when it comes to the disease.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Fairfax County Public Schools in Virginia, for example, recently announced its \u003ca href=\"https://www.fcps.edu/news/fcps-offer-choices-2020-21-school-year\">reopening plans\u003c/a>, offering families a choice between two days a week of in-person classes or an all-remote schedule plus extra intervention on a third day for students who need it. The county's three educator unions resisted, arguing in a statement that remote learning should continue. \"Our educators are overwhelmingly not comfortable returning to schools,\" said Tina Williams, president of Fairfax County Federation of Teachers. \"They fear for their lives, the lives of their students and the lives of their families.\"\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=U.S.+Pediatricians+Call+For+In-Person+School+This+Fall&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "The dangers of social isolation outweigh the risks of in-person classes for most children, says the American Academy of Pediatrics. ",
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"description": "The dangers of social isolation outweigh the risks of in-person classes for most children, says the American Academy of Pediatrics. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The nation's pediatricians have come out with \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/\">a strong statement\u003c/a> in favor of bringing children back to the classroom this fall wherever and whenever they can do so safely. The American Academy of Pediatrics' guidance \"strongly advocates that all policy considerations for the coming school year should start with a goal of having students physically present in school.\"\u003c/p>\n\u003cp>The guidance says \"schools are fundamental to child and adolescent development and well-being.\"\u003c/p>\n\u003cp>The AAP cites \"mounting \u003ca href=\"https://www.npr.org/2020/06/24/882316641/what-parents-can-learn-from-child-care-centers-that-stayed-open-during-lockdowns\">evidence\u003c/a>\" that transmission of the coronavirus by young children is uncommon, partly because they are less likely to contract it in the first place.\u003c/p>\n\u003cp>On the other hand, the AAP argues that based on the\u003ca href=\"https://www.npr.org/2020/05/15/856594247/researchers-examine-long-term-effects-of-students-being-out-of-school\"> nation's experience this spring\u003c/a>, remote learning is likely to result in severe learning loss and increased social isolation. Social isolation, in turn, can breed serious social, emotional and health issues: \"child and adolescent physical or sexual abuse, substance use, depression, and suicidal ideation.\" Furthermore, these impacts will be visited more severely on Black and brown children, as well as low-income children and those with learning disabilities.\u003c/p>\n\u003cp>The guidance for returning to in-person schooling includes recommendations about physical distancing, cleaning and disinfection, hand-washing, and using outdoor spaces whenever possible.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The AAP argues that offering elementary school children the opportunity to go to school every day should be given due consideration over spacing guidelines if capacity is an issue: \"Schools should weigh the benefits of strict adherence to a 6-feet spacing rule between students with the potential downside if remote learning is the only alternative.\"\u003c/p>\n\u003cp>And, it also argues that masks are probably not practical for children younger than middle school unless they can wear a mask without increased face touching.\u003c/p>\n\u003cp>The guidelines do note that adult school staff are more at risk compared to young children and need to be able to distance from other adults as much as possible — no in-person faculty meetings, no class visits by parents. And they emphasize the need to make accommodations for students who are medically fragile or have special health care needs or disabilities.\u003c/p>\n\u003cp>However, these guidelines don't necessarily address the health concerns of America's teachers or their willingness to return to in-person teaching. \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-05-01/one-third-of-teachers-are-at-higher-risk-for-coronavirus\">Federal data show \u003c/a>nearly a third of teachers are over 50, putting them in a higher risk category when it comes to the disease.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Fairfax County Public Schools in Virginia, for example, recently announced its \u003ca href=\"https://www.fcps.edu/news/fcps-offer-choices-2020-21-school-year\">reopening plans\u003c/a>, offering families a choice between two days a week of in-person classes or an all-remote schedule plus extra intervention on a third day for students who need it. The county's three educator unions resisted, arguing in a statement that remote learning should continue. \"Our educators are overwhelmingly not comfortable returning to schools,\" said Tina Williams, president of Fairfax County Federation of Teachers. \"They fear for their lives, the lives of their students and the lives of their families.\"\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=U.S.+Pediatricians+Call+For+In-Person+School+This+Fall&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "When the Show Must Go On Online for Theater Students",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">After roles as a gravedigger in a grunge rock musical adaptation of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamlet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the Wicked Witch’s second-in-command in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Wiz\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, this spring, due to the spread of COVID-19, high school junior Jack Tatara found himself trying out a brand-new role: quarantined theater kid. When school closed and the theater program moved online, Tatara performed in their Zoom-based radio play of “The Twilight Zone.” He enjoyed performing from his bedroom so much, he’s considering joining the school’s summer program, which is now going online as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In years past, Winston Prep in New York City, which serves students with learning disabilities and challenges like dyslexia, ADHD and Nonverbal Learning Disorder, offered the Summer Theater, Arts and Music Program, or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, for students to hone their performing skills, socialize and have fun outside the classroom environment. But this year, due to coronavirus restrictions, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is trying to recreate itself online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer online offerings include work on acting and music skills, and a performance of some kind. Rachel McAlinn, Winston Prep’s theater teacher, said that even though this year Stamp can’t happen in person, students still need the support the arts program provides: keeping up social skills and fostering an important sense of community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of these kids would not be grouped together academically in school, based on their learning profiles,” McAlinn said. “But we’re all together in the theater program. We consider ourselves a family.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like summer stock and Shakespeare in the Park, summer theater programs for students have a long tradition. For young performers, summer programs are often the place where they can hone their skills in a focused environment, build community with like-minded kids and have fun—not to mention have the opportunity to put on a high-quality performance. While most professional theaters have discontinued public performances\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">until 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and most school districts remain closed due to the spread of the coronavirus, many educational theater programs are turning to online programs to keep students engaged over the summer. Legacy arts institutions and local groups alike are remaking the summer theater program for students from their homes—performing “radio plays,” providing online singing and dancing classes, and learning new skills like acting for the camera—all to keep theater alive for their students. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, educational theater programs are straining to keep their organizations alive. Many of these programs are self-sustaining, raising money through box office sales and program advertising from big summer performances that won’t be happening. Without those sales, and without enrollment fees from students, programs are hoping they can hang on long enough to reopen safely next summer. Though arts programs are almost always in jeopardy, the pressures of closures from COVID-19, mixed with economic distress, make this summer especially consequential. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Summer theater moves online\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the University of North Carolina School of the Arts \u003c/span>\u003ca href=\"https://www.uncsa.edu/summer/index.aspx\">\u003cspan style=\"font-weight: 400\">Summer Intensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed due to COVID-19, the faculty and staff quickly processed their initial shock and sprang into action. In summers past, UNCSA provided serious theater students with the kind of immersive training that prepares future regional professionals and Broadway stars. Ranging in age from fourteen to nineteen, students accepted into the prestigious program participated in four weeks of intense training, with days of acting, singing and dancing often running from 9 a.m. until 9 p.m., and ending with a big performance. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AcademyActingCo/status/1275243369032269834\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, drama program director Kelly Maxner and the faculty decided to innovate quickly, offering a scaled-back online program with fewer students, more teachers, and slashing the attendance cost in half. With a curriculum based on what they learned teaching performance online during the spring semester to UNCSA undergrads, the online classes in singing, dancing and acting for high schoolers will be less focused on a final performance and more on boosting specific skills, like acting for the camera. They’ve also added a master class in art for social change—how artists behave as citizens, taking a specific look at current events and how artists adapt and express themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We recognize strongly that we can’t do what we did before,” Maxner said. “But what we’ve done is distilled the curriculum, the essentials of the training. We decided what was essential and important—not just for the arts training but for the whole experience of the intensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ccm.uc.edu/summer/high-school-arts-immersion.html\">\u003cspan style=\"font-weight: 400\">High School Summer Immersion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program at the University of Cincinnati College-Conservatory of Music, in Cincinnati, Ohio, is running through all of June and a part of July, and includes a high school musical theater workshop, a ballet camp for elementary kids, and private music lessons. Enrollment in the summer program has remained high, even after the summer’s classes moved online. The High School Immersion Musical Theatre Workshop, for example, filled up in just a few days—a testament to how much kids want to keep performing even though the environment won’t be the same, said Anne Cushing-Reid, Director of Preparatory and Community Engagement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Conservatory’s focus has been on making students feel as if they were present on campus “These aren’t your typical online classes,” Cushing-Reid wrote in an email. “They’re designed to get students out of their seats and onto their at-home ‘dance floors’ or ‘music studios’—whether that is their living room, driveway or bedroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the musical theater workshop will also get a chance to work with more guest faculty through Zoom than had they met in person. Successful alumnus from Broadway, Off-Broadway and regional theater are able to join online meetings more easily, “expanding students’ networks and imparting expert knowledge from the performing arts industry,” Cushing-Reid said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different challenges, new benefits\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even smaller, regional programs are finding creative ways to engage young performers. The nonprofit \u003c/span>\u003ca href=\"http://www.mudlarktheater.org/\">\u003cspan style=\"font-weight: 400\">Mudlark Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Evanston, Illinois, is hoping to be able to open for summer camps, according to state guidelines, by late June or early July. In the meantime, Mudlark has been providing experiences for students online, including parodies of the news and a character-based role-playing game like \u003ca href=\"https://www.kqed.org/mindshift/tag/dungeons-dragons\">Dungeons & Dragons\u003c/a>, to keep students performing even if it’s not exactly theater.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56169\" class=\"wp-caption alignnone\" style=\"max-width: 828px\">\u003cimg class=\"size-full wp-image-56169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg\" alt=\"\" width=\"828\" height=\"963\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg 828w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-800x930.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-160x186.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-768x893.jpg 768w\" sizes=\"(max-width: 828px) 100vw, 828px\">\u003cfigcaption class=\"wp-caption-text\">Evansville Vanderburgh School Corporation All-City Summer Musical production of Les Misérables. \u003ccite>(Courtesy of EVSC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The All-City Summer Musical in Evansville, Indiana, a showcase of the best high school talent in the city, has been a big summer box-office draw in an area that boasts a strong performing tradition for more than thirty years, including when I attended this program as a high schooler many years ago. When performances of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, set for mid-July, were cancelled, all but two of the students decided to stay on for an online experience—even when director Robert Hunt and producer Tiffany Schriber Ball weren’t exactly sure what that would look like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based loosely on what they’d seen Broadway performers put together online, Schriber Ball and Hunt quickly decided that the performers would work on musical theatre scenes and song selections, and the orchestra would work on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd Suite\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, all on Zoom. They enlisted the help of a local university technical director to teach the backstage crew—the students who usually build the sets, and run lights and sound—how to design a set. Using both set-design software and old-fashioned popsicle sticks and glue to create models, students are gaining a new skill they wouldn’t have a chance to learn during a “normal” summer production. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early rehearsals have shown the social aspect of doing theater together—one of its biggest draws—is still lively, even online. Students are hanging around in “meetings,” even during the scheduled breaks, to joke around and talk. “One of the cast traditions is playing frisbee during breaks,” Hunt said. “And I was so thrilled to see they were playing ‘virtual’ frisbee with each other, saying ‘here, it’s coming for you!’” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Uncertain what the future brings, the show goes on \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even one of the country’s largest high school theater gatherings and competitions, the\u003c/span>\u003ca href=\"https://itf.pathable.co/performances\"> \u003cspan style=\"font-weight: 400\">International Thespian Festival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, held for the past 25 summers at the University of Nebraska in Lincoln, is going virtual this year. The Educational Theatre Association, with chapters in 45 states and serving more than 130,000 theatre educators and students, is hosting the virtual event. It will include both pre-recorded performances of school productions that happened before schools closed, as well as an online showcase and some live-streaming events. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=fy_Eq59EYlo&feature=youtu.be\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The professional group is providing guidance for schools and programs as summer programs move online and re-invent a theatrical experience for students, even as the future for performances is uncertain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jim Palmarini, the Educational Theatre Association’s educational policy director, said their “\u003ca href=\"https://higherlogicdownload.s3.amazonaws.com/SCHOOLTHEATRE/7f9e7fa8-ea41-4033-b6a3-1ce9da6a7b6f/UploadedFiles/HPVMgpNDTw2FWro1JLiL_EdTA_ReOpen_Guide_2020_FINAL.pdf\">Recommendations for Reopening Theatre Programs\u003c/a>” guide was issued in June, acknowledging that ultimately each state’s and district’s requirements will be different. “The guide is seeking to address the middle ground of how each theatre program can safely reopen in the fall,” he said. “While performance remains central to school theatre programs, we know that producing live shows will be a challenge for many schools this upcoming school year. Because of that, we’re putting a lot of emphasis on the creative ways that schools can move their performances to an online format. Things are changing so fast that it is hard to say which school will be to do live performances, and which will not.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of public performances is bigger than dashed dreams of stardom. After spring shows were cancelled, and summer programs moved online, many programs lost a season’s worth of box office revenue to help mount the next show. A recent\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">CDC study showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that aerosol droplets transmitted by singing could pose a serious risk not just to singers standing close together, but to the audience as well, may mean performances are postponed for much longer. And providing summer online experiences also reveal \u003c/span>\u003ca href=\"https://hechingerreport.org/should-schools-teach-anyone-who-can-get-online-or-no-one-at-all/\">\u003cspan style=\"font-weight: 400\">big gaps in student equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since not everybody has a computer at home, or a decent internet connection. Schools and programs want to know: when will it be safe to perform in person again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School theaters are also worried about looming\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">state budget cuts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, due to lost tax revenue affected by the pandemic, for which the arts are usually first on the chopping block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for some programs, lost revenue and public performances have to be set aside: for students, the show must go on. For the past ninety-two summers, some of the country’s most accomplished high school actors, singers, dancers and musicians arrive at the \u003c/span>\u003ca href=\"https://www.interlochen.org/\">\u003cspan style=\"font-weight: 400\">Interlochen Center for the Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the woods of northern Michigan for a remote, focused six-week summer arts program to hone their skills. This summer’s online program, which will feature acting and musical theater classes and some kind of recorded end-of-season performance, won’t look the same. But the distance, said theater arts summer program director Bill Church, will make hearts grow fonder—not just for theater kids, but the educators who teach them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we get to invite people back, it’s going to be ridiculous,” Church said. “The celebration and the joy—I don’t think anyone will ever take theater or rehearsal for granted ever again.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this article misspelled Jack Tatara's name. We regret this error. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After roles as a gravedigger in a grunge rock musical adaptation of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamlet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the Wicked Witch’s second-in-command in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Wiz\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, this spring, due to the spread of COVID-19, high school junior Jack Tatara found himself trying out a brand-new role: quarantined theater kid. When school closed and the theater program moved online, Tatara performed in their Zoom-based radio play of “The Twilight Zone.” He enjoyed performing from his bedroom so much, he’s considering joining the school’s summer program, which is now going online as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In years past, Winston Prep in New York City, which serves students with learning disabilities and challenges like dyslexia, ADHD and Nonverbal Learning Disorder, offered the Summer Theater, Arts and Music Program, or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, for students to hone their performing skills, socialize and have fun outside the classroom environment. But this year, due to coronavirus restrictions, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is trying to recreate itself online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer online offerings include work on acting and music skills, and a performance of some kind. Rachel McAlinn, Winston Prep’s theater teacher, said that even though this year Stamp can’t happen in person, students still need the support the arts program provides: keeping up social skills and fostering an important sense of community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of these kids would not be grouped together academically in school, based on their learning profiles,” McAlinn said. “But we’re all together in the theater program. We consider ourselves a family.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like summer stock and Shakespeare in the Park, summer theater programs for students have a long tradition. For young performers, summer programs are often the place where they can hone their skills in a focused environment, build community with like-minded kids and have fun—not to mention have the opportunity to put on a high-quality performance. While most professional theaters have discontinued public performances\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">until 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and most school districts remain closed due to the spread of the coronavirus, many educational theater programs are turning to online programs to keep students engaged over the summer. Legacy arts institutions and local groups alike are remaking the summer theater program for students from their homes—performing “radio plays,” providing online singing and dancing classes, and learning new skills like acting for the camera—all to keep theater alive for their students. \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\">At the same time, educational theater programs are straining to keep their organizations alive. Many of these programs are self-sustaining, raising money through box office sales and program advertising from big summer performances that won’t be happening. Without those sales, and without enrollment fees from students, programs are hoping they can hang on long enough to reopen safely next summer. Though arts programs are almost always in jeopardy, the pressures of closures from COVID-19, mixed with economic distress, make this summer especially consequential. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Summer theater moves online\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the University of North Carolina School of the Arts \u003c/span>\u003ca href=\"https://www.uncsa.edu/summer/index.aspx\">\u003cspan style=\"font-weight: 400\">Summer Intensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed due to COVID-19, the faculty and staff quickly processed their initial shock and sprang into action. In summers past, UNCSA provided serious theater students with the kind of immersive training that prepares future regional professionals and Broadway stars. Ranging in age from fourteen to nineteen, students accepted into the prestigious program participated in four weeks of intense training, with days of acting, singing and dancing often running from 9 a.m. until 9 p.m., and ending with a big performance. \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\">This summer, drama program director Kelly Maxner and the faculty decided to innovate quickly, offering a scaled-back online program with fewer students, more teachers, and slashing the attendance cost in half. With a curriculum based on what they learned teaching performance online during the spring semester to UNCSA undergrads, the online classes in singing, dancing and acting for high schoolers will be less focused on a final performance and more on boosting specific skills, like acting for the camera. They’ve also added a master class in art for social change—how artists behave as citizens, taking a specific look at current events and how artists adapt and express themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We recognize strongly that we can’t do what we did before,” Maxner said. “But what we’ve done is distilled the curriculum, the essentials of the training. We decided what was essential and important—not just for the arts training but for the whole experience of the intensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ccm.uc.edu/summer/high-school-arts-immersion.html\">\u003cspan style=\"font-weight: 400\">High School Summer Immersion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program at the University of Cincinnati College-Conservatory of Music, in Cincinnati, Ohio, is running through all of June and a part of July, and includes a high school musical theater workshop, a ballet camp for elementary kids, and private music lessons. Enrollment in the summer program has remained high, even after the summer’s classes moved online. The High School Immersion Musical Theatre Workshop, for example, filled up in just a few days—a testament to how much kids want to keep performing even though the environment won’t be the same, said Anne Cushing-Reid, Director of Preparatory and Community Engagement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Conservatory’s focus has been on making students feel as if they were present on campus “These aren’t your typical online classes,” Cushing-Reid wrote in an email. “They’re designed to get students out of their seats and onto their at-home ‘dance floors’ or ‘music studios’—whether that is their living room, driveway or bedroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the musical theater workshop will also get a chance to work with more guest faculty through Zoom than had they met in person. Successful alumnus from Broadway, Off-Broadway and regional theater are able to join online meetings more easily, “expanding students’ networks and imparting expert knowledge from the performing arts industry,” Cushing-Reid said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different challenges, new benefits\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even smaller, regional programs are finding creative ways to engage young performers. The nonprofit \u003c/span>\u003ca href=\"http://www.mudlarktheater.org/\">\u003cspan style=\"font-weight: 400\">Mudlark Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Evanston, Illinois, is hoping to be able to open for summer camps, according to state guidelines, by late June or early July. In the meantime, Mudlark has been providing experiences for students online, including parodies of the news and a character-based role-playing game like \u003ca href=\"https://www.kqed.org/mindshift/tag/dungeons-dragons\">Dungeons & Dragons\u003c/a>, to keep students performing even if it’s not exactly theater.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56169\" class=\"wp-caption alignnone\" style=\"max-width: 828px\">\u003cimg class=\"size-full wp-image-56169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg\" alt=\"\" width=\"828\" height=\"963\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg 828w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-800x930.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-160x186.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-768x893.jpg 768w\" sizes=\"(max-width: 828px) 100vw, 828px\">\u003cfigcaption class=\"wp-caption-text\">Evansville Vanderburgh School Corporation All-City Summer Musical production of Les Misérables. \u003ccite>(Courtesy of EVSC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The All-City Summer Musical in Evansville, Indiana, a showcase of the best high school talent in the city, has been a big summer box-office draw in an area that boasts a strong performing tradition for more than thirty years, including when I attended this program as a high schooler many years ago. When performances of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, set for mid-July, were cancelled, all but two of the students decided to stay on for an online experience—even when director Robert Hunt and producer Tiffany Schriber Ball weren’t exactly sure what that would look like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based loosely on what they’d seen Broadway performers put together online, Schriber Ball and Hunt quickly decided that the performers would work on musical theatre scenes and song selections, and the orchestra would work on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd Suite\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, all on Zoom. They enlisted the help of a local university technical director to teach the backstage crew—the students who usually build the sets, and run lights and sound—how to design a set. Using both set-design software and old-fashioned popsicle sticks and glue to create models, students are gaining a new skill they wouldn’t have a chance to learn during a “normal” summer production. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early rehearsals have shown the social aspect of doing theater together—one of its biggest draws—is still lively, even online. Students are hanging around in “meetings,” even during the scheduled breaks, to joke around and talk. “One of the cast traditions is playing frisbee during breaks,” Hunt said. “And I was so thrilled to see they were playing ‘virtual’ frisbee with each other, saying ‘here, it’s coming for you!’” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Uncertain what the future brings, the show goes on \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even one of the country’s largest high school theater gatherings and competitions, the\u003c/span>\u003ca href=\"https://itf.pathable.co/performances\"> \u003cspan style=\"font-weight: 400\">International Thespian Festival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, held for the past 25 summers at the University of Nebraska in Lincoln, is going virtual this year. The Educational Theatre Association, with chapters in 45 states and serving more than 130,000 theatre educators and students, is hosting the virtual event. It will include both pre-recorded performances of school productions that happened before schools closed, as well as an online showcase and some live-streaming events. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/fy_Eq59EYlo'\n title='//www.youtube.com/embed/fy_Eq59EYlo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The professional group is providing guidance for schools and programs as summer programs move online and re-invent a theatrical experience for students, even as the future for performances is uncertain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jim Palmarini, the Educational Theatre Association’s educational policy director, said their “\u003ca href=\"https://higherlogicdownload.s3.amazonaws.com/SCHOOLTHEATRE/7f9e7fa8-ea41-4033-b6a3-1ce9da6a7b6f/UploadedFiles/HPVMgpNDTw2FWro1JLiL_EdTA_ReOpen_Guide_2020_FINAL.pdf\">Recommendations for Reopening Theatre Programs\u003c/a>” guide was issued in June, acknowledging that ultimately each state’s and district’s requirements will be different. “The guide is seeking to address the middle ground of how each theatre program can safely reopen in the fall,” he said. “While performance remains central to school theatre programs, we know that producing live shows will be a challenge for many schools this upcoming school year. Because of that, we’re putting a lot of emphasis on the creative ways that schools can move their performances to an online format. Things are changing so fast that it is hard to say which school will be to do live performances, and which will not.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of public performances is bigger than dashed dreams of stardom. After spring shows were cancelled, and summer programs moved online, many programs lost a season’s worth of box office revenue to help mount the next show. A recent\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">CDC study showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that aerosol droplets transmitted by singing could pose a serious risk not just to singers standing close together, but to the audience as well, may mean performances are postponed for much longer. And providing summer online experiences also reveal \u003c/span>\u003ca href=\"https://hechingerreport.org/should-schools-teach-anyone-who-can-get-online-or-no-one-at-all/\">\u003cspan style=\"font-weight: 400\">big gaps in student equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since not everybody has a computer at home, or a decent internet connection. Schools and programs want to know: when will it be safe to perform in person again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School theaters are also worried about looming\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">state budget cuts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, due to lost tax revenue affected by the pandemic, for which the arts are usually first on the chopping block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for some programs, lost revenue and public performances have to be set aside: for students, the show must go on. For the past ninety-two summers, some of the country’s most accomplished high school actors, singers, dancers and musicians arrive at the \u003c/span>\u003ca href=\"https://www.interlochen.org/\">\u003cspan style=\"font-weight: 400\">Interlochen Center for the Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the woods of northern Michigan for a remote, focused six-week summer arts program to hone their skills. This summer’s online program, which will feature acting and musical theater classes and some kind of recorded end-of-season performance, won’t look the same. But the distance, said theater arts summer program director Bill Church, will make hearts grow fonder—not just for theater kids, but the educators who teach them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we get to invite people back, it’s going to be ridiculous,” Church said. “The celebration and the joy—I don’t think anyone will ever take theater or rehearsal for granted ever again.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this article misspelled Jack Tatara's name. We regret this error. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "5 Radical Schooling Ideas For An Uncertain Fall And Beyond",
"title": "5 Radical Schooling Ideas For An Uncertain Fall And Beyond",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>There is no one answer for what the coming school year will look like, but it won't resemble the fall of 2019. Wherever classrooms are open, there will likely be some form of \u003ca href=\"https://www.npr.org/2020/04/24/842528906/what-it-might-look-like-to-safely-reopen-schools\">social distancing and other hygiene measures\u003c/a> in place that challenge traditional teaching and learning. Future outbreaks will make for unpredictable waves of closures. Virtual learning will continue. And all this will happen amid a \u003ca href=\"https://www.npr.org/2020/05/26/858257200/the-pandemic-is-driving-americas-schools-toward-a-financial-meltdown\">historic funding crunch. \u003c/a>\u003c/p>\n\u003cp>American education has long been full of innovators practicing alternatives to the mainstream. When the giant, uncontrolled experiment of the pandemic rolled across the country, certain approaches proved their mettle in new ways. Here are some ideas that seem newly relevant given the constraints of 2020 and beyond.\u003c/p>\n\u003cp>\u003cstrong>1. Support families to help teach children.\u003c/strong>\u003c/p>\n\u003cp>Recently, parents \u003ca href=\"https://www.census.gov/data/tables/2020/demo/hhp2.html\">told the U.S. Census Bureau\u003c/a> that teachers were spending about four hours a week in online contact with their children, while they, the parents, spent an average of 13 hours a week helping children with schoolwork themselves.\u003c/p>\n\u003cp>The debate over equity in emergency remote learning during the pandemic has centered on the lack of equipment like computers and hot spots. But access to home support is arguably even more important. A\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/27/862705225/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\"> national survey by the advocacy group ParentsTogether \u003c/a>found big gaps by income in the ability to access emergency learning. When asked about barriers to children's participation, lower-income families who took the survey were more likely to name issues such as \"school resources are too complicated\" or \"it's hard to get my child to focus\" than they were to cite a lack of equipment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Never in the modern history of our education system has the importance of family engagement been more apparent,\" says Alejandro Gibes de Gac, the founder of Springboard Collaborative.\u003c/p>\n\u003cp>Springboard is a \u003ca href=\"https://www.npr.org/2019/08/22/753090600/what-if-you-could-change-your-childs-future-in-one-hour-every-week\">social enterprise\u003c/a> that looks at families as the \"single greatest resource\" for helping struggling readers. In pre-pandemic times, it offered a series of hourlong workshops to family members, mostly in low-income communities, coaching them to set goals and practice specific reading concepts with elementary school-age children. In just five weeks, on average, 3 out of 4 of their participants get to the next reading level or even further. And these strategies work even though one-third of Springboard's parents, grandparents and other relatives are unable to access the text their child is holding, because of language differences, their own literacy gaps, or both.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56120\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/support-72fa80a5a8159d90cc905ff29004ab18af8df62b-e1592472969555.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>Now that parent-assisted learning has become the default across the country, Springboard has created an app for the 10,000 families they already work with. They've offered professional development webinars for teachers, through unions and other organizations, on engaging families. And they've recently announced a partnership with Teach For America. This summer, 3,000 fresh TFA recruits will offer a remote version of Springboard's reading strategies workshop for up to 9,000 pre-K through fourth-graders nationwide.\u003c/p>\n\u003cp>Gibes de Gac is excited about the impact this experience will have, not only on families, but on the pre-service teachers themselves: \"I expect to look back on this as a turning point in how America prepares teachers to partner with families not as a peripheral responsibility, but as the very essence of teaching.\"\u003c/p>\n\u003cp>\u003cstrong>2. Give teens one-on-one support.\u003c/strong>\u003c/p>\n\u003cp>In this time, as in previous educational disruptions, \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">teenagers are most at risk\u003c/a> for being knocked off course. One April survey found\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\"> 4 in 10 U.S. teens\u003c/a> weren't logging on to classes at all.\u003c/p>\n\u003cp>But not Christian Perez, 15, a sophomore at South Fort Myers High School in Fort Myers, Fla. He stuck with his schoolwork online even though his father, a plumber, sent him to stay with his family in Puerto Rico. \"I want to keep up my grades so I can stay on the baseball team,\" Perez tells NPR, in Spanish.\u003c/p>\n\u003cp>His ESL teacher, Nelson Aguedo Concepcion, is the one who really kept him on track. \"I'm in touch with my students two, three times a week,\" by text, phone, Google classroom and Zoom meetings, Concepcion says.