window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_55738": {
"type": "attachments",
"id": "mindshift_55738",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "55738",
"found": true
},
"parent": 55737,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/jesse_zhang_npr_online_learning_final_wide-4bf5faa75f2db5aaaec8a87439ed0b65204f57b0-1-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/jesse_zhang_npr_online_learning_final_wide-4bf5faa75f2db5aaaec8a87439ed0b65204f57b0-1-160x90.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 90
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/jesse_zhang_npr_online_learning_final_wide-4bf5faa75f2db5aaaec8a87439ed0b65204f57b0-1-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/jesse_zhang_npr_online_learning_final_wide-4bf5faa75f2db5aaaec8a87439ed0b65204f57b0-1-e1587021576848.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/jesse_zhang_npr_online_learning_final_wide-4bf5faa75f2db5aaaec8a87439ed0b65204f57b0-1-1020x574.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 574
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/jesse_zhang_npr_online_learning_final_wide-4bf5faa75f2db5aaaec8a87439ed0b65204f57b0-1-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/jesse_zhang_npr_online_learning_final_wide-4bf5faa75f2db5aaaec8a87439ed0b65204f57b0-1-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/jesse_zhang_npr_online_learning_final_wide-4bf5faa75f2db5aaaec8a87439ed0b65204f57b0-1-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
}
},
"publishDate": 1587021382,
"modified": 1587021598,
"caption": null,
"description": "Special Ed goes online",
"title": "Special Ed goes online",
"credit": "Jesse Zhang for NPR",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_55732": {
"type": "attachments",
"id": "mindshift_55732",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "55732",
"found": true
},
"parent": 55729,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-486826804-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-486826804-160x108.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 108
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-486826804-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-486826804.jpg",
"width": 1249,
"height": 840
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-486826804-1020x686.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 686
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-486826804-800x538.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 538
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-486826804-768x517.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 517
}
},
"publishDate": 1586932474,
"modified": 1586932489,
"caption": null,
"description": null,
"title": "boy looking to the street",
"credit": "MariaDubova/iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_55687": {
"type": "attachments",
"id": "mindshift_55687",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "55687",
"found": true
},
"parent": 55621,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1028057054-2-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1028057054-2-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1028057054-2-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1028057054-2.jpg",
"width": 1254,
"height": 836
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1028057054-2-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1028057054-2-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1028057054-2-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1586239727,
"modified": 1586239745,
"caption": null,
"description": null,
"title": "iStock-1028057054-2",
"credit": "Chinnapong/iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_55711": {
"type": "attachments",
"id": "mindshift_55711",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "55711",
"found": true
},
"parent": 55710,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-8_custom-f244448e940ec69650fc60145f82772402f03c8d-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-8_custom-f244448e940ec69650fc60145f82772402f03c8d-160x99.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 99
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-8_custom-f244448e940ec69650fc60145f82772402f03c8d-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-8_custom-f244448e940ec69650fc60145f82772402f03c8d-e1586764273903.jpg",
"width": 1920,
"height": 1185
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-8_custom-f244448e940ec69650fc60145f82772402f03c8d-1020x630.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 630
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-8_custom-f244448e940ec69650fc60145f82772402f03c8d-1920x1185.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1185
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-8_custom-f244448e940ec69650fc60145f82772402f03c8d-800x494.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 494
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-8_custom-f244448e940ec69650fc60145f82772402f03c8d-768x474.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 474
}
},
"publishDate": 1586764164,
"modified": 1586764289,
"caption": null,
"description": "Teachers from around the country share their stories with NPR amid the Covid-19 pandemic.",
"title": "Teachers from around the country share their stories with NPR amid the Covid-19 pandemic.",
"credit": "LA Johnson/NPR",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_55702": {
"type": "attachments",
"id": "mindshift_55702",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "55702",
"found": true
},
"parent": 55701,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/hardtoteachonline-nprlajohnson_custom-0514fb442f079c9935455c058921ce8de31e21b4-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/hardtoteachonline-nprlajohnson_custom-0514fb442f079c9935455c058921ce8de31e21b4-160x83.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 83
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/hardtoteachonline-nprlajohnson_custom-0514fb442f079c9935455c058921ce8de31e21b4-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/hardtoteachonline-nprlajohnson_custom-0514fb442f079c9935455c058921ce8de31e21b4-e1586415168921.jpg",
"width": 1920,
"height": 998
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/hardtoteachonline-nprlajohnson_custom-0514fb442f079c9935455c058921ce8de31e21b4-1020x530.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 530
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/hardtoteachonline-nprlajohnson_custom-0514fb442f079c9935455c058921ce8de31e21b4-1920x998.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 998
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/hardtoteachonline-nprlajohnson_custom-0514fb442f079c9935455c058921ce8de31e21b4-800x416.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 416
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/hardtoteachonline-nprlajohnson_custom-0514fb442f079c9935455c058921ce8de31e21b4-768x399.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 399
}
},
"publishDate": 1586415148,
"modified": 1586415182,
"caption": null,
"description": "Coronavirus",
"title": "Coronavirus",
"credit": "LA Johnson/NPR",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_55698": {
"type": "attachments",
"id": "mindshift_55698",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "55698",
"found": true
},
"parent": 55694,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/Joe-Paradise-160x83.png",
"width": 160,
"mimeType": "image/png",
"height": 83
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/Joe-Paradise-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/Joe-Paradise.png",
"width": 957,
"height": 494
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/Joe-Paradise-800x413.png",
"width": 800,
"mimeType": "image/png",
"height": 413
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/Joe-Paradise-768x396.png",
"width": 768,
"mimeType": "image/png",
"height": 396
}
},
"publishDate": 1586413789,
"modified": 1586413832,
"caption": null,
"description": null,
"title": "Joe Paradise",
"credit": "Joe Paradise/YouTube",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_55690": {
"type": "attachments",
"id": "mindshift_55690",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "55690",
"found": true
},
"parent": 55689,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/screen-shot-2020-04-06-at-9.42.45-am-9117c71b6266b948e2b6db8e9bfdec040260b067-1038x576.png",
"width": 1038,
"mimeType": "image/png",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/screen-shot-2020-04-06-at-9.42.45-am-9117c71b6266b948e2b6db8e9bfdec040260b067-160x120.png",
"width": 160,
"mimeType": "image/png",
"height": 120
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/screen-shot-2020-04-06-at-9.42.45-am-9117c71b6266b948e2b6db8e9bfdec040260b067-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/screen-shot-2020-04-06-at-9.42.45-am-9117c71b6266b948e2b6db8e9bfdec040260b067.png",
"width": 1671,
"height": 1253
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/screen-shot-2020-04-06-at-9.42.45-am-9117c71b6266b948e2b6db8e9bfdec040260b067-1020x765.png",
"width": 1020,
"mimeType": "image/png",
"height": 765
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/screen-shot-2020-04-06-at-9.42.45-am-9117c71b6266b948e2b6db8e9bfdec040260b067-800x600.png",
"width": 800,
"mimeType": "image/png",
"height": 600
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/screen-shot-2020-04-06-at-9.42.45-am-9117c71b6266b948e2b6db8e9bfdec040260b067-768x576.png",
"width": 768,
"mimeType": "image/png",
"height": 576
}
},
"publishDate": 1586325707,
"modified": 1586325749,
"caption": "Camden Catholic High School's virtual choir sings \"I Am With You Always,\" led by music director Greg Gardner.\n",
"description": null,
"title": "Camden Catholic High School's virtual choir sings \"I Am With You Always,\" led by music director Greg Gardner.",
"credit": "Greg Gardner and Patrick Gardner/YouTube",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_55683": {
"type": "attachments",
"id": "mindshift_55683",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "55683",
"found": true
},
"parent": 55679,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374-160x160.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 160
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374.jpg",
"width": 1732,
"height": 1732
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374-1020x1020.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 1020
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374-800x800.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 800
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/iStock-1073164374-768x768.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 768
}
},
"publishDate": 1586166423,
"modified": 1586166447,
"caption": null,
"description": null,
"title": "iStock-1073164374",
"credit": "nadia_bormotova/iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_55670": {
"type": "attachments",
"id": "mindshift_55670",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "55670",
"found": true
},
"parent": 55669,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-04_custom-45135b6cdd5e5a79183a2d9efae52561f6bb410e-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-04_custom-45135b6cdd5e5a79183a2d9efae52561f6bb410e-160x150.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 150
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-04_custom-45135b6cdd5e5a79183a2d9efae52561f6bb410e-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-04_custom-45135b6cdd5e5a79183a2d9efae52561f6bb410e-e1585808198173.jpg",
"width": 1920,
"height": 1800
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-04_custom-45135b6cdd5e5a79183a2d9efae52561f6bb410e-1020x956.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 956
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-04_custom-45135b6cdd5e5a79183a2d9efae52561f6bb410e-1920x1800.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1800
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-04_custom-45135b6cdd5e5a79183a2d9efae52561f6bb410e-800x750.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 750
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-04_custom-45135b6cdd5e5a79183a2d9efae52561f6bb410e-768x720.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 720
}
},
"publishDate": 1585808126,
"modified": 1585808213,
"caption": "Will virtual graduation ceremonies be the norm this year due to Covid-19-related school closures?",
"description": "Will virtual graduation ceremonies be the norm this year due to Covid-19-related school closures?",
"title": "Will virtual graduation ceremonies be the norm this year due to Covid-19-related school closures?",
"credit": "LA Johnson/NPR",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_55664": {
"type": "attachments",
"id": "mindshift_55664",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "55664",
"found": true
},
"parent": 55663,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/abc-littleschool-alpharug-8d4cf4e73219e198a9491b570b704fc953c6e1c0-1-1038x576.jpe",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/abc-littleschool-alpharug-8d4cf4e73219e198a9491b570b704fc953c6e1c0-1-160x120.jpe",
"width": 160,
"mimeType": "image/jpeg",
"height": 120
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/abc-littleschool-alpharug-8d4cf4e73219e198a9491b570b704fc953c6e1c0-1-672x372.jpe",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/abc-littleschool-alpharug-8d4cf4e73219e198a9491b570b704fc953c6e1c0-1-e1585726287330.jpe",
"width": 1920,
"height": 1440
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/abc-littleschool-alpharug-8d4cf4e73219e198a9491b570b704fc953c6e1c0-1-1020x765.jpe",
"width": 1020,
"mimeType": "image/jpeg",
"height": 765
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/abc-littleschool-alpharug-8d4cf4e73219e198a9491b570b704fc953c6e1c0-1-1920x1440.jpe",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1440
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/abc-littleschool-alpharug-8d4cf4e73219e198a9491b570b704fc953c6e1c0-1-800x600.jpe",
"width": 800,
"mimeType": "image/jpeg",
"height": 600
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/abc-littleschool-alpharug-8d4cf4e73219e198a9491b570b704fc953c6e1c0-1-768x576.jpe",
"width": 768,
"mimeType": "image/jpeg",
"height": 576
}
},
"publishDate": 1585726219,
"modified": 1585726279,
"caption": "ABC Little School in Los Angeles now closes Fridays for deep cleaning to help protect children and workers from the coronavirus.\n",
"description": null,
"title": "ABC Little School in Los Angeles now closes Fridays for deep cleaning to help protect children and workers from the coronavirus.",
"credit": "Stephanie Ortega",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_55655": {
"type": "attachments",
"id": "mindshift_55655",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "55655",
"found": true
},
"parent": 55654,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/mfabrizio-npr3262020_wide-f951c443f75337fe23e547b5b25aa4c154bb15b7-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/mfabrizio-npr3262020_wide-f951c443f75337fe23e547b5b25aa4c154bb15b7-160x90.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 90
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/mfabrizio-npr3262020_wide-f951c443f75337fe23e547b5b25aa4c154bb15b7-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/mfabrizio-npr3262020_wide-f951c443f75337fe23e547b5b25aa4c154bb15b7-e1585546469639.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/mfabrizio-npr3262020_wide-f951c443f75337fe23e547b5b25aa4c154bb15b7-1020x574.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 574
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/mfabrizio-npr3262020_wide-f951c443f75337fe23e547b5b25aa4c154bb15b7-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/mfabrizio-npr3262020_wide-f951c443f75337fe23e547b5b25aa4c154bb15b7-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/mfabrizio-npr3262020_wide-f951c443f75337fe23e547b5b25aa4c154bb15b7-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
}
},
"publishDate": 1585546180,
"modified": 1585546484,
"caption": "Leaving students with disabilities behind.",
"description": "Leaving students with disabilities behind.",
"title": "Leaving students with disabilities behind.",
"credit": "Maria Fabrizio for NPR",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_55651": {
"type": "attachments",
"id": "mindshift_55651",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "55651",
"found": true
},
"parent": 55650,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/cyoussefnpr-schoolinternet-final4_slide-0218119323ee91145aada6962ba11c69c5c074d6-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/cyoussefnpr-schoolinternet-final4_slide-0218119323ee91145aada6962ba11c69c5c074d6-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/cyoussefnpr-schoolinternet-final4_slide-0218119323ee91145aada6962ba11c69c5c074d6-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/cyoussefnpr-schoolinternet-final4_slide-0218119323ee91145aada6962ba11c69c5c074d6-e1585290404121.jpg",
"width": 1920,
"height": 1280
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/cyoussefnpr-schoolinternet-final4_slide-0218119323ee91145aada6962ba11c69c5c074d6-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/cyoussefnpr-schoolinternet-final4_slide-0218119323ee91145aada6962ba11c69c5c074d6-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/cyoussefnpr-schoolinternet-final4_slide-0218119323ee91145aada6962ba11c69c5c074d6-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2020/03/cyoussefnpr-schoolinternet-final4_slide-0218119323ee91145aada6962ba11c69c5c074d6-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1585273932,
"modified": 1585290420,
"caption": "Distance learning struggles",
"description": "Distance learning struggles",
"title": "Distance learning struggles",
"credit": "Chris Youssef for NPR",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"byline_mindshift_55737": {
"type": "authors",
"id": "byline_mindshift_55737",
"meta": {
"override": true
},
"slug": "byline_mindshift_55737",
"name": "Elissa Nadworny ",
"isLoading": false
},
"byline_mindshift_55729": {
"type": "authors",
"id": "byline_mindshift_55729",
"meta": {
"override": true
},
"slug": "byline_mindshift_55729",
"name": "\u003ca href=\"https://hechingerreport.org/\">Caroline Preston, The Hechinger Report\u003c/a>",
"isLoading": false
},
"byline_mindshift_55710": {
"type": "authors",
"id": "byline_mindshift_55710",
"meta": {
"override": true
},
"slug": "byline_mindshift_55710",
"name": "Cory Turner, Diane Adame and Elissa Nadworny ",
"isLoading": false
},
"byline_mindshift_55701": {
"type": "authors",
"id": "byline_mindshift_55701",
"meta": {
"override": true
},
"slug": "byline_mindshift_55701",
"name": "Anya Kamenetz",
"isLoading": false
},
"byline_mindshift_55689": {
"type": "authors",
"id": "byline_mindshift_55689",
"meta": {
"override": true
},
"slug": "byline_mindshift_55689",
"name": "Sequoia Carrillo",
"isLoading": false
},
"byline_mindshift_55669": {
"type": "authors",
"id": "byline_mindshift_55669",
"meta": {
"override": true
},
"slug": "byline_mindshift_55669",
"name": "Elissa Nadworny ",
"isLoading": false
},
"byline_mindshift_55663": {
"type": "authors",
"id": "byline_mindshift_55663",
"meta": {
"override": true
},
"slug": "byline_mindshift_55663",
"name": "Mariana Dale",
"isLoading": false
},
"byline_mindshift_55654": {
"type": "authors",
"id": "byline_mindshift_55654",
"meta": {
"override": true
},
"slug": "byline_mindshift_55654",
"name": "Elissa Nadworny ",
"isLoading": false
},
"byline_mindshift_55650": {
"type": "authors",
"id": "byline_mindshift_55650",
"meta": {
"override": true
},
"slug": "byline_mindshift_55650",
"name": "Anya Kamenetz",
"isLoading": false
},
"hollykorbey": {
"type": "authors",
"id": "4445",
"meta": {
"index": "authors_1716337520",
"id": "4445",
"found": true
},
"name": "Holly Korbey",
"firstName": "Holly",
"lastName": "Korbey",
"slug": "hollykorbey",
"email": "holly@hollykorbey.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey",
"avatar": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Holly Korbey | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/hollykorbey"
},
"lindaflan": {
"type": "authors",
"id": "4613",
"meta": {
"index": "authors_1716337520",
"id": "4613",
"found": true
},
"name": "Linda Flanagan",
"firstName": "Linda",
"lastName": "Flanagan",
"slug": "lindaflan",
"email": "lindaflan@comcast.net",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Linda Flanagan is a freelance writer, researcher, and editor. Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. She also reviews books and conducts interviews.",
"avatar": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g",
"twitter": "LindaFlanagan2",
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Linda Flanagan | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/lindaflan"
},
"kdnewhouse": {
"type": "authors",
"id": "11487",
"meta": {
"index": "authors_1716337520",
"id": "11487",
"found": true
},
"name": "Kara Newhouse",
"firstName": "Kara",
"lastName": "Newhouse",
"slug": "kdnewhouse",
"email": "knewhouse@kqed.org",
"display_author_email": false,
"staff_mastheads": [],
"title": "MindShift Editor",
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": []
}
],
"headData": {
"title": "Kara Newhouse | KQED",
"description": "MindShift Editor",
"ogImgSrc": "https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/kdnewhouse"
}
},
"pagesReducer": {
"mindshift_tag_covid-19": {
"type": "terms",
"id": "mindshift_21343",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21343",
"score": 8.554949
},
"featImg": null,
"name": "COVID-19",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "COVID-19 Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 20615,
"slug": "covid-19",
"isLoading": false,
"title": "COVID-19",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 20
},
"blocks": [
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?tag=covid-19",
"seeMore": false,
"paginated": true,
"page": 20
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_55737": {
"type": "posts",
"id": "mindshift_55737",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "55737",
"score": null,
"sort": [
1587017791000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1587017791,
"format": "standard",
"disqusTitle": "Educators Get Creative To Serve Students With Disabilities",
"title": "Educators Get Creative To Serve Students With Disabilities",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Despite cranky computers, conflicting schedules, shaky Internet connections and stubborn software glitches, Danielle Kovach got her whole class together a few Fridays ago for a video chat.\u003c/p>\n\u003cp>Kovach teaches special education in Hopatcong, N.J., and this Friday class session was a celebration: They'd made it through the first few weeks of distance learning.\u003c/p>\n\u003cp>Throughout those weeks, she'd maintained her 8:30 a.m. morning meeting over the computer, she was adhering to each student's IEP, or Individualized Education Plan, and juggling new lessons with old routines, as she adapted to the coronavirus crisis. She was exhausted.\u003c/p>\n\u003cp>And so the celebration was a big moment (and a big hit with her students). She instructed everyone to bring your pet to class. \"They were all holding up their dogs, their cats,\" says Kovach. \"We had fish, stuffed animals. They were so excited, it was just a fun time together.\"\u003c/p>\n\u003cp>She needed that victory.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In my over 20 years of teaching, this by far has been my most challenging moment,\" says Kovach. The Internet has been a blessing and a curse — it took time to get all her families connected, but even now, the connection speed is flaky, and she really misses the personal contact she enjoys with her second- and third-graders.\u003c/p>\n\u003cp>On top of that, she's got three kids of her own at home. \"I think that all of our teachers have risen to the challenge to make this work,\" Kovach says. \"But there's also a lot of sleepless nights, a lot of worry.\"\u003c/p>\n\u003cp>As schools and learning have moved online, one of the biggest challenges has been providing special education. An estimated 14% of public school students receive such services in the U.S., and federal law requires schools to provide them. The U.S. Education Department has\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning\"> offered schools some flexibility\u003c/a>, but with no road map or template for how to teach special needs students in this new world, teachers have been forced to innovate, adapting as they go along.\u003c/p>\n\u003cp>\"We're seeing kids have services because people are being creative,\" says Kelly Grillo, a special education coordinator at Cooperative School Services who oversees special education at two rural school districts in Indiana. She's inspired by the ways teachers have embraced familiar tools, like Youtube, or \u003ca href=\"https://www.npr.org/sections/ed/2014/09/16/347377022/a-is-for-apps-teachers-share-top-digital-tools-of-the-trade\">apps like Remind\u003c/a>.\u003c/p>\n\u003cp>One occupational therapist, Grillo says, sent packets home detailing ways to grip a pencil. Included in the delivery: extra pencils, so students could follow along with the videos the therapist posts online.\u003c/p>\n\u003cp>To help a second-grader who is immobile and non-verbal, Grillo and her team have been brainstorming ways he can use his family's smart speaker while he's at home. She says her team has not delayed or omitted services from any of their students' IEPs. In some cases, to help juggle the schedules of students and parents, teachers are even connecting with them in the evenings.\u003c/p>\n\u003cp>\"It's really actually quite exciting,\" Grillo says. \"This is actually changing a field to create access for kids with disabilities far beyond what anybody could imagine.\"\u003c/p>\n\u003cp>And it's not all high technology. For students who don't have access to the Internet, Grillo and her team — like many teachers across the country — are resorting to phone calls and text messages as well.\u003c/p>\n\u003cp>\"Before this,\" she explains, \"we didn't have an urgency to have tools in front of kids that they know how to use independently to access learning.\"\u003c/p>\n\u003cp>Andrea Leonardi feels that urgency, too. She's the assistant superintendent for student services in Wilton, Conn., and when schools closed, her first thought was: \"How are we going to meet the needs of students with disabilities? What's that going to look like?\"\u003c/p>\n\u003cp>In just a few days, she convinced her district to purchase software from PresenceLearning, a company that works with hundreds of school districts offering live speech therapy, occupational therapy, and behavior and mental health services. At first, Leonardi was thinking the district would use the company's therapists for services, but the idea shifted instead to train Wilton educators and therapists to use the platform.\u003c/p>\n\u003cp>That way, their students would see familiar faces. \"Before this, I was pretty skeptical,\" Leonardi says. \"I'm a face-to-face educator, and so the idea of teletherapy ... I wasn't sure.\" But when she knew her own team would be on the other end of the video calls to students, \"that was just too good to pass up.\"\u003c/p>\n\u003cp>About 40 district staff — including speech and language pathologists, occupational therapists, behavioral mental health staff, school psychologists, school social workers and special-ed teachers — got trained on the platform. It's essentially like a digital office, with a video chat component, built-in ways to \"gamify\" activities (like dice and spinners and lots of emojis).\u003c/p>\n\u003cp>But there are also familiar tools to use in a therapy session or lesson.\u003c/p>\n\u003cp>\"We are very lucky to live in the digital age that we live in right now because I don't think we would be able to do any of what I'm doing right now without it,\" says Katie Miller, a speech and language pathologist at Cider Mill School in Wilton. Miller has been using the platform and says her virtual office \"functions pretty similarly to how I would do it in my classroom.\"\u003c/p>\n\u003cp>Miller, who's been with the district for five years, is working with her students on language skills and articulation. Using PresenceLearning, she's created a dice game: when students roll a number, there's a corresponding board with numbers that dictates the sound or word they're practicing. When the student gets the sound right, they can click the digital die again, to try another word or sound.\u003c/p>\n\u003cp>\"Articulation can be a little bit dry at this level, because it's motor memory,\" Miller explains. If it has to be done over a screen, at least the game livens it up. \"Anything to make it a little more interactive.\"\u003c/p>\n\u003cp>Leonardi says that's typical of how teachers are finding new ways to make the tools fit their students' needs. \"This situation has forced us to drop everything we've known and try to think about how we do our work differently.\"\u003c/p>\n\u003cp>Joy Lawrence, a speech and language pathologist at the high school in Wilton, says she is grateful for the new digital tools, but she knows they can't replace actual face-to-face contact.\u003c/p>\n\u003cp>Some of her students have autism or attention deficit disorders, she says, and so eye contact and physical proximity are essential to her work. Lawrence offered one quick example: When she's sitting right next to a student, she can use her voice as a teaching tool. \"The softer your voice is,\" she says, \"the more they pay attention, the more they listen,\" she says. On the computer, \"you're like yelling into this speaker and your voice is echoing through the house. It's really difficult.\"\u003c/p>\n\u003cp>Online, it's much harder to gauge that level of attention. \"It's really challenging when you're sitting on a computer screen and you don't know what they're looking at.\"\u003c/p>\n\u003cp>Lawrence says, given those challenges, she's working with her students to reinforce what they learned before, and trying to maintain that personal relationship with them.\u003c/p>\n\u003cp>Many educators say that's essential right now: Staying in contact with students and letting families know that the special education supports are still there.\u003c/p>\n\u003cp>Though sometimes, even when you're doing the best you can, it doesn't feel like enough, says Danielle Kovach, the special education teacher in New Jersey.\u003c/p>\n\u003cp>\"The students know that their classroom and their school is a place where they are loved, where they are safe, where they're cared for, where they're fed. And I'm the one that provides that for them,\" she says. \"And now I'm in a situation where I can't.\"\u003c/p>\n\u003cp>On Easter Sunday, she says, her phone rang. She was tied up with her family, and let it go to voicemail. It was one of her students. In the message, he told her she was the best teacher ever and that he missed her and wished this coronavirus would go away because he wants to be back in school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It was a nice moment. \"It felt like he knew that I was still here, that his teacher wasn't going anywhere.\" And in that way, she says, \"we're still teaching a lesson.\"\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=Educators+Get+Creative+To+Serve+Students+With+Disabilities&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "55737 https://ww2.kqed.org/mindshift/?p=55737",