\u003c/p>\n\u003cp>There are devoted teachers everywhere, but the relationship between Concepcion and Perez didn't come about by chance. South Fort Myers High School follows a \u003ca href=\"https://www.npr.org/sections/ed/2018/03/31/596054250/how-more-meetings-might-be-the-secret-to-fixing-high-school\">dropout prevention program\u003c/a> called BARR, which stands for Building Assets, Reducing Risks. The program, which is supported by randomized controlled trial evidence, focuses on building strong positive relationships between students and the adults in a building. It groups teachers and other professionals like counselors for weekly meetings where they compare notes and make plans to help students in trouble. Costs associated with the model are relatively small, related to scheduling and staffing. At South Fort Myers and other schools using the BARR method around the country, these regular meetings have continued over Zoom during the pandemic.\u003c/p>\n\u003cp>It's unusual for faculty in a high school to meet regularly to discuss student success, rather than curricula or administrative details. South Fort Myers High School Principal Ed Mathews credits BARR's \"team approach\" with helping his faculty keep the vast majority of his high school students engaged. \"The first week that we did virtual education, we missed 350 students,\" Mathews says. \"And then the following week we got it down to 125. And then the following week we got it down to two. And then out of the two we were able to get a hold of the one. And then unfortunately the other young lady was a runaway.\"\u003c/p>\n\u003cp>BARR is not the only education success model that prioritizes relationships. Marquise Pierre, 20, is finishing his degree at a small public \"transfer\" high school in Coney Island, N.Y., called Liberation Diploma Plus. Pierre tells NPR that on lockdown he hears from one of the faculty members every single day: \"The school is more like a family than staff and students.\"\u003c/p>\n\u003cp>And in King County, Wash., 15-year-old Osvaldo Riva Santiago is staying motivated with the help of an incentive plan created by his education specialist, Dani Erickson. Erickson works for Treehouse, a nonprofit with a \u003ca href=\"https://www.npr.org/sections/ed/2017/12/27/562341427/why-foster-care-students-in-seattle-are-beating-the-odds\">successful track record\u003c/a> of helping foster youth like Santiago graduate from high school. Through Erickson's incentive plan, Santiago earns prizes, such as Amazon gift cards, for keeping up with his schoolwork and doing self-care activities, such as jigsaw puzzles. \"She's been helping me emotionally,\" says Santiago.\u003c/p>\n\u003cp>\u003cstrong>3. Use online systems to assess, remediate and individualize learning.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf\">One study\u003c/a> of the \"COVID-19 slide\" estimates that children will be returning to school this fall with 70% of a typical year's reading gains and only half a year's gains in math. But those are averages; most experts believe we can expect to see much wider variations in progress than usual, because of equity gaps.\u003c/p>\n\u003cp>\"Obviously going into this back-to-school, if you already had some variance pre-COVID, the variance is going to be that much larger,\" Sal Khan, the founder of Khan Academy, the free automated learning site, tells NPR. \"And we're going into a world where there's been no standardized testing this past spring. So there's even less information to go on in terms of where kids are and what they need.\"\u003c/p>\n\u003cp>Khan Academy has seen traffic nearly triple since the pandemic began. In a typical week, says Khan, 30 million students are now spending 80 to 90 million minutes practicing everything from multiplication to AP U.S. History. As students answer questions, the site tracks their progress, which allows teachers or parents to easily see what areas they need to work on.\u003c/p>\n\u003cp>Khan says his team is working on preparing what he calls \"getting ready for grade level\" courses for this coming fall. For students beginning sixth grade math, for example, the course moves quickly from basic arithmetic onward, in a combination of review and assessment. \"The kids are learning, hopefully, while they're doing it, they're getting practice. But then over a few hours you can actually form, in some ways, a more granular view than you would in a traditional assessment.\"\u003c/p>\n\u003cp>Barry Sommer is director of advancement for Lindsay Unified School District, which serves Spanish-speaking migrant agricultural workers in California's Central Valley. The district has been lauded for its technology-driven approach where every student follows an individualized learning plan. Starting in 2016 it created a community Wi-Fi project, which meant when school buildings closed for the pandemic, there was little interruption in learning. Sommer says that what worked well wasn't just the technology but the social and emotional competencies that come when you create a culture of putting students in charge. \"Our learners have agency. They're taught to set goals, be responsible and resilient. They transitioned really, really well.\"\u003c/p>\n\u003cp>\u003cstrong>4. Form microschools and home-school co-ops.\u003c/strong>\u003c/p>\n\u003cp>A recent USA Today/Ipsos poll found that \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-05-26/1-in-5-teachers-unlikely-to-return-to-schools-if-reopened-in-the-fall-poll-finds\">60% of parents\u003c/a> are \"likely\" to continue with home-based education through next year, and 30% said they would be \"very likely\" do so even if schools reopen. By contrast, \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=91\">about 3% of children\u003c/a> have been home-schooled in previous years.\u003c/p>\n\u003cp>Some of these families will team up to share the work and allow children some safe company, or if budgets allow, even hire a teacher to help. Enter the coronavirus home-school co-op or microschool.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56121\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/artboard-5-4649e7ff2e5ea881c4c1524519528a9c8b01a5b6-e1592473000884.jpg\" alt=\"\" width=\"1920\" height=\"1439\">\u003c/p>\n\u003cp>Matt Candler is the principal of NOLA Micro Schools in New Orleans, which currently plans to reopen in the fall as a one-room schoolhouse, with about 25 K-12 students, in a former cider house that allows ample space for social distancing. Candler says what defines a \u003ca href=\"https://www.npr.org/sections/ed/2014/07/02/326196530/the-return-of-the-one-room-schoolhouse\">microschool\u003c/a> from his perspective is not size alone, but a focus on empowering the learner to pursue their own interests, which made his school's transition to remote learning unusually smooth. For example, his high schoolers organized their own morning \"huddles\" online, where they share progress and goals for the day. \"[Microschool parents] have greater trust in the child's ability to self-direct and the school's ability to adapt,\" he says.\u003c/p>\n\u003cp>Krystal Dillard is the co-director of Natural Creativity, a center for self-directed learning that supports home-schoolers, who generally attend between one and four days a week. She serves a diverse community in Philadelphia. She says the interest in the alternative they offer has exploded since the pandemic: \"I can't tell you how many [traditional school] parents who have reached out to me to say, 'This isn't working. I don't feel that my young person is being served through this virtual learning world that they're sort of being forced into.'\"\u003c/p>\n\u003cp>Parents are also forming networks and pooling resources to keep their kids happy, occupied and, hopefully, learning.\u003c/p>\n\u003cp>\u003ca href=\"http://www.homeschoolcoop2020.com/\">Homeschoolcoop2020.com\u003c/a> is a site where children ages 6 and older can tune in to live video classes. It's volunteer-run and free. Karen Miller, a historian at LaGuardia Community College, started the project to help occupy her 12-year-old son. \"What I found is that the things that were most helpful for me were the things that were synchronous because the asynchronous stuff required a lot of my attention and support.\" On Homeschool Co-op 2020, you can learn about the solar system, DNA or poetry, usually from practitioners in the field. But the most popular session — led by Miller's partner, Emily Drabinski, five mornings a week — is Cat Chat.\u003c/p>\n\u003cp>\u003cstrong>5. Take education outdoors.\u003c/strong>\u003c/p>\n\u003cp>Evidence suggests that coronavirus transmission is much less common outdoors.\u003c/p>\n\u003cp>A forest kindergarten is generally a group of eight to 10 children between the ages of 2 and 6 who spend the majority of their time outside. \"We always trot out this phrase:, There's no such thing as bad weather, only bad clothing,\" says Kimberly Worthington, president of the American Forest Kindergarten Association.\u003c/p>\n\u003cp>Worthington says there are currently about 60 forest kindergartens all over the country, most having formed since the early 2000s, based on a Northern European model. But interest in the idea is way up during the pandemic, says Worthington. \"This pandemic has us all separated and in our homes. And just walking outdoors and getting a little bit of nature is so beneficial,\" she says. Plus, it's safer.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"There's more physical space for children to be together and learn together at a safe distance. And have less shared materials, because most of the materials for learning are natural objects. And I can safely say that there's no shortage of sticks.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Radical+Schooling+Ideas+For+An+Uncertain+Fall+And+Beyond&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There is no one answer for what the coming school year will look like, but it won't resemble the fall of 2019. Wherever classrooms are open, there will likely be some form of \u003ca href=\"https://www.npr.org/2020/04/24/842528906/what-it-might-look-like-to-safely-reopen-schools\">social distancing and other hygiene measures\u003c/a> in place that challenge traditional teaching and learning. Future outbreaks will make for unpredictable waves of closures. Virtual learning will continue. And all this will happen amid a \u003ca href=\"https://www.npr.org/2020/05/26/858257200/the-pandemic-is-driving-americas-schools-toward-a-financial-meltdown\">historic funding crunch. \u003c/a>\u003c/p>\n\u003cp>American education has long been full of innovators practicing alternatives to the mainstream. When the giant, uncontrolled experiment of the pandemic rolled across the country, certain approaches proved their mettle in new ways. Here are some ideas that seem newly relevant given the constraints of 2020 and beyond.