"disqusUrl": "https://ww2.kqed.org/mindshift/2020/04/15/educators-get-creative-to-serve-students-with-disabilities/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1440,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 34
},
"modified": 1587021689,
"excerpt": "One of the biggest challenges in moving school online has been how to offer services for students with disabilities. But educators are finding creative ways to connect. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "One of the biggest challenges in moving school online has been how to offer services for students with disabilities. But educators are finding creative ways to connect. ",
"title": "Educators Get Creative To Serve Students With Disabilities | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Educators Get Creative To Serve Students With Disabilities",
"datePublished": "2020-04-15T23:16:31-07:00",
"dateModified": "2020-04-16T00:21:29-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "educators-get-creative-to-serve-students-with-disabilities",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=826798583&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Elissa Nadworny ",
"nprStoryDate": "Wed, 15 Apr 2020 06:15:29 -0400",
"nprLastModifiedDate": "Wed, 15 Apr 2020 08:07:58 -0400",
"nprHtmlLink": "https://www.npr.org/2020/04/15/826798583/educators-get-creative-to-serve-students-with-disabilities?ft=nprml&f=826798583",
"nprImageAgency": "Jesse Zhang for NPR",
"nprStoryId": "826798583",
"nprRetrievedStory": "1",
"nprPubDate": "Wed, 15 Apr 2020 08:07:00 -0400",
"path": "/mindshift/55737/educators-get-creative-to-serve-students-with-disabilities",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Despite cranky computers, conflicting schedules, shaky Internet connections and stubborn software glitches, Danielle Kovach got her whole class together a few Fridays ago for a video chat.\u003c/p>\n\u003cp>Kovach teaches special education in Hopatcong, N.J., and this Friday class session was a celebration: They'd made it through the first few weeks of distance learning.\u003c/p>\n\u003cp>Throughout those weeks, she'd maintained her 8:30 a.m. morning meeting over the computer, she was adhering to each student's IEP, or Individualized Education Plan, and juggling new lessons with old routines, as she adapted to the coronavirus crisis. She was exhausted.\u003c/p>\n\u003cp>And so the celebration was a big moment (and a big hit with her students). She instructed everyone to bring your pet to class. \"They were all holding up their dogs, their cats,\" says Kovach. \"We had fish, stuffed animals. They were so excited, it was just a fun time together.\"\u003c/p>\n\u003cp>She needed that victory.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In my over 20 years of teaching, this by far has been my most challenging moment,\" says Kovach. The Internet has been a blessing and a curse — it took time to get all her families connected, but even now, the connection speed is flaky, and she really misses the personal contact she enjoys with her second- and third-graders.\u003c/p>\n\u003cp>On top of that, she's got three kids of her own at home. \"I think that all of our teachers have risen to the challenge to make this work,\" Kovach says. \"But there's also a lot of sleepless nights, a lot of worry.\"\u003c/p>\n\u003cp>As schools and learning have moved online, one of the biggest challenges has been providing special education. An estimated 14% of public school students receive such services in the U.S., and federal law requires schools to provide them. The U.S. Education Department has\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning\"> offered schools some flexibility\u003c/a>, but with no road map or template for how to teach special needs students in this new world, teachers have been forced to innovate, adapting as they go along.\u003c/p>\n\u003cp>\"We're seeing kids have services because people are being creative,\" says Kelly Grillo, a special education coordinator at Cooperative School Services who oversees special education at two rural school districts in Indiana. She's inspired by the ways teachers have embraced familiar tools, like Youtube, or \u003ca href=\"https://www.npr.org/sections/ed/2014/09/16/347377022/a-is-for-apps-teachers-share-top-digital-tools-of-the-trade\">apps like Remind\u003c/a>.\u003c/p>\n\u003cp>One occupational therapist, Grillo says, sent packets home detailing ways to grip a pencil. Included in the delivery: extra pencils, so students could follow along with the videos the therapist posts online.\u003c/p>\n\u003cp>To help a second-grader who is immobile and non-verbal, Grillo and her team have been brainstorming ways he can use his family's smart speaker while he's at home. She says her team has not delayed or omitted services from any of their students' IEPs. In some cases, to help juggle the schedules of students and parents, teachers are even connecting with them in the evenings.\u003c/p>\n\u003cp>\"It's really actually quite exciting,\" Grillo says. \"This is actually changing a field to create access for kids with disabilities far beyond what anybody could imagine.\"\u003c/p>\n\u003cp>And it's not all high technology. For students who don't have access to the Internet, Grillo and her team — like many teachers across the country — are resorting to phone calls and text messages as well.\u003c/p>\n\u003cp>\"Before this,\" she explains, \"we didn't have an urgency to have tools in front of kids that they know how to use independently to access learning.\"\u003c/p>\n\u003cp>Andrea Leonardi feels that urgency, too. She's the assistant superintendent for student services in Wilton, Conn., and when schools closed, her first thought was: \"How are we going to meet the needs of students with disabilities? What's that going to look like?\"\u003c/p>\n\u003cp>In just a few days, she convinced her district to purchase software from PresenceLearning, a company that works with hundreds of school districts offering live speech therapy, occupational therapy, and behavior and mental health services. At first, Leonardi was thinking the district would use the company's therapists for services, but the idea shifted instead to train Wilton educators and therapists to use the platform.\u003c/p>\n\u003cp>That way, their students would see familiar faces. \"Before this, I was pretty skeptical,\" Leonardi says. \"I'm a face-to-face educator, and so the idea of teletherapy ... I wasn't sure.\" But when she knew her own team would be on the other end of the video calls to students, \"that was just too good to pass up.\"\u003c/p>\n\u003cp>About 40 district staff — including speech and language pathologists, occupational therapists, behavioral mental health staff, school psychologists, school social workers and special-ed teachers — got trained on the platform. It's essentially like a digital office, with a video chat component, built-in ways to \"gamify\" activities (like dice and spinners and lots of emojis).\u003c/p>\n\u003cp>But there are also familiar tools to use in a therapy session or lesson.\u003c/p>\n\u003cp>\"We are very lucky to live in the digital age that we live in right now because I don't think we would be able to do any of what I'm doing right now without it,\" says Katie Miller, a speech and language pathologist at Cider Mill School in Wilton. Miller has been using the platform and says her virtual office \"functions pretty similarly to how I would do it in my classroom.\"\u003c/p>\n\u003cp>Miller, who's been with the district for five years, is working with her students on language skills and articulation. Using PresenceLearning, she's created a dice game: when students roll a number, there's a corresponding board with numbers that dictates the sound or word they're practicing. When the student gets the sound right, they can click the digital die again, to try another word or sound.\u003c/p>\n\u003cp>\"Articulation can be a little bit dry at this level, because it's motor memory,\" Miller explains. If it has to be done over a screen, at least the game livens it up. \"Anything to make it a little more interactive.\"\u003c/p>\n\u003cp>Leonardi says that's typical of how teachers are finding new ways to make the tools fit their students' needs. \"This situation has forced us to drop everything we've known and try to think about how we do our work differently.\"\u003c/p>\n\u003cp>Joy Lawrence, a speech and language pathologist at the high school in Wilton, says she is grateful for the new digital tools, but she knows they can't replace actual face-to-face contact.\u003c/p>\n\u003cp>Some of her students have autism or attention deficit disorders, she says, and so eye contact and physical proximity are essential to her work. Lawrence offered one quick example: When she's sitting right next to a student, she can use her voice as a teaching tool. \"The softer your voice is,\" she says, \"the more they pay attention, the more they listen,\" she says. On the computer, \"you're like yelling into this speaker and your voice is echoing through the house. It's really difficult.\"\u003c/p>\n\u003cp>Online, it's much harder to gauge that level of attention. \"It's really challenging when you're sitting on a computer screen and you don't know what they're looking at.\"\u003c/p>\n\u003cp>Lawrence says, given those challenges, she's working with her students to reinforce what they learned before, and trying to maintain that personal relationship with them.\u003c/p>\n\u003cp>Many educators say that's essential right now: Staying in contact with students and letting families know that the special education supports are still there.\u003c/p>\n\u003cp>Though sometimes, even when you're doing the best you can, it doesn't feel like enough, says Danielle Kovach, the special education teacher in New Jersey.\u003c/p>\n\u003cp>\"The students know that their classroom and their school is a place where they are loved, where they are safe, where they're cared for, where they're fed. And I'm the one that provides that for them,\" she says. \"And now I'm in a situation where I can't.\"\u003c/p>\n\u003cp>On Easter Sunday, she says, her phone rang. She was tied up with her family, and let it go to voicemail. It was one of her students. In the message, he told her she was the best teacher ever and that he missed her and wished this coronavirus would go away because he wants to be back in school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It was a nice moment. \"It felt like he knew that I was still here, that his teacher wasn't going anywhere.\" And in that way, she says, \"we're still teaching a lesson.\"\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=Educators+Get+Creative+To+Serve+Students+With+Disabilities&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/55737/educators-get-creative-to-serve-students-with-disabilities",
"authors": [
"byline_mindshift_55737"
],
"categories": [
"mindshift_21345"
],
"tags": [
"mindshift_21344",
"mindshift_21343",
"mindshift_358",
"mindshift_20784",
"mindshift_1040",
"mindshift_21213",
"mindshift_20934"
],
"featImg": "mindshift_55738",
"label": "mindshift"
},
"mindshift_55729": {
"type": "posts",
"id": "mindshift_55729",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "55729",
"score": null,
"sort": [
1586933003000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1586933003,
"format": "standard",
"disqusTitle": "How Will Social Isolation During COVID-19 Affect Our Kids?",