\u003c/p>\n\u003cp>\u003cstrong>1. Support families to help teach children.\u003c/strong>\u003c/p>\n\u003cp>Recently, parents \u003ca href=\"https://www.census.gov/data/tables/2020/demo/hhp2.html\">told the U.S. Census Bureau\u003c/a> that teachers were spending about four hours a week in online contact with their children, while they, the parents, spent an average of 13 hours a week helping children with schoolwork themselves.\u003c/p>\n\u003cp>The debate over equity in emergency remote learning during the pandemic has centered on the lack of equipment like computers and hot spots. But access to home support is arguably even more important. A\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/27/862705225/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\"> national survey by the advocacy group ParentsTogether \u003c/a>found big gaps by income in the ability to access emergency learning. When asked about barriers to children's participation, lower-income families who took the survey were more likely to name issues such as \"school resources are too complicated\" or \"it's hard to get my child to focus\" than they were to cite a lack of equipment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Never in the modern history of our education system has the importance of family engagement been more apparent,\" says Alejandro Gibes de Gac, the founder of Springboard Collaborative.\u003c/p>\n\u003cp>Springboard is a \u003ca href=\"https://www.npr.org/2019/08/22/753090600/what-if-you-could-change-your-childs-future-in-one-hour-every-week\">social enterprise\u003c/a> that looks at families as the \"single greatest resource\" for helping struggling readers. In pre-pandemic times, it offered a series of hourlong workshops to family members, mostly in low-income communities, coaching them to set goals and practice specific reading concepts with elementary school-age children. In just five weeks, on average, 3 out of 4 of their participants get to the next reading level or even further. And these strategies work even though one-third of Springboard's parents, grandparents and other relatives are unable to access the text their child is holding, because of language differences, their own literacy gaps, or both.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56120\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/support-72fa80a5a8159d90cc905ff29004ab18af8df62b-e1592472969555.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>Now that parent-assisted learning has become the default across the country, Springboard has created an app for the 10,000 families they already work with. They've offered professional development webinars for teachers, through unions and other organizations, on engaging families. And they've recently announced a partnership with Teach For America. This summer, 3,000 fresh TFA recruits will offer a remote version of Springboard's reading strategies workshop for up to 9,000 pre-K through fourth-graders nationwide.\u003c/p>\n\u003cp>Gibes de Gac is excited about the impact this experience will have, not only on families, but on the pre-service teachers themselves: \"I expect to look back on this as a turning point in how America prepares teachers to partner with families not as a peripheral responsibility, but as the very essence of teaching.\"\u003c/p>\n\u003cp>\u003cstrong>2. Give teens one-on-one support.\u003c/strong>\u003c/p>\n\u003cp>In this time, as in previous educational disruptions, \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">teenagers are most at risk\u003c/a> for being knocked off course. One April survey found\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\"> 4 in 10 U.S. teens\u003c/a> weren't logging on to classes at all.\u003c/p>\n\u003cp>But not Christian Perez, 15, a sophomore at South Fort Myers High School in Fort Myers, Fla. He stuck with his schoolwork online even though his father, a plumber, sent him to stay with his family in Puerto Rico. \"I want to keep up my grades so I can stay on the baseball team,\" Perez tells NPR, in Spanish.\u003c/p>\n\u003cp>His ESL teacher, Nelson Aguedo Concepcion, is the one who really kept him on track. \"I'm in touch with my students two, three times a week,\" by text, phone, Google classroom and Zoom meetings, Concepcion says.\u003c/p>\n\u003cp>There are devoted teachers everywhere, but the relationship between Concepcion and Perez didn't come about by chance. South Fort Myers High School follows a \u003ca href=\"https://www.npr.org/sections/ed/2018/03/31/596054250/how-more-meetings-might-be-the-secret-to-fixing-high-school\">dropout prevention program\u003c/a> called BARR, which stands for Building Assets, Reducing Risks. The program, which is supported by randomized controlled trial evidence, focuses on building strong positive relationships between students and the adults in a building. It groups teachers and other professionals like counselors for weekly meetings where they compare notes and make plans to help students in trouble. Costs associated with the model are relatively small, related to scheduling and staffing. At South Fort Myers and other schools using the BARR method around the country, these regular meetings have continued over Zoom during the pandemic.\u003c/p>\n\u003cp>It's unusual for faculty in a high school to meet regularly to discuss student success, rather than curricula or administrative details. South Fort Myers High School Principal Ed Mathews credits BARR's \"team approach\" with helping his faculty keep the vast majority of his high school students engaged. \"The first week that we did virtual education, we missed 350 students,\" Mathews says. \"And then the following week we got it down to 125. And then the following week we got it down to two. And then out of the two we were able to get a hold of the one. And then unfortunately the other young lady was a runaway.\"\u003c/p>\n\u003cp>BARR is not the only education success model that prioritizes relationships. Marquise Pierre, 20, is finishing his degree at a small public \"transfer\" high school in Coney Island, N.Y., called Liberation Diploma Plus. Pierre tells NPR that on lockdown he hears from one of the faculty members every single day: \"The school is more like a family than staff and students.\"\u003c/p>\n\u003cp>And in King County, Wash., 15-year-old Osvaldo Riva Santiago is staying motivated with the help of an incentive plan created by his education specialist, Dani Erickson. Erickson works for Treehouse, a nonprofit with a \u003ca href=\"https://www.npr.org/sections/ed/2017/12/27/562341427/why-foster-care-students-in-seattle-are-beating-the-odds\">successful track record\u003c/a> of helping foster youth like Santiago graduate from high school. Through Erickson's incentive plan, Santiago earns prizes, such as Amazon gift cards, for keeping up with his schoolwork and doing self-care activities, such as jigsaw puzzles. \"She's been helping me emotionally,\" says Santiago.\u003c/p>\n\u003cp>\u003cstrong>3. Use online systems to assess, remediate and individualize learning.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf\">One study\u003c/a> of the \"COVID-19 slide\" estimates that children will be returning to school this fall with 70% of a typical year's reading gains and only half a year's gains in math. But those are averages; most experts believe we can expect to see much wider variations in progress than usual, because of equity gaps.\u003c/p>\n\u003cp>\"Obviously going into this back-to-school, if you already had some variance pre-COVID, the variance is going to be that much larger,\" Sal Khan, the founder of Khan Academy, the free automated learning site, tells NPR. \"And we're going into a world where there's been no standardized testing this past spring. So there's even less information to go on in terms of where kids are and what they need.\"\u003c/p>\n\u003cp>Khan Academy has seen traffic nearly triple since the pandemic began. In a typical week, says Khan, 30 million students are now spending 80 to 90 million minutes practicing everything from multiplication to AP U.S. History. As students answer questions, the site tracks their progress, which allows teachers or parents to easily see what areas they need to work on.\u003c/p>\n\u003cp>Khan says his team is working on preparing what he calls \"getting ready for grade level\" courses for this coming fall. For students beginning sixth grade math, for example, the course moves quickly from basic arithmetic onward, in a combination of review and assessment. \"The kids are learning, hopefully, while they're doing it, they're getting practice. But then over a few hours you can actually form, in some ways, a more granular view than you would in a traditional assessment.\"\u003c/p>\n\u003cp>Barry Sommer is director of advancement for Lindsay Unified School District, which serves Spanish-speaking migrant agricultural workers in California's Central Valley. The district has been lauded for its technology-driven approach where every student follows an individualized learning plan. Starting in 2016 it created a community Wi-Fi project, which meant when school buildings closed for the pandemic, there was little interruption in learning. Sommer says that what worked well wasn't just the technology but the social and emotional competencies that come when you create a culture of putting students in charge. \"Our learners have agency. They're taught to set goals, be responsible and resilient. They transitioned really, really well.\"\u003c/p>\n\u003cp>\u003cstrong>4. Form microschools and home-school co-ops.\u003c/strong>\u003c/p>\n\u003cp>A recent USA Today/Ipsos poll found that \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-05-26/1-in-5-teachers-unlikely-to-return-to-schools-if-reopened-in-the-fall-poll-finds\">60% of parents\u003c/a> are \"likely\" to continue with home-based education through next year, and 30% said they would be \"very likely\" do so even if schools reopen. By contrast, \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=91\">about 3% of children\u003c/a> have been home-schooled in previous years.\u003c/p>\n\u003cp>Some of these families will team up to share the work and allow children some safe company, or if budgets allow, even hire a teacher to help. Enter the coronavirus home-school co-op or microschool.