"title": "How Will Social Isolation During COVID-19 Affect Our Kids?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/a-drastic-experiment-in-progress-how-will-coronavirus-change-our-kids/\">\u003cem>effects of social isolation \u003c/em>\u003c/a>\u003cem>was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report,\u003c/em>\u003c/a>\u003cem> a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>At the start of World War II, millions of children were evacuated from London and other cities and sent to live with foster parents in the English countryside. What happened to these children became a subject of study for psychoanalyst Anna Freud, who \u003ca href=\"https://archive.org/details/Freud_Burlingham_1943_War_and_Children_k\">wrote in a 1943 book\u003c/a> that young people who remained with their families through the bombing “were much less upset” than those who were sent away.\u003c/p>\n\u003cp>Her contemporary John Bowlby studied children who spent extended stays in hospitals, apart from their families. The research helped inform his influential “\u003ca href=\"http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf\">attachment theory\u003c/a>,” which emphasizes the bond between parent and child and the harms that come from separating them.\u003c/p>\n\u003cp>Those studies are part of a large body of research on what happens when kids are separated from their parents. But what about the situation unfolding now, as the coronavirus quarantine isolates children not from their primary caregivers but from their peers, teachers and everyone else in their lives?\u003c/p>\n\u003cp>“We don’t know yet,” Sarah Blaffer Hrdy, an anthropologist and primatologist and professor emerita at the University of California-Davis, told me. “This is a kind of a drastic experiment in progress.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kids are without playmates. Parents are disconnected from other adults who can help them cope. Loneliness may be amplified. There are myriad ways in which our national quarantine could affect kids but little research on it. The National Science Foundation is \u003ca href=\"https://www.sciencemag.org/news/2020/03/congress-pumps-nsf-program-fast-track-covid-19-research\">fast tracking\u003c/a> grants to help researchers study these sorts of questions.\u003c/p>\n\u003cp>For younger kids, in particular, missing out on play with peers could take a toll. Play facilitates cognitive development, said James Coan, a psychology professor at the University of Virginia who studies the neuroscience of human connection. And yet “adults are not very good playmates,” he told me. “They are boring, they are impatient and they have other things to do.” Children who don’t have siblings, a category whose \u003ca href=\"https://www.pewsocialtrends.org/2015/12/17/1-the-american-family-today/\">ranks have grown\u003c/a> in recent decades, may be particularly vulnerable.\u003c/p>\n\u003cp>Through play and other peer interactions, children also develop social skills and a sense of morality, said Kenneth Rubin, a professor of human development and quantitative methodology at the University of Maryland. “Kids need peers,” he said. “One of the things about being stuck at home as a little kid is that you might not experience these essential interactive experiences that lead to the development of close relationships outside of the family.”\u003c/p>\n\u003cp>It’s not clear what difference just a few weeks or months of isolation will make. With any luck, social distancing will help halt the spread of the coronavirus and kids will be able to gradually return to their routines. Still, Hrdy points to a study by cognitive neuroscientist Arjen Stolk in which he \u003ca href=\"https://www.sciencedaily.com/releases/2013/08/130830091739.htm\">found\u003c/a> that kids who attended day care were able to interact more effectively with peers than kids who didn’t. In the study, 5-year-olds were asked to use non-verbal communication to guide children of different ages through a video game; those who’d been in day care were better able to tailor their interactions. “It didn’t take that long in day care for it to have those effects,” said Hrdy.\u003c/p>\n\u003cp>The coronavirus isolation could also affect kids by eroding their parents’ ability to cope, researchers told me. One of the reasons kids can be challenging is because their prefrontal cortexes aren’t developed, so they aren’t able to regulate their emotions, noted Coan. Parents have to help children do that work of emotional regulation, which can be exhausting. This is where day care providers, teachers, friends, aunts and uncles come in. Not only do they take kids off the hands of their parents and allow them to recharge, but they also provide emotional support and help parents work through stress.\u003c/p>\n\u003cp>“My worry is that kids in this current pandemic are going to suffer to the degree that parents are isolated from the social networks that regulate their negative emotions,” said Coan.\u003c/p>\n\u003cp>Deprived of access to larger networks, parents must support each other, he said. Single parents also need to try to find ways to take breaks from parenting to the extent possible. If this crisis continues for months, adults risk experiencing what’s known as “\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1197275/\">allostatic load\u003c/a>,” in which their emotional resources are depleted from prolonged exposure to stress. “If I burn through those resources more quickly, I will not have the resources to leverage when it comes to my child wondering why they can’t go to school, and not being consolable when they can’t see their friends,” said Coan.\u003c/p>\n\u003cp>All the researchers I spoke to stressed, however, that children’s experiences with the coronavirus pandemic will vary greatly. “The only thing that affects us all the same way is getting dropped head first from the 14th floor,” said Jay Belsky, the Robert M. and Natalie Reid Dorn professor of human development at the University of California-Davis. An only child, or a child who doesn’t get along well with siblings, may be more vulnerable than a kid who has a sibling playmate. Children of anxiety-prone, socially isolated parents may be more vulnerable than kids of parents who are skilled at helping each other cope. Kids who were lonely before the pandemic, and already felt that the world was against them, may be struggling more acutely now.\u003c/p>\n\u003cp>“Yes, social isolation can generate loneliness, and loneliness can be bad for mental health and wellbeing,” said Belsky. “But first that’s not going to apply to all children because some are more susceptible than others, and social support from others can temper some of those risks.”\u003c/p>\n\u003cp>Virtual connections can also mitigate isolation, but not all kids have access to Wi-Fi and other tools that enable them to connect with their friends and extended family. “If I were to pour government into anything right now it would be Wi-Fi for everybody and get everybody a laptop,” said the University of Maryland’s Rubin. And while it’s relatively easy for adults to hold Zoom cocktail hours and exchange endless streams of text messages, some activities – like play – are harder to replicate virtually.\u003c/p>\n\u003cp>Still, Belsky said, “We don’t want to catastrophize.” Kids, and parents, have all sorts of ways of compensating for loneliness. It will be a long time before we know the effects of this unprecedented period of isolation. Said Rubin, “Covid presents us with all sorts of wonderfully perverse ways of studying the significance of relationships.”\u003c/p>\n\u003cp>Certainly, the coronavirus is already reminding us how important we all are to each other. “As a species we’re not really adapted to reliance on one person or even two people to raise us,” said Coan. “We are suddenly seeing in very stark terms what a silly proposition it is to say kids just need their parents. It’s not true.”\u003c/p>\n\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/a-drastic-experiment-in-progress-how-will-coronavirus-change-our-kids/\">\u003cem>effects of social isolation \u003c/em>\u003c/a>\u003cem>was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report,\u003c/em>\u003c/a>\u003cem> a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter. \u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "55729 https://ww2.kqed.org/mindshift/?p=55729",
"disqusUrl": "https://ww2.kqed.org/mindshift/2020/04/14/how-will-social-isolation-during-covid-19-affect-our-kids/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1271,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 20
},
"modified": 1586933003,
"excerpt": "Kids are without playmates. Parents are disconnected from other adults who can help them cope. Loneliness may be amplified. There are myriad ways in which our national quarantine could affect kids but little research on it.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Kids are without playmates. Parents are disconnected from other adults who can help them cope. Loneliness may be amplified. There are myriad ways in which our national quarantine could affect kids but little research on it.",
"title": "How Will Social Isolation During COVID-19 Affect Our Kids? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Will Social Isolation During COVID-19 Affect Our Kids?",
"datePublished": "2020-04-14T23:43:23-07:00",
"dateModified": "2020-04-14T23:43:23-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-will-social-isolation-during-covid-19-affect-our-kids",
"status": "publish",
"nprByline": "\u003ca href=\"https://hechingerreport.org/\">Caroline Preston, The Hechinger Report\u003c/a>",
"path": "/mindshift/55729/how-will-social-isolation-during-covid-19-affect-our-kids",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/a-drastic-experiment-in-progress-how-will-coronavirus-change-our-kids/\">\u003cem>effects of social isolation \u003c/em>\u003c/a>\u003cem>was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report,\u003c/em>\u003c/a>\u003cem> a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>At the start of World War II, millions of children were evacuated from London and other cities and sent to live with foster parents in the English countryside. What happened to these children became a subject of study for psychoanalyst Anna Freud, who \u003ca href=\"https://archive.org/details/Freud_Burlingham_1943_War_and_Children_k\">wrote in a 1943 book\u003c/a> that young people who remained with their families through the bombing “were much less upset” than those who were sent away.\u003c/p>\n\u003cp>Her contemporary John Bowlby studied children who spent extended stays in hospitals, apart from their families. The research helped inform his influential “\u003ca href=\"http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf\">attachment theory\u003c/a>,” which emphasizes the bond between parent and child and the harms that come from separating them.\u003c/p>\n\u003cp>Those studies are part of a large body of research on what happens when kids are separated from their parents. But what about the situation unfolding now, as the coronavirus quarantine isolates children not from their primary caregivers but from their peers, teachers and everyone else in their lives?\u003c/p>\n\u003cp>“We don’t know yet,” Sarah Blaffer Hrdy, an anthropologist and primatologist and professor emerita at the University of California-Davis, told me. “This is a kind of a drastic experiment in progress.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kids are without playmates. Parents are disconnected from other adults who can help them cope. Loneliness may be amplified. There are myriad ways in which our national quarantine could affect kids but little research on it. The National Science Foundation is \u003ca href=\"https://www.sciencemag.org/news/2020/03/congress-pumps-nsf-program-fast-track-covid-19-research\">fast tracking\u003c/a> grants to help researchers study these sorts of questions.\u003c/p>\n\u003cp>For younger kids, in particular, missing out on play with peers could take a toll. Play facilitates cognitive development, said James Coan, a psychology professor at the University of Virginia who studies the neuroscience of human connection. And yet “adults are not very good playmates,” he told me. “They are boring, they are impatient and they have other things to do.” Children who don’t have siblings, a category whose \u003ca href=\"https://www.pewsocialtrends.org/2015/12/17/1-the-american-family-today/\">ranks have grown\u003c/a> in recent decades, may be particularly vulnerable.\u003c/p>\n\u003cp>Through play and other peer interactions, children also develop social skills and a sense of morality, said Kenneth Rubin, a professor of human development and quantitative methodology at the University of Maryland. “Kids need peers,” he said. “One of the things about being stuck at home as a little kid is that you might not experience these essential interactive experiences that lead to the development of close relationships outside of the family.”\u003c/p>\n\u003cp>It’s not clear what difference just a few weeks or months of isolation will make. With any luck, social distancing will help halt the spread of the coronavirus and kids will be able to gradually return to their routines. Still, Hrdy points to a study by cognitive neuroscientist Arjen Stolk in which he \u003ca href=\"https://www.sciencedaily.com/releases/2013/08/130830091739.htm\">found\u003c/a> that kids who attended day care were able to interact more effectively with peers than kids who didn’t. In the study, 5-year-olds were asked to use non-verbal communication to guide children of different ages through a video game; those who’d been in day care were better able to tailor their interactions. “It didn’t take that long in day care for it to have those effects,” said Hrdy.\u003c/p>\n\u003cp>The coronavirus isolation could also affect kids by eroding their parents’ ability to cope, researchers told me. One of the reasons kids can be challenging is because their prefrontal cortexes aren’t developed, so they aren’t able to regulate their emotions, noted Coan. Parents have to help children do that work of emotional regulation, which can be exhausting. This is where day care providers, teachers, friends, aunts and uncles come in. Not only do they take kids off the hands of their parents and allow them to recharge, but they also provide emotional support and help parents work through stress.\u003c/p>\n\u003cp>“My worry is that kids in this current pandemic are going to suffer to the degree that parents are isolated from the social networks that regulate their negative emotions,” said Coan.\u003c/p>\n\u003cp>Deprived of access to larger networks, parents must support each other, he said. Single parents also need to try to find ways to take breaks from parenting to the extent possible. If this crisis continues for months, adults risk experiencing what’s known as “\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1197275/\">allostatic load\u003c/a>,” in which their emotional resources are depleted from prolonged exposure to stress. “If I burn through those resources more quickly, I will not have the resources to leverage when it comes to my child wondering why they can’t go to school, and not being consolable when they can’t see their friends,” said Coan.\u003c/p>\n\u003cp>All the researchers I spoke to stressed, however, that children’s experiences with the coronavirus pandemic will vary greatly. “The only thing that affects us all the same way is getting dropped head first from the 14th floor,” said Jay Belsky, the Robert M. and Natalie Reid Dorn professor of human development at the University of California-Davis. An only child, or a child who doesn’t get along well with siblings, may be more vulnerable than a kid who has a sibling playmate. Children of anxiety-prone, socially isolated parents may be more vulnerable than kids of parents who are skilled at helping each other cope. Kids who were lonely before the pandemic, and already felt that the world was against them, may be struggling more acutely now.\u003c/p>\n\u003cp>“Yes, social isolation can generate loneliness, and loneliness can be bad for mental health and wellbeing,” said Belsky. “But first that’s not going to apply to all children because some are more susceptible than others, and social support from others can temper some of those risks.”\u003c/p>\n\u003cp>Virtual connections can also mitigate isolation, but not all kids have access to Wi-Fi and other tools that enable them to connect with their friends and extended family. “If I were to pour government into anything right now it would be Wi-Fi for everybody and get everybody a laptop,” said the University of Maryland’s Rubin. And while it’s relatively easy for adults to hold Zoom cocktail hours and exchange endless streams of text messages, some activities – like play – are harder to replicate virtually.\u003c/p>\n\u003cp>Still, Belsky said, “We don’t want to catastrophize.” Kids, and parents, have all sorts of ways of compensating for loneliness. It will be a long time before we know the effects of this unprecedented period of isolation. Said Rubin, “Covid presents us with all sorts of wonderfully perverse ways of studying the significance of relationships.”\u003c/p>\n\u003cp>Certainly, the coronavirus is already reminding us how important we all are to each other. “As a species we’re not really adapted to reliance on one person or even two people to raise us,” said Coan. “We are suddenly seeing in very stark terms what a silly proposition it is to say kids just need their parents. It’s not true.”\u003c/p>\n\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/a-drastic-experiment-in-progress-how-will-coronavirus-change-our-kids/\">\u003cem>effects of social isolation \u003c/em>\u003c/a>\u003cem>was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report,\u003c/em>\u003c/a>\u003cem> a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter. \u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/55729/how-will-social-isolation-during-covid-19-affect-our-kids",