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56121\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/artboard-5-4649e7ff2e5ea881c4c1524519528a9c8b01a5b6-e1592473000884.jpg\" alt=\"\" width=\"1920\" height=\"1439\">\u003c/p>\n\u003cp>Matt Candler is the principal of NOLA Micro Schools in New Orleans, which currently plans to reopen in the fall as a one-room schoolhouse, with about 25 K-12 students, in a former cider house that allows ample space for social distancing. Candler says what defines a \u003ca href=\"https://www.npr.org/sections/ed/2014/07/02/326196530/the-return-of-the-one-room-schoolhouse\">microschool\u003c/a> from his perspective is not size alone, but a focus on empowering the learner to pursue their own interests, which made his school's transition to remote learning unusually smooth. For example, his high schoolers organized their own morning \"huddles\" online, where they share progress and goals for the day. \"[Microschool parents] have greater trust in the child's ability to self-direct and the school's ability to adapt,\" he says.\u003c/p>\n\u003cp>Krystal Dillard is the co-director of Natural Creativity, a center for self-directed learning that supports home-schoolers, who generally attend between one and four days a week. She serves a diverse community in Philadelphia. She says the interest in the alternative they offer has exploded since the pandemic: \"I can't tell you how many [traditional school] parents who have reached out to me to say, 'This isn't working. I don't feel that my young person is being served through this virtual learning world that they're sort of being forced into.'\"\u003c/p>\n\u003cp>Parents are also forming networks and pooling resources to keep their kids happy, occupied and, hopefully, learning.\u003c/p>\n\u003cp>\u003ca href=\"http://www.homeschoolcoop2020.com/\">Homeschoolcoop2020.com\u003c/a> is a site where children ages 6 and older can tune in to live video classes. It's volunteer-run and free. Karen Miller, a historian at LaGuardia Community College, started the project to help occupy her 12-year-old son. \"What I found is that the things that were most helpful for me were the things that were synchronous because the asynchronous stuff required a lot of my attention and support.\" On Homeschool Co-op 2020, you can learn about the solar system, DNA or poetry, usually from practitioners in the field. But the most popular session — led by Miller's partner, Emily Drabinski, five mornings a week — is Cat Chat.\u003c/p>\n\u003cp>\u003cstrong>5. Take education outdoors.\u003c/strong>\u003c/p>\n\u003cp>Evidence suggests that coronavirus transmission is much less common outdoors.\u003c/p>\n\u003cp>A forest kindergarten is generally a group of eight to 10 children between the ages of 2 and 6 who spend the majority of their time outside. \"We always trot out this phrase:, There's no such thing as bad weather, only bad clothing,\" says Kimberly Worthington, president of the American Forest Kindergarten Association.\u003c/p>\n\u003cp>Worthington says there are currently about 60 forest kindergartens all over the country, most having formed since the early 2000s, based on a Northern European model. But interest in the idea is way up during the pandemic, says Worthington. \"This pandemic has us all separated and in our homes. And just walking outdoors and getting a little bit of nature is so beneficial,\" she says. Plus, it's safer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There's more physical space for children to be together and learn together at a safe distance. And have less shared materials, because most of the materials for learning are natural objects. And I can safely say that there's no shortage of sticks.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Radical+Schooling+Ideas+For+An+Uncertain+Fall+And+Beyond&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Elementary Teachers are Marking the End of School Amid Grief for Lost Time with Students",
"title": "How Elementary Teachers are Marking the End of School Amid Grief for Lost Time with Students",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For LaNesha Tabb, the arc of the school year is a bit like a joke being played on kindergarten teachers: “You work all year long to get these kids awesome. By April and May, you're like, ‘Yes!’ And then they leave and you get a whole new batch of brand new babies that need your help.” This year, the punch line came early for Tabb, who teaches near Indianapolis, Indiana. With school closed since March because of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her class missed out on what she called the “golden months” of teaching — when all the hard work pays off and student growth becomes visible. “That is so hard to not have been able to witness this particular group of children get to that threshold,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disappointment is not exclusive to kindergarten teachers. Across grades levels, educators \u003c/span>\u003ca href=\"https://medium.com/@ursulawolfe/what-i-mean-when-i-say-i-am-a-teacher-grieving-the-remainder-of-this-school-year-178254be8ae7\">\u003cspan style=\"font-weight: 400\">mourned\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the chance to see both individuals and their classes as a whole mature and cohere this spring. “Grief is real right now, and a lot of people are losing a lot of really valuable and important things and jobs. A lot of people have died. But that doesn't make it any less sad when you lose something that you've looked forward to,” said Colby Sharp, who teaches in Parma, Michigan. In addition to processing those feelings for themselves, teachers faced the task of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">validating students’ emotions from afar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In April, Sharp made a video, “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=_D_aXu0atcw\">\u003cspan style=\"font-weight: 400\">Dear Fifth Graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” from inside his classroom. In it, he told his students that he was heartbroken that they would miss out on reading books together, sharing jokes-of-the-day and participating in year-end traditions, such as field day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The end of fifth grade is really special. And it's not fair. And it really stinks. And I think that's OK,” Sharp said. “I've tried to convey that message to [my students] that it's OK to be upset and sad. And it's also OK to be kind of happy, like just encouraging them to feel what their heart tells them to feel.” Heading into summer, kids’ feelings varied. Quinn Losse, a fifth-grader in Nevada, was bummed about not getting to do a \u003c/span>\u003ca href=\"https://www.daytondailynews.com/news/local/brookville-teachers-continue-annual-clap-out-for-students/qwvjHOqiIfIeiHiwDC3uSL/\">\u003cspan style=\"font-weight: 400\">“clap-out,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which teachers and younger students line the hallways to high five the fifth-graders as they leave school for the last time. Raheem Langa, a fifth-grader in North Carolina, said he was sad that \u003c/span>\u003ca href=\"https://www.usatoday.com/story/sports/2020/05/20/coronavirus-when-safe-youth-sports-return-play/5206202002/\">\u003cspan style=\"font-weight: 400\">spring soccer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his graduation ceremony were both canceled. But Kara Pham, a sixth-grader in Pennsylvania, didn’t mind missing the pomp and circumstance of a commencement. “Too many people,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png\" alt=\"\" width=\"1100\" height=\"825\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-1020x765.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent weeks, many elementary schools organized car parades, created slideshows and distributed class T-shirts or other mementos \u003c/span>\u003ca href=\"https://www.thelily.com/car-parades-goody-bags-heartfelt-messages-teachers-are-doing-their-best-to-mark-the-end-of-an-unusual-year/\">\u003cspan style=\"font-weight: 400\">to celebrate the end of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the eldest students in particular. For Keifer Froom, a fifth-grader in North Carolina, knowing his school would hold a car parade offset the sadness of a canceled graduation. “I felt like we were still getting something,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even for younger grades, distance learning disrupted traditional goodbyes. Teachers' plans for creating closure varied by circumstances. Tabb, the kindergarten teacher, said she kept her final virtual class pretty normal at the request of parents whose kids were already upset by the upheaval of the pandemic. For teachers looking to add something special to their final class meeting, Angela Watson, host of the “Truth for Teachers” podcast, compiled ideas for \u003c/span>\u003ca href=\"https://thecornerstoneforteachers.com/truth-for-teachers-podcast/ending-the-school-year-in-a-virtual-classroom/\">\u003cspan style=\"font-weight: 400\">ways to end the school year virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including making time capsules, holding a video talent show, and organizing an end-of-year toast.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56109\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png\" alt=\"\" width=\"1100\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-800x449.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-768x431.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-1020x573.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Memphis, Tennessee, teacher Melissa Collins, decided that a virtual celebration wouldn’t cut it. Each year in May Collins assigns her second-graders to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\">\u003cspan style=\"font-weight: 400\">write a future plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for themselves. She usually holds a classroom ceremony during which students read their plans while wearing Collins’ graduation cap and doctoral hood. This year, the teacher invited her students to a physically distanced ceremony on her front lawn. All of the children and parents wore masks and stayed at least six feet apart. A pediatrician who had been a guest speaker during distance learning attended to help students remember the importance of physical distancing. Instead of letting students don her own cap, Collins bought mortar boards for each student and decorated them with the message “Oh! The places you’ll go!” A friend who is a photographer took photos, and other friends donated treats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The event not only brought sweetness to the close of an unusual year, it also instilled a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students\">\u003cspan style=\"font-weight: 400\">mindset of aiming high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though Collins refers to her students as her “babies,” she's already picturing them as adults. When writing their future plans, she asks the second-graders to include their goal, the steps it will take to get there and a motivational quote. She also asks parents to sign the plans as a way to prompt families to start having those conversations early. Among this year’s class, students wrote future plans to become a scientist, a football player, a police officer, a professional singer and more. In her plan, D’Miya Dasher wrote that she would graduate in the top 10% of her high school class, attend university and land an internship before working for the FBI to process fingerprints and DNA analysis. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All but two families from Collins’ class attended the ceremony at the end of May. Some wore their Sunday best and others sported college-branded apparel. In photos, children held their framed future plans, while Collins stood at a distance with a sign that said “you matter.” Afterward, parents sent emails thanking her for creating such a special day, according to Collins. For her, the effort was an extension of the necessary creativity that COVID-19 brought. “When (my students) remember what I did for them, they’ll know that they matter and that their future is going to be bright, regardless of what happened this year,” she said.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For LaNesha Tabb, the arc of the school year is a bit like a joke being played on kindergarten teachers: “You work all year long to get these kids awesome. By April and May, you're like, ‘Yes!’ And then they leave and you get a whole new batch of brand new babies that need your help.” This year, the punch line came early for Tabb, who teaches near Indianapolis, Indiana. With school closed since March because of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her class missed out on what she called the “golden months” of teaching — when all the hard work pays off and student growth becomes visible. “That is so hard to not have been able to witness this particular group of children get to that threshold,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disappointment is not exclusive to kindergarten teachers. Across grades levels, educators \u003c/span>\u003ca href=\"https://medium.com/@ursulawolfe/what-i-mean-when-i-say-i-am-a-teacher-grieving-the-remainder-of-this-school-year-178254be8ae7\">\u003cspan style=\"font-weight: 400\">mourned\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the chance to see both individuals and their classes as a whole mature and cohere this spring. “Grief is real right now, and a lot of people are losing a lot of really valuable and important things and jobs. A lot of people have died. But that doesn't make it any less sad when you lose something that you've looked forward to,” said Colby Sharp, who teaches in Parma, Michigan. In addition to processing those feelings for themselves, teachers faced the task of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">validating students’ emotions from afar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In April, Sharp made a video, “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=_D_aXu0atcw\">\u003cspan style=\"font-weight: 400\">Dear Fifth Graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” from inside his classroom. In it, he told his students that he was heartbroken that they would miss out on reading books together, sharing jokes-of-the-day and participating in year-end traditions, such as field day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The end of fifth grade is really special. And it's not fair. And it really stinks. And I think that's OK,” Sharp said. “I've tried to convey that message to [my students] that it's OK to be upset and sad. And it's also OK to be kind of happy, like just encouraging them to feel what their heart tells them to feel.” Heading into summer, kids’ feelings varied. Quinn Losse, a fifth-grader in Nevada, was bummed about not getting to do a \u003c/span>\u003ca href=\"https://www.daytondailynews.com/news/local/brookville-teachers-continue-annual-clap-out-for-students/qwvjHOqiIfIeiHiwDC3uSL/\">\u003cspan style=\"font-weight: 400\">“clap-out,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which teachers and younger students line the hallways to high five the fifth-graders as they leave school for the last time. Raheem Langa, a fifth-grader in North Carolina, said he was sad that \u003c/span>\u003ca href=\"https://www.usatoday.com/story/sports/2020/05/20/coronavirus-when-safe-youth-sports-return-play/5206202002/\">\u003cspan style=\"font-weight: 400\">spring soccer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his graduation ceremony were both canceled. But Kara Pham, a sixth-grader in Pennsylvania, didn’t mind missing the pomp and circumstance of a commencement. “Too many people,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png\" alt=\"\" width=\"1100\" height=\"825\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-1020x765.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent weeks, many elementary schools organized car parades, created slideshows and distributed class T-shirts or other mementos \u003c/span>\u003ca href=\"https://www.thelily.com/car-parades-goody-bags-heartfelt-messages-teachers-are-doing-their-best-to-mark-the-end-of-an-unusual-year/\">\u003cspan style=\"font-weight: 400\">to celebrate the end of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the eldest students in particular. For Keifer Froom, a fifth-grader in North Carolina, knowing his school would hold a car parade offset the sadness of a canceled graduation. “I felt like we were still getting something,” he said.\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\">Even for younger grades, distance learning disrupted traditional goodbyes. Teachers' plans for creating closure varied by circumstances. Tabb, the kindergarten teacher, said she kept her final virtual class pretty normal at the request of parents whose kids were already upset by the upheaval of the pandemic. For teachers looking to add something special to their final class meeting, Angela Watson, host of the “Truth for Teachers” podcast, compiled ideas for \u003c/span>\u003ca href=\"https://thecornerstoneforteachers.com/truth-for-teachers-podcast/ending-the-school-year-in-a-virtual-classroom/\">\u003cspan style=\"font-weight: 400\">ways to end the school year virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including making time capsules, holding a video talent show, and organizing an end-of-year toast.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56109\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png\" alt=\"\" width=\"1100\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-800x449.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-768x431.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-1020x573.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Memphis, Tennessee, teacher Melissa Collins, decided that a virtual celebration wouldn’t cut it. Each year in May Collins assigns her second-graders to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\">\u003cspan style=\"font-weight: 400\">write a future plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for themselves. She usually holds a classroom ceremony during which students read their plans while wearing Collins’ graduation cap and doctoral hood. This year, the teacher invited her students to a physically distanced ceremony on her front lawn. All of the children and parents wore masks and stayed at least six feet apart. A pediatrician who had been a guest speaker during distance learning attended to help students remember the importance of physical distancing. Instead of letting students don her own cap, Collins bought mortar boards for each student and decorated them with the message “Oh! The places you’ll go!” A friend who is a photographer took photos, and other friends donated treats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The event not only brought sweetness to the close of an unusual year, it also instilled a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students\">\u003cspan style=\"font-weight: 400\">mindset of aiming high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though Collins refers to her students as her “babies,” she's already picturing them as adults. When writing their future plans, she asks the second-graders to include their goal, the steps it will take to get there and a motivational quote. She also asks parents to sign the plans as a way to prompt families to start having those conversations early. Among this year’s class, students wrote future plans to become a scientist, a football player, a police officer, a professional singer and more. In her plan, D’Miya Dasher wrote that she would graduate in the top 10% of her high school class, attend university and land an internship before working for the FBI to process fingerprints and DNA analysis. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All but two families from Collins’ class attended the ceremony at the end of May. Some wore their Sunday best and others sported college-branded apparel. In photos, children held their framed future plans, while Collins stood at a distance with a sign that said “you matter.” Afterward, parents sent emails thanking her for creating such a special day, according to Collins. For her, the effort was an extension of the necessary creativity that COVID-19 brought. “When (my students) remember what I did for them, they’ll know that they matter and that their future is going to be bright, regardless of what happened this year,” she said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/news/series/baycurious",
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"source": "kqed",
"order": 3
},
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
"link": "/radio/program/code-switch-life-kit",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"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.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
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