"authors": [
"byline_mindshift_55729"
],
"categories": [
"mindshift_21345"
],
"tags": [
"mindshift_21344",
"mindshift_21343",
"mindshift_21349",
"mindshift_20865",
"mindshift_498",
"mindshift_21213",
"mindshift_943",
"mindshift_21286"
],
"featImg": "mindshift_55732",
"label": "mindshift"
},
"mindshift_55621": {
"type": "posts",
"id": "mindshift_55621",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "55621",
"score": null,
"sort": [
1586932926000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1586932926,
"format": "standard",
"disqusTitle": "How Parents Can Help Their Kids While Managing Distance Learning",
"title": "How Parents Can Help Their Kids While Managing Distance Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>When Jennifer Szot sat down with her son to play a game involving mixed fractions, she found herself falling behind the fifth-grade math. “It took me five steps, and he did it in three,” she said. The assignment was one of many that her son is expected to complete at home, when he’s not working online, taking part in “live” classes, or participating in Google meetings with teachers. For Szot, who in regular life is a stay-at-home mother and volunteer, taking on the role of teacher, too, has been daunting.\u003c/p>\n\u003cp>“They teach everything differently,” she said, making her approach to such problems seem obsolete. And there are other challenges, she tells me while shushing the family dog, starting with the need to scatter everyone throughout the house so that the four simultaneous video conferences don’t clog the airwaves. She checks on her son while he’s in “class” to make sure he’s not secretly playing video games. She calms her 11\u003csup>th\u003c/sup>-grade daughter who is taking three A.P. classes and worrying about how she’ll manage the exams. Most of all, she tries to lower the collective stress that everyone feels under their roof, including her husband and 9\u003csup>th\u003c/sup>-grade daughter. “Nobody is sleeping well,” she said.\u003c/p>\n\u003cp>Parents like Szot who’ve been repurposed as teachers or managers of their kids’ schoolwork can benefit from the wisdom of experienced educators. Several teachers offered advice for mothers and fathers who need a hand:\u003c/p>\n\u003cp>\u003cstrong>Start with fun\u003c/strong>. “Try to have some fun before you get started,” said Becky Van Ry, an elementary school science teacher. Run around the house or do some yoga.\u003c/p>\n\u003cp>\u003cstrong>Build a routine. \u003c/strong>Kids do best when the world is predictable, said psychologist and author Lisa Damour. Start with “aspirational” practices—everyone up by 7:00 a.m., class starts at 8:00 a.m.—and refine them as needed. Think of them as provisional routines, Damour said, which over time can become sturdy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Trust the teachers\u003c/strong>. A lot of parents are sending around cool STEM projects and off-the-shelf English assignments. Though well-intended, such work shouldn’t supplant the assignments given to students by their teachers. “The child’s teacher is providing all they need,” Van Ry said. “Teachers are trying to figure out the best system for doing this without overwhelming kids and their families.” If a child is desperate for supplemental work, fine. But otherwise, stick to what the teachers require.\u003c/p>\n\u003cp>\u003cstrong>If you’re stumped, turn it over to the teachers\u003c/strong>. Making sense of and then explaining concepts that parents (might have) learned 30 years ago could be impossible. This is the time for kids to contact their teachers. “Teachers have office hours built into each day, so students have the opportunity to Google chat, Google Meet, email, or call their teachers,” said Ben Krahn, who teaches English at Middlebury Union High School, in Vermont.\u003c/p>\n\u003cp>\u003cstrong>Take frequent ten-minute walks\u003c/strong>, \u003cstrong>without a phone.\u003c/strong> Managing kids and their schoolwork at home, sometimes while juggling a job, will be frustrating. It also may be boring, Krahn said. If possible, retreat to the outdoors and walk, unburdened by smartphones.\u003c/p>\n\u003cp>\u003cb>It requires the whole family\u003c/b>. “This isn’t just a ‘Mom’s’ job,” said Neal Sharma, an eighth-grade English teacher at the Lawton C. Johnson Summit Middle School and father of four. Especially in bustling families like his own—Sharma and his wife work full-time—both parents need to take responsibility for helping their kids learn. This might take some creative juggling of schedules, but the at-home learning can’t be left to one parent. And children crave their parents’ attention, during the best of times. Though not a peaceful period, this odd disruption in ordinary life might provide a rare window for some parents to spend quantity time with their children.\u003c/p>\n\u003cp>\u003cstrong>Remember to wait\u003c/strong>. Children take more time to process questions than adults might realize, said Vicky Tong, a middle-school science teacher, especially if the question isn’t in writing. “You have to pause and give them time to consider an answer and resist the urge to jump in giving them clues to get to the right answer,” she added. Being patient with a child’s answer encourages thinking and builds confidence. Consciously waiting for kids to respond will also prevent parents from doing the work for them.\u003c/p>\n\u003cp>\u003cstrong>Stifle your own perfectionism\u003c/strong>. “Maybe their letter 'e' looks kind of wonky or it took them a long time to figure out 4x8. That’s ok!” Tong said. Stay positive, offer upbeat feedback with as much specific detail as possible—not just a generic “good job”—and the child will be more apt to keep practicing. Repetition will lead to improvement which will inspire intrinsic motivation. Erin Hennessy, who teaches 7\u003csup>th\u003c/sup> grade English, echoed that view. “Remember that their work won’t look perfect! They are kids and are learning. They need to learn to find their own mistakes.”\u003c/p>\n\u003cp>\u003cstrong>Reinforce positively. \u003c/strong>When he’s not teaching English or tending to his four kids, Sharma coaches high-school cross country and track. What he’s found to be most helpful in both settings is encouragement. “Parents forget how powerful praise can be,” he said. It’s “the best way to motivate and teach.” Being upbeat during a global crisis might be unnatural, especially when parents themselves feel like freaking out, but highlighting what’s right works for kids.\u003c/p>\n\u003cp>\u003cstrong>Keep it low-key\u003c/strong>. It’s OK if your child doesn’t finish something, “We’re just getting started,” Van Ry said about online learning. “Nobody knows what they’re doing,” she added. “Every family in the U.S. feels the same way.” Krahn echoed that view. “There is something comforting to know that we are ALL in the same boat,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Szot recognizes that fallout from the virus, including mandatory home-schooling, is much more dire for others. “I worry about families with underlying disease,” she said, and for parents with special-needs children who have to make do at home. In the meantime, she’s keeping an eye on the family’s stress levels and letting the dog out when he gets riled up. “We have to accept the new norms, at least for the time being,” she said.\u003c/p>\n\n",
"disqusIdentifier": "55621 https://ww2.kqed.org/mindshift/?p=55621",
"disqusUrl": "https://ww2.kqed.org/mindshift/2020/04/14/how-parents-can-help-their-kids-while-managing-distance-learning/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1137,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1586932926,
"excerpt": "Parents thrust into the role of distance learning guide are struggling in their new positions. Here are some ways they can find some balance and more understanding for their kids. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Parents thrust into the role of distance learning guide are struggling in their new positions. Here are some ways they can find some balance and more understanding for their kids. ",
"title": "How Parents Can Help Their Kids While Managing Distance Learning | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Parents Can Help Their Kids While Managing Distance Learning",
"datePublished": "2020-04-14T23:42:06-07:00",
"dateModified": "2020-04-14T23:42:06-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-parents-can-help-their-kids-while-managing-distance-learning",
"status": "publish",
"path": "/mindshift/55621/how-parents-can-help-their-kids-while-managing-distance-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Jennifer Szot sat down with her son to play a game involving mixed fractions, she found herself falling behind the fifth-grade math. “It took me five steps, and he did it in three,” she said. The assignment was one of many that her son is expected to complete at home, when he’s not working online, taking part in “live” classes, or participating in Google meetings with teachers. For Szot, who in regular life is a stay-at-home mother and volunteer, taking on the role of teacher, too, has been daunting.\u003c/p>\n\u003cp>“They teach everything differently,” she said, making her approach to such problems seem obsolete. And there are other challenges, she tells me while shushing the family dog, starting with the need to scatter everyone throughout the house so that the four simultaneous video conferences don’t clog the airwaves. She checks on her son while he’s in “class” to make sure he’s not secretly playing video games. She calms her 11\u003csup>th\u003c/sup>-grade daughter who is taking three A.P. classes and worrying about how she’ll manage the exams. Most of all, she tries to lower the collective stress that everyone feels under their roof, including her husband and 9\u003csup>th\u003c/sup>-grade daughter. “Nobody is sleeping well,” she said.\u003c/p>\n\u003cp>Parents like Szot who’ve been repurposed as teachers or managers of their kids’ schoolwork can benefit from the wisdom of experienced educators. Several teachers offered advice for mothers and fathers who need a hand:\u003c/p>\n\u003cp>\u003cstrong>Start with fun\u003c/strong>. “Try to have some fun before you get started,” said Becky Van Ry, an elementary school science teacher. Run around the house or do some yoga.\u003c/p>\n\u003cp>\u003cstrong>Build a routine. \u003c/strong>Kids do best when the world is predictable, said psychologist and author Lisa Damour. Start with “aspirational” practices—everyone up by 7:00 a.m., class starts at 8:00 a.m.—and refine them as needed. Think of them as provisional routines, Damour said, which over time can become sturdy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Trust the teachers\u003c/strong>. A lot of parents are sending around cool STEM projects and off-the-shelf English assignments. Though well-intended, such work shouldn’t supplant the assignments given to students by their teachers. “The child’s teacher is providing all they need,” Van Ry said. “Teachers are trying to figure out the best system for doing this without overwhelming kids and their families.” If a child is desperate for supplemental work, fine. But otherwise, stick to what the teachers require.\u003c/p>\n\u003cp>\u003cstrong>If you’re stumped, turn it over to the teachers\u003c/strong>. Making sense of and then explaining concepts that parents (might have) learned 30 years ago could be impossible. This is the time for kids to contact their teachers. “Teachers have office hours built into each day, so students have the opportunity to Google chat, Google Meet, email, or call their teachers,” said Ben Krahn, who teaches English at Middlebury Union High School, in Vermont.\u003c/p>\n\u003cp>\u003cstrong>Take frequent ten-minute walks\u003c/strong>, \u003cstrong>without a phone.\u003c/strong> Managing kids and their schoolwork at home, sometimes while juggling a job, will be frustrating. It also may be boring, Krahn said. If possible, retreat to the outdoors and walk, unburdened by smartphones.\u003c/p>\n\u003cp>\u003cb>It requires the whole family\u003c/b>. “This isn’t just a ‘Mom’s’ job,” said Neal Sharma, an eighth-grade English teacher at the Lawton C. Johnson Summit Middle School and father of four. Especially in bustling families like his own—Sharma and his wife work full-time—both parents need to take responsibility for helping their kids learn. This might take some creative juggling of schedules, but the at-home learning can’t be left to one parent. And children crave their parents’ attention, during the best of times. Though not a peaceful period, this odd disruption in ordinary life might provide a rare window for some parents to spend quantity time with their children.\u003c/p>\n\u003cp>\u003cstrong>Remember to wait\u003c/strong>. Children take more time to process questions than adults might realize, said Vicky Tong, a middle-school science teacher, especially if the question isn’t in writing. “You have to pause and give them time to consider an answer and resist the urge to jump in giving them clues to get to the right answer,” she added. Being patient with a child’s answer encourages thinking and builds confidence. Consciously waiting for kids to respond will also prevent parents from doing the work for them.\u003c/p>\n\u003cp>\u003cstrong>Stifle your own perfectionism\u003c/strong>. “Maybe their letter 'e' looks kind of wonky or it took them a long time to figure out 4x8. That’s ok!” Tong said. Stay positive, offer upbeat feedback with as much specific detail as possible—not just a generic “good job”—and the child will be more apt to keep practicing. Repetition will lead to improvement which will inspire intrinsic motivation. Erin Hennessy, who teaches 7\u003csup>th\u003c/sup> grade English, echoed that view. “Remember that their work won’t look perfect! They are kids and are learning. They need to learn to find their own mistakes.”\u003c/p>\n\u003cp>\u003cstrong>Reinforce positively. \u003c/strong>When he’s not teaching English or tending to his four kids, Sharma coaches high-school cross country and track. What he’s found to be most helpful in both settings is encouragement. “Parents forget how powerful praise can be,” he said. It’s “the best way to motivate and teach.” Being upbeat during a global crisis might be unnatural, especially when parents themselves feel like freaking out, but highlighting what’s right works for kids.\u003c/p>\n\u003cp>\u003cstrong>Keep it low-key\u003c/strong>. It’s OK if your child doesn’t finish something, “We’re just getting started,” Van Ry said about online learning. “Nobody knows what they’re doing,” she added. “Every family in the U.S. feels the same way.” Krahn echoed that view. “There is something comforting to know that we are ALL in the same boat,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Szot recognizes that fallout from the virus, including mandatory home-schooling, is much more dire for others. “I worry about families with underlying disease,” she said, and for parents with special-needs children who have to make do at home. In the meantime, she’s keeping an eye on the family’s stress levels and letting the dog out when he gets riled up. “We have to accept the new norms, at least for the time being,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/55621/how-parents-can-help-their-kids-while-managing-distance-learning",
"authors": [
"4613"
],
"categories": [
"mindshift_21345"
],
"tags": [
"mindshift_21344",
"mindshift_21343",
"mindshift_358",
"mindshift_20784",
"mindshift_1040",
"mindshift_20568",
"mindshift_21213"
],
"featImg": "mindshift_55687",
"label": "mindshift"
},
"mindshift_55710": {
"type": "posts",
"id": "mindshift_55710",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "55710",
"score": null,
"sort": [
1586677783000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1586677783,
"format": "standard",
"disqusTitle": "Teaching Without Schools: Grief, Then A 'Free-For-All'",
"title": "Teaching Without Schools: Grief, Then A 'Free-For-All'",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>They thought they'd have more time, teachers say. Many couldn't even say goodbye.\u003c/p>\n\u003cp>\"Everything happened so quickly,\" remembers Hannah Klumpe, who teaches seventh grade social studies in Greenville, S.C. \"Friday I was at school, talking to my students, and they're like, 'Do you think they're going to close school?' And I was like, 'Oh, not right now!'\"\u003c/p>\n\u003cp>That weekend, South Carolina's governor announced the state's schools would close immediately, including Klumpe's Berea Middle School, and she hasn't seen her students in-person since. Her story is not uncommon.\u003c/p>\n\u003cfigure id=\"attachment_55712\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55712\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">\"Everything happened so quickly,\" remembers Hannah Klumpe, who teaches seventh grade social studies in Greenville, S.C. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Talking through tears, Jaime Gordon remembers, \"our governor just let us know that we will not be returning to school for the rest of the year, and I'm sorry, I get emotional when I say that. It's really hard to say that out loud.\" Gordon teaches third grade at St. Edward-Epiphany Catholic School in Richmond, Va. Like Klumpe, she says she was surprised by the move to close schools. \"I didn't get to properly say goodbye to them.\"\u003c/p>\n\u003cp>America's schools are in crisis. Most of them have closed, according to a tally by \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">Education Week\u003c/a>, and nearly all of the nation's 56.6 million school-age children have been sent home. What began as two- to three-week school closures have crept inexorably into April and now seem capable, even likely, to outlast the school year. Already, more than a dozen states — including Virginia, Kansas and Arizona — have shuttered their schools for the rest of the academic year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators are now shouldering an impossible task: to replicate the functions of school for \u003cem>months\u003c/em> without an actual school building. And that means millions of teachers, like Hannah Klumpe and Jaime Gordon, now isolated at home, having to harness technologies new and old to reach and teach every student. America's schools have never had to improvise like this.\u003c/p>\n\u003cp>For Klumpe, the scramble began the Monday after classes were cancelled. It \"was just like a free-for-all. We [teachers] all went to school. We created lesson plans in, like, 12 hours. So 10 days of lesson plans in a day, essentially. And we had to be prepared to launch those lesson plans by Wednesday and to start doing full-on e-learning, which our kids had never really done before without us.\"\u003c/p>\n\u003cp>In interviews with teachers and school leaders across the country — about how this vast experiment in remote learning is unfolding — a few important patterns emerged.\u003c/p>\n\u003cp>\u003cstrong>The digital divide is real. \u003c/strong>In many districts, the rush to build a remote learning plan began the old-fashioned way, with paper packets — enough to tide kids over while school leaders take stock. Namely, can they provide hardware and Wi-Fi access to every student who needs it?\u003c/p>\n\u003cp>The answer for many school leaders has been a dispiriting no.\u003c/p>\n\u003cp>\"I would easily say that less than 50% of our students and families have access to either a consistent learning device and/or Internet access,\" says Nikolai Vitti, the head of Detroit Public Schools Community District. \"I think that's our greatest challenge right now.\"\u003c/p>\n\u003cp>According to an Associated Press \u003ca href=\"https://apnews.com/7f263b8f7d3a43d6be014f860d5e4132\">analysis of census data\u003c/a>, Detroit is not alone. The AP found \"aAn estimated 17% of U.S. students do not have access to computers at home and 18% do not have home access to broadband internet.\"\u003c/p>\n\u003cfigure id=\"attachment_55713\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55713\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">\"There's a huge disparity in accessing Wi-Fi and students having devices,\" says Cara Godbe, a third grade teacher at Cottonwood Elementary School in rural Montrose, Colo. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"There's a huge disparity in accessing Wi-Fi and students having devices,\" says Cara Godbe, a third grade teacher at Cottonwood Elementary School in rural Montrose, Colo. Godbe says her district is not requiring that students work online and is providing paper packets for anyone without a device or Internet access.\u003c/p>\n\u003cp>\"I have a couple of students where, due to their life circumstances, being able to log in every day is not the reality,\" says Katie Benningfield, a sixth grade teacher at the School for the Talented and Gifted in Dallas. She says that doesn't just hurt their ability to connect academically \"but also just their ability to contact us and be with us.\"\u003c/p>\n\u003cp>Many districts have been handing out as many devices and Wi-Fi hotspots as they can to the students who need them most. Member station \u003ca href=\"https://www.wbez.org/stories/in-some-communities-less-than-60-of-households-have-internet-cps-new-plan-can-t-change-that/09960c93-0a87-4ea9-b5bd-b70d5900de75\">WBEZ has reported\u003c/a> that Chicago Public Schools is giving out more than 100,000 devices.\u003c/p>\n\u003cfigure id=\"attachment_55714\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55714\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">In Baltimore, the city's schools have just one device for every four students, says district CEO Sonja Santelises. \"I said this to my board and my community, 'You cannot make up a 1-to-4 device-to-student ratio in the matter of a week or two in a pandemic. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Baltimore, the city's schools have just one device for every four students, says district CEO Sonja Santelises. \"I said this to my board and my community, 'You cannot make up a 1-to-4 device-to-student ratio in the matter of a week or two in a pandemic. So we are prioritizing families that have no devices, and we're also, frankly, being creative in the use of our local television stations.\"\u003c/p>\n\u003cp>Santelises says, in addition to providing learning resources online for kids who can access them, her district is working with Baltimore's educational cable network to broadcast educational programming.\u003c/p>\n\u003cp>This tech inequity among students is also widening the opportunity gap\u003cstrong>,\u003c/strong> says Paige Dulaney, a first grade teacher at Merino Elementary School in Merino, Colo. \"I think it's a gap that we're going to see for a long time,\" Dulaney says.\u003c/p>\n\u003cfigure id=\"attachment_55715\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55715\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Priscila Baldillez teaches English as a second language at Roy Miller High School in Corpus Christi, Texas, and is especially worried about her students losing ground. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Priscila Baldillez teaches English as a second language at Roy Miller High School in Corpus Christi, Texas, and is especially worried about her students losing ground.\u003c/p>\n\u003cp>\"[At school] they go through their entire day at least listening, picking it up and at least having the opportunity to hear English being spoken to them,\" Baldillez says. \"That's not happening right now, and that bothers me.\"\u003c/p>\n\u003cp>\u003cstrong>Teaching remotely can be just as exhausting as teaching in-person\u003c/strong>, says Gordon, the third grade teacher in Richmond. Her morning starts at 7:00 a.m.; by 8:00, she's sending out the day's assignments via email and Google Classroom.\u003c/p>\n\u003cp>\"While [students are] working on today's assignments,\" Gordon says, \"I am making instructional videos. I've even gone so far as to make some fun Snapchat videos to help them ease their anxiety... Definitely working really hard. And in some ways harder than I ever have before. I just didn't think that was possible.\"\u003c/p>\n\u003cfigure id=\"attachment_55716\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55716\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Thu Nguyen, a sixth grade teacher at Sidwell Friends School in Washington, D.C. says, \"I interact with them via face-to-face every day. And I can't respond to 33 kids in writing fast enough.\" \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This is true even for teachers who were already relying on technology. Thu Nguyen, a sixth grade teacher at Sidwell Friends School in Washington, D.C., says her classroom had been paperless for two years, with her students using Google Classroom to turn in their work. But Nguyen says teaching exclusively online has presented new challenges, and she's already had to scrap her initial approach.\u003c/p>\n\u003cp>\"Because it was based on me interacting with [students] via writing the same way that I interact with them via face-to-face every day. And I can't respond to 33 kids in writing fast enough,\" Nguyen says, \"I was getting emails — question after question from one particular student — you know, like 10 emails in five minutes. And I was like, 'This is not going to work.' \"\u003c/p>\n\u003cp>Now Nguyen sends out a morning email, like Gordon , \"and then I have office hours, usually right after that. And so anyone who wants to get on can chat with me, to ask questions or to say hi.\"\u003c/p>\n\u003cp>\u003cstrong>Providing special education has been an enormous challenge. \u003c/strong>\"Our district overall is implementing Google Classroom, but that doesn't work well for my students, since I have students with more significant needs,\" \u003ca href=\"https://www.npr.org/2020/03/27/821926032/with-schools-closed-kids-with-disabilities-are-more-vulnerable-than-ever\">explains \u003c/a>Ann Hiebert, a special education teacher for the Ferguson-Florissant School District, in the suburbs of St. Louis.\u003c/p>\n\u003cp>Many of Hiebert's students are non-verbal, and some struggle with writing and typing and can't use technology independently. \"So all of these things that are out there aren't really going to be the best option for my kids,\" she says.\u003c/p>\n\u003cp>Hiebert has been sending emails with videos of her old morning routine, including familiar songs and pictures of her classroom calendar. \"Routine is very important to my students,\" she says. She also sent packets home but says she's \"still trying to figure out ways that I can have meaningful content for them.\"\u003c/p>\n\u003cp>An estimated \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14% of public school students\u003c/a> receive special education services in the U.S. and federal law ensures that those children have a right to a free, appropriate public education whenever and wherever schools are operating. Some advocates argue that benchmark isn't being met right now, and amid the pandemic the U.S. Education Department has \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning\">offered schools flexibility\u003c/a>.\u003c/p>\n\u003cp>Some special education teachers say technology is helping them provide important services.\u003c/p>\n\u003cp>\"I don't think we would be able to do any of what I'm doing right now without it,\" says Katie Miller, a speech and language pathologist at Cider Mill School in Wilton, Conn. Of course, nothing can replace being at school with her students, but she says, \"We are able to do a lot of what we would be able to do in a normal session.\" Miller is focusing on things like vocabulary and pronunciation, and using digital games and emojis to encourage students.\u003c/p>\n\u003cp>\u003cstrong>Teachers are making connections any way they can. \u003c/strong>Godbe, in rural Colorado, says she spends roughly two hours each morning reaching out to students and families by phone. She says this outreach is especially important for kids who can't connect online.\u003c/p>\n\u003cp>\"I spend a lot of time with those kids, probably more than their parents do, so I keep calling to check in,\" Godbe says. \"I've hopefully touched base, or tried to touch base, with [each family] throughout the week.\"\u003c/p>\n\u003cp>For the children she's still not able to contact, Godbe tries the old-fashioned way.\u003c/p>\n\u003cp>\"I'm sending snail mail letters this week. I'm really trying to target those four or five kids that I've not been able to reach,\" Godbe says. \"I do have Google Classroom as well, but all of these things are so dependent on technology that if they don't have access to that, it would probably be pretty hard to reach me.\"\u003c/p>\n\u003cp>\"Getting in contact with everybody is definitely tough,\" says Baldillez in Corpus Christi. When her school extended its spring break, some of Baldillez's students were visiting Mexico and extended their trips.\u003c/p>\n\u003cp>\"We don't have access to all of our students' cell phones,\" Baldillez says. \"We have their parent's number, and a lot of times, their parents don't respond or they're not with their child. We really have to go through means.\"\u003c/p>\n\u003cp>That includes asking some of her students for their classmates' phone numbers.\u003c/p>\n\u003cp>\"'Can you give me so-and-so's number? And so-and-so's?,'\" Baldillez remembers. \"[This student] was just giving me whatever she had, because getting in touch with our students is difficult.\"\u003c/p>\n\u003cp>\u003cstrong>For online classrooms, it's important for teachers to \u003c/strong>\u003cstrong>\u003cem>see\u003c/em>\u003c/strong>\u003cstrong> their students and for kids to feel \u003c/strong>\u003cstrong>\u003cem>seen\u003c/em>\u003c/strong>, Nguyen says. By noon each day she requires her students to publish a short, fun video using Flipgrid, an education app. \"You know, one of them is like, wear a crazy hat, wear crazy socks, do a dance. And so that's just so that I can see all their faces every day.\"\u003c/p>\n\u003cp>Nguyen even posts her own video each day.\u003c/p>\n\u003cp>\"The best part of my day, hands down,\" says Jaime Gordon, is the daily, 10 o'clock Google Meet she hosts with her students. \"And I get to see their faces and we get to chat and I get to speak with them about things that we have been assigned.\"\u003c/p>\n\u003cp>Every afternoon, Hannah Klumpe, in Greenville, hosts a Google Hangout for her students \"just where they can pop in if I have any questions or if they need help with something... I can read some directions aloud to them, because we do have a special population that needs those directions read aloud instead of just reading it on a computer. Just making sure that my kids are OK during this very crazy time.\"\u003c/p>\n\u003cp>Every educator we spoke with said the hardest part of teaching remotely is the loss of regular contact with students.\u003c/p>\n\u003cp>\"Teaching through a computer is not why I became a teacher,\" Klumpe says. \"I became a teacher to build relationships with my students ... and that one-on-one, face-to-face interaction, I think, is what I'm really gonna miss.\"\u003c/p>\n\u003cfigure id=\"attachment_55717\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55717\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Robin Nelson says a first grader in her class at Ortega Elementary School in Jacksonville, Fla., recently surprised her. \"She left little love notes and pictures on my doorstep,\" Nelson recalls through tears. \"That's the heartbreaking part. You're not a teacher if you can't be with your kids. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Robin Nelson says a first grader in her class at Ortega Elementary School in Jacksonville, Fla., recently surprised her. \"She left little love notes and pictures on my doorstep,\" Nelson recalls through tears. \"That's the heartbreaking part. You're not a teacher if you can't be with your kids. Computers are not — they're not your teacher.\"\u003c/p>\n\u003cp>And there are some things that just can't be taught online, like how to interact with the world and society. That's a big part of school, says Arnetta Thompson, a fifth grade teacher at Lincoln Elementary School in Oak Park, Ill.\u003c/p>\n\u003cp>\"This component is missing right now,\" Thompson says. \"I think that's something that long-term can have an impact, especially on my introverted students, or my students who have a difficult time just understanding their space or place in a social situation.\"\u003c/p>\n\u003cp>\u003cstrong>Many schools' top concern is not academics\u003c/strong>, says Santelises, the CEO of Baltimore City Public Schools. Yes, that personal connection educators have with their students helps kids stay focused when it's time to learn, but she says it's more important than that. Many students experience trauma at home — including poverty, food insecurity, abuse and neighborhood violence.\u003c/p>\n\u003cp>\"School is their safe space,\" says Santelises. \"And so when my mind settles there, I go back to the charge that we have given our principals and teachers: that while absolutely, we are committed to a continuity of learning, we are first and foremost committed to having whole young people. And that means checking in. And that means phone calls.\"\u003c/p>\n\u003cfigure id=\"attachment_55718\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55718\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Arnetta Thompson, a fifth grade teacher at Lincoln Elementary School in Oak Park, Ill. says there are some things that just can't be taught online, like how to interact with the world and society. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Thompson, in Oak Park, says she worries even more now about students whose households are unstable. \"What can my influence be through a computer? ... What if they don't connect at all? And what should I be doing to make sure that they know I am still here to support them, even though it's not the daily check-in, where I can look you in the eye and see how you're doing, or look over your shoulder to see that you're struggling and help you with something.\"\u003c/p>\n\u003cp>Klumpe says she attended a meeting recently \"where my principal was talking about how maybe we just need to really focus on loving our kids... They might not learn as much as they learned in a classroom, but we still need to make sure that we're meeting as many emotional needs as we can.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I am a nurse,\" says third grade teacher Jaime Gordon, \"I am a counselor. I'm a cheerleader. I'm building their growth mindset. I am an anxiety-decreaser. I mean, the list goes on. I'm not just teaching them math, science, social studies and all the content. So that is also part of my job that I was hoping I'd be able to do virtually.\"\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=Teaching+Without+Schools%3A+Grief%2C+Then+A+%27Free-For-All%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "55710 https://ww2.kqed.org/mindshift/?p=55710",
"disqusUrl": "https://ww2.kqed.org/mindshift/2020/04/12/teaching-without-schools-grief-then-a-free-for-all/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2824,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 55
},
"modified": 1586764764,
"excerpt": "Millions of U.S. educators are scrambling to replicate the functions of school without an actual school building. One principal's advice is to just \"focus on loving our kids.\"",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Millions of U.S. educators are scrambling to replicate the functions of school without an actual school building. One principal's advice is to just "focus on loving our kids."",
"title": "Teaching Without Schools: Grief, Then A 'Free-For-All' | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Teaching Without Schools: Grief, Then A 'Free-For-All'",
"datePublished": "2020-04-12T00:49:43-07:00",
"dateModified": "2020-04-13T00:59:24-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "teaching-without-schools-grief-then-a-free-for-all",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=830856140&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Cory Turner, Diane Adame and Elissa Nadworny ",
"nprStoryDate": "Sat, 11 Apr 2020 07:01:14 -0400",
"nprLastModifiedDate": "Sat, 11 Apr 2020 07:01:14 -0400",
"nprHtmlLink": "https://www.npr.org/2020/04/11/830856140/teaching-without-schools-grief-then-a-free-for-all?ft=nprml&f=830856140",
"nprAudio": "https://ondemand.npr.org/anon.npr-mp3/npr/me/2020/04/20200403_me_k-12_schools_try_to_salvage_the_term_by_teaching_remotely.mp3?orgId=1&topicId=1013&aggIds=812054919&d=671&story=830856140&ft=nprml&f=830856140",
"nprImageAgency": "NPR",
"nprImageCredit": "LA Johnson",
"nprAudioM3u": "http://api.npr.org/m3u/1830871044-9d894e.m3u?orgId=1&topicId=1013&aggIds=812054919&d=671&story=830856140&ft=nprml&f=830856140",
"nprStoryId": "830856140",
"nprRetrievedStory": "1",
"nprPubDate": "Sat, 11 Apr 2020 07:01:00 -0400",
"path": "/mindshift/55710/teaching-without-schools-grief-then-a-free-for-all",
"audioUrl": "https://ondemand.npr.org/anon.npr-mp3/npr/me/2020/04/20200403_me_k-12_schools_try_to_salvage_the_term_by_teaching_remotely.mp3?orgId=1&topicId=1013&aggIds=812054919&d=671&story=830856140&ft=nprml&f=830856140",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>They thought they'd have more time, teachers say. Many couldn't even say goodbye.\u003c/p>\n\u003cp>\"Everything happened so quickly,\" remembers Hannah Klumpe, who teaches seventh grade social studies in Greenville, S.C. \"Friday I was at school, talking to my students, and they're like, 'Do you think they're going to close school?' And I was like, 'Oh, not right now!'\"\u003c/p>\n\u003cp>That weekend, South Carolina's governor announced the state's schools would close immediately, including Klumpe's Berea Middle School, and she hasn't seen her students in-person since. Her story is not uncommon.\u003c/p>\n\u003cfigure id=\"attachment_55712\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55712\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">\"Everything happened so quickly,\" remembers Hannah Klumpe, who teaches seventh grade social studies in Greenville, S.C. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Talking through tears, Jaime Gordon remembers, \"our governor just let us know that we will not be returning to school for the rest of the year, and I'm sorry, I get emotional when I say that. It's really hard to say that out loud.\" Gordon teaches third grade at St. Edward-Epiphany Catholic School in Richmond, Va. Like Klumpe, she says she was surprised by the move to close schools. \"I didn't get to properly say goodbye to them.\"\u003c/p>\n\u003cp>America's schools are in crisis. Most of them have closed, according to a tally by \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">Education Week\u003c/a>, and nearly all of the nation's 56.6 million school-age children have been sent home. What began as two- to three-week school closures have crept inexorably into April and now seem capable, even likely, to outlast the school year. Already, more than a dozen states — including Virginia, Kansas and Arizona — have shuttered their schools for the rest of the academic year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators are now shouldering an impossible task: to replicate the functions of school for \u003cem>months\u003c/em> without an actual school building. And that means millions of teachers, like Hannah Klumpe and Jaime Gordon, now isolated at home, having to harness technologies new and old to reach and teach every student. America's schools have never had to improvise like this.\u003c/p>\n\u003cp>For Klumpe, the scramble began the Monday after classes were cancelled. It \"was just like a free-for-all. We [teachers] all went to school. We created lesson plans in, like, 12 hours. So 10 days of lesson plans in a day, essentially. And we had to be prepared to launch those lesson plans by Wednesday and to start doing full-on e-learning, which our kids had never really done before without us.\"\u003c/p>\n\u003cp>In interviews with teachers and school leaders across the country — about how this vast experiment in remote learning is unfolding — a few important patterns emerged.\u003c/p>\n\u003cp>\u003cstrong>The digital divide is real. \u003c/strong>In many districts, the rush to build a remote learning plan began the old-fashioned way, with paper packets — enough to tide kids over while school leaders take stock. Namely, can they provide hardware and Wi-Fi access to every student who needs it?\u003c/p>\n\u003cp>The answer for many school leaders has been a dispiriting no.\u003c/p>\n\u003cp>\"I would easily say that less than 50% of our students and families have access to either a consistent learning device and/or Internet access,\" says Nikolai Vitti, the head of Detroit Public Schools Community District. \"I think that's our greatest challenge right now.\"\u003c/p>\n\u003cp>According to an Associated Press \u003ca href=\"https://apnews.com/7f263b8f7d3a43d6be014f860d5e4132\">analysis of census data\u003c/a>, Detroit is not alone. The AP found \"aAn estimated 17% of U.S. students do not have access to computers at home and 18% do not have home access to broadband internet.\"\u003c/p>\n\u003cfigure id=\"attachment_55713\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55713\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">\"There's a huge disparity in accessing Wi-Fi and students having devices,\" says Cara Godbe, a third grade teacher at Cottonwood Elementary School in rural Montrose, Colo. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"There's a huge disparity in accessing Wi-Fi and students having devices,\" says Cara Godbe, a third grade teacher at Cottonwood Elementary School in rural Montrose, Colo. Godbe says her district is not requiring that students work online and is providing paper packets for anyone without a device or Internet access.\u003c/p>\n\u003cp>\"I have a couple of students where, due to their life circumstances, being able to log in every day is not the reality,\" says Katie Benningfield, a sixth grade teacher at the School for the Talented and Gifted in Dallas. She says that doesn't just hurt their ability to connect academically \"but also just their ability to contact us and be with us.\"\u003c/p>\n\u003cp>Many districts have been handing out as many devices and Wi-Fi hotspots as they can to the students who need them most. Member station \u003ca href=\"https://www.wbez.org/stories/in-some-communities-less-than-60-of-households-have-internet-cps-new-plan-can-t-change-that/09960c93-0a87-4ea9-b5bd-b70d5900de75\">WBEZ has reported\u003c/a> that Chicago Public Schools is giving out more than 100,000 devices.\u003c/p>\n\u003cfigure id=\"attachment_55714\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55714\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">In Baltimore, the city's schools have just one device for every four students, says district CEO Sonja Santelises. \"I said this to my board and my community, 'You cannot make up a 1-to-4 device-to-student ratio in the matter of a week or two in a pandemic. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Baltimore, the city's schools have just one device for every four students, says district CEO Sonja Santelises. \"I said this to my board and my community, 'You cannot make up a 1-to-4 device-to-student ratio in the matter of a week or two in a pandemic. So we are prioritizing families that have no devices, and we're also, frankly, being creative in the use of our local television stations.\"\u003c/p>\n\u003cp>Santelises says, in addition to providing learning resources online for kids who can access them, her district is working with Baltimore's educational cable network to broadcast educational programming.\u003c/p>\n\u003cp>This tech inequity among students is also widening the opportunity gap\u003cstrong>,\u003c/strong> says Paige Dulaney, a first grade teacher at Merino Elementary School in Merino, Colo. \"I think it's a gap that we're going to see for a long time,\" Dulaney says.\u003c/p>\n\u003cfigure id=\"attachment_55715\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55715\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Priscila Baldillez teaches English as a second language at Roy Miller High School in Corpus Christi, Texas, and is especially worried about her students losing ground. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Priscila Baldillez teaches English as a second language at Roy Miller High School in Corpus Christi, Texas, and is especially worried about her students losing ground.\u003c/p>\n\u003cp>\"[At school] they go through their entire day at least listening, picking it up and at least having the opportunity to hear English being spoken to them,\" Baldillez says. \"That's not happening right now, and that bothers me.\"\u003c/p>\n\u003cp>\u003cstrong>Teaching remotely can be just as exhausting as teaching in-person\u003c/strong>, says Gordon, the third grade teacher in Richmond. Her morning starts at 7:00 a.m.; by 8:00, she's sending out the day's assignments via email and Google Classroom.\u003c/p>\n\u003cp>\"While [students are] working on today's assignments,\" Gordon says, \"I am making instructional videos. I've even gone so far as to make some fun Snapchat videos to help them ease their anxiety... Definitely working really hard. And in some ways harder than I ever have before. I just didn't think that was possible.\"\u003c/p>\n\u003cfigure id=\"attachment_55716\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55716\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Thu Nguyen, a sixth grade teacher at Sidwell Friends School in Washington, D.C. says, \"I interact with them via face-to-face every day. And I can't respond to 33 kids in writing fast enough.\" \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This is true even for teachers who were already relying on technology. Thu Nguyen, a sixth grade teacher at Sidwell Friends School in Washington, D.C., says her classroom had been paperless for two years, with her students using Google Classroom to turn in their work. But Nguyen says teaching exclusively online has presented new challenges, and she's already had to scrap her initial approach.\u003c/p>\n\u003cp>\"Because it was based on me interacting with [students] via writing the same way that I interact with them via face-to-face every day. And I can't respond to 33 kids in writing fast enough,\" Nguyen says, \"I was getting emails — question after question from one particular student — you know, like 10 emails in five minutes. And I was like, 'This is not going to work.' \"\u003c/p>\n\u003cp>Now Nguyen sends out a morning email, like Gordon , \"and then I have office hours, usually right after that. And so anyone who wants to get on can chat with me, to ask questions or to say hi.\"\u003c/p>\n\u003cp>\u003cstrong>Providing special education has been an enormous challenge. \u003c/strong>\"Our district overall is implementing Google Classroom, but that doesn't work well for my students, since I have students with more significant needs,\" \u003ca href=\"https://www.npr.org/2020/03/27/821926032/with-schools-closed-kids-with-disabilities-are-more-vulnerable-than-ever\">explains \u003c/a>Ann Hiebert, a special education teacher for the Ferguson-Florissant School District, in the suburbs of St. Louis.\u003c/p>\n\u003cp>Many of Hiebert's students are non-verbal, and some struggle with writing and typing and can't use technology independently. \"So all of these things that are out there aren't really going to be the best option for my kids,\" she says.\u003c/p>\n\u003cp>Hiebert has been sending emails with videos of her old morning routine, including familiar songs and pictures of her classroom calendar. \"Routine is very important to my students,\" she says. She also sent packets home but says she's \"still trying to figure out ways that I can have meaningful content for them.\"\u003c/p>\n\u003cp>An estimated \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14% of public school students\u003c/a> receive special education services in the U.S. and federal law ensures that those children have a right to a free, appropriate public education whenever and wherever schools are operating. Some advocates argue that benchmark isn't being met right now, and amid the pandemic the U.S. Education Department has \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning\">offered schools flexibility\u003c/a>.\u003c/p>\n\u003cp>Some special education teachers say technology is helping them provide important services.\u003c/p>\n\u003cp>\"I don't think we would be able to do any of what I'm doing right now without it,\" says Katie Miller, a speech and language pathologist at Cider Mill School in Wilton, Conn. Of course, nothing can replace being at school with her students, but she says, \"We are able to do a lot of what we would be able to do in a normal session.\" Miller is focusing on things like vocabulary and pronunciation, and using digital games and emojis to encourage students.\u003c/p>\n\u003cp>\u003cstrong>Teachers are making connections any way they can. \u003c/strong>Godbe, in rural Colorado, says she spends roughly two hours each morning reaching out to students and families by phone. She says this outreach is especially important for kids who can't connect online.\u003c/p>\n\u003cp>\"I spend a lot of time with those kids, probably more than their parents do, so I keep calling to check in,\" Godbe says. \"I've hopefully touched base, or tried to touch base, with [each family] throughout the week.\"\u003c/p>\n\u003cp>For the children she's still not able to contact, Godbe tries the old-fashioned way.\u003c/p>\n\u003cp>\"I'm sending snail mail letters this week. I'm really trying to target those four or five kids that I've not been able to reach,\" Godbe says. \"I do have Google Classroom as well, but all of these things are so dependent on technology that if they don't have access to that, it would probably be pretty hard to reach me.\"\u003c/p>\n\u003cp>\"Getting in contact with everybody is definitely tough,\" says Baldillez in Corpus Christi. When her school extended its spring break, some of Baldillez's students were visiting Mexico and extended their trips.\u003c/p>\n\u003cp>\"We don't have access to all of our students' cell phones,\" Baldillez says. \"We have their parent's number, and a lot of times, their parents don't respond or they're not with their child. We really have to go through means.\"\u003c/p>\n\u003cp>That includes asking some of her students for their classmates' phone numbers.\u003c/p>\n\u003cp>\"'Can you give me so-and-so's number? And so-and-so's?,'\" Baldillez remembers. \"[This student] was just giving me whatever she had, because getting in touch with our students is difficult.\"\u003c/p>\n\u003cp>\u003cstrong>For online classrooms, it's important for teachers to \u003c/strong>\u003cstrong>\u003cem>see\u003c/em>\u003c/strong>\u003cstrong> their students and for kids to feel \u003c/strong>\u003cstrong>\u003cem>seen\u003c/em>\u003c/strong>, Nguyen says. By noon each day she requires her students to publish a short, fun video using Flipgrid, an education app. \"You know, one of them is like, wear a crazy hat, wear crazy socks, do a dance. And so that's just so that I can see all their faces every day.\"\u003c/p>\n\u003cp>Nguyen even posts her own video each day.\u003c/p>\n\u003cp>\"The best part of my day, hands down,\" says Jaime Gordon, is the daily, 10 o'clock Google Meet she hosts with her students. \"And I get to see their faces and we get to chat and I get to speak with them about things that we have been assigned.\"\u003c/p>\n\u003cp>Every afternoon, Hannah Klumpe, in Greenville, hosts a Google Hangout for her students \"just where they can pop in if I have any questions or if they need help with something... I can read some directions aloud to them, because we do have a special population that needs those directions read aloud instead of just reading it on a computer. Just making sure that my kids are OK during this very crazy time.\"\u003c/p>\n\u003cp>Every educator we spoke with said the hardest part of teaching remotely is the loss of regular contact with students.\u003c/p>\n\u003cp>\"Teaching through a computer is not why I became a teacher,\" Klumpe says. \"I became a teacher to build relationships with my students ... and that one-on-one, face-to-face interaction, I think, is what I'm really gonna miss.\"\u003c/p>\n\u003cfigure id=\"attachment_55717\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55717\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Robin Nelson says a first grader in her class at Ortega Elementary School in Jacksonville, Fla., recently surprised her. \"She left little love notes and pictures on my doorstep,\" Nelson recalls through tears. \"That's the heartbreaking part. You're not a teacher if you can't be with your kids. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Robin Nelson says a first grader in her class at Ortega Elementary School in Jacksonville, Fla., recently surprised her. \"She left little love notes and pictures on my doorstep,\" Nelson recalls through tears. \"That's the heartbreaking part. You're not a teacher if you can't be with your kids. Computers are not — they're not your teacher.\"\u003c/p>\n\u003cp>And there are some things that just can't be taught online, like how to interact with the world and society. That's a big part of school, says Arnetta Thompson, a fifth grade teacher at Lincoln Elementary School in Oak Park, Ill.\u003c/p>\n\u003cp>\"This component is missing right now,\" Thompson says. \"I think that's something that long-term can have an impact, especially on my introverted students, or my students who have a difficult time just understanding their space or place in a social situation.\"\u003c/p>\n\u003cp>\u003cstrong>Many schools' top concern is not academics\u003c/strong>, says Santelises, the CEO of Baltimore City Public Schools. Yes, that personal connection educators have with their students helps kids stay focused when it's time to learn, but she says it's more important than that. Many students experience trauma at home — including poverty, food insecurity, abuse and neighborhood violence.\u003c/p>\n\u003cp>\"School is their safe space,\" says Santelises. \"And so when my mind settles there, I go back to the charge that we have given our principals and teachers: that while absolutely, we are committed to a continuity of learning, we are first and foremost committed to having whole young people. And that means checking in. And that means phone calls.\"\u003c/p>\n\u003cfigure id=\"attachment_55718\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55718\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Arnetta Thompson, a fifth grade teacher at Lincoln Elementary School in Oak Park, Ill. says there are some things that just can't be taught online, like how to interact with the world and society. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Thompson, in Oak Park, says she worries even more now about students whose households are unstable. \"What can my influence be through a computer? ... What if they don't connect at all? And what should I be doing to make sure that they know I am still here to support them, even though it's not the daily check-in, where I can look you in the eye and see how you're doing, or look over your shoulder to see that you're struggling and help you with something.\"\u003c/p>\n\u003cp>Klumpe says she attended a meeting recently \"where my principal was talking about how maybe we just need to really focus on loving our kids... They might not learn as much as they learned in a classroom, but we still need to make sure that we're meeting as many emotional needs as we can.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I am a nurse,\" says third grade teacher Jaime Gordon, \"I am a counselor. I'm a cheerleader. I'm building their growth mindset. I am an anxiety-decreaser. I mean, the list goes on. I'm not just teaching them math, science, social studies and all the content. So that is also part of my job that I was hoping I'd be able to do virtually.\"\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=Teaching+Without+Schools%3A+Grief%2C+Then+A+%27Free-For-All%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/55710/teaching-without-schools-grief-then-a-free-for-all",
"authors": [
"byline_mindshift_55710"
],
"categories": [
"mindshift_21345"
],
"tags": [
"mindshift_21344",
"mindshift_21343",
"mindshift_358"
],
"featImg": "mindshift_55711",
"label": "mindshift"
},
"mindshift_55701": {
"type": "posts",
"id": "mindshift_55701",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "55701",
"score": null,
"sort": [
1586415278000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1586415278,
"format": "standard",
"disqusTitle": "4 In 10 U.S. Teens Say They Haven't Done Online Learning Since Schools Closed",
"title": "4 In 10 U.S. Teens Say They Haven't Done Online Learning Since Schools Closed",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>With most schools closed nationwide because of the coronavirus pandemic, a national poll of young people ages 13 to 17 suggests distance learning has been far from a universal substitute.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.commonsensemedia.org/research/quarterly-survey-series\">poll of 849 teenagers\u003c/a>, by Common Sense Media, conducted with SurveyMonkey, found that as schools across the country transition to some form of online learning, 41% of teenagers overall, including 47% of public school students, say they haven't attended a single online or virtual class.\u003c/p>\n\u003cp>This broad lack of engagement with online learning could be due to many factors. The survey was conducted between March 24 and April 1; some districts may have been on spring break or not have begun regular online classes.\u003c/p>\n\u003cp>There are also resource gaps. In the past few weeks, school districts have purchased and started \u003ca href=\"https://www.kvue.com/article/news/health/coronavirus/coronavirus-austin-round-rock-schools-giving-out-student-laptops/269-1380fc40-1347-46c5-b33a-cc8e23964786\">loaning out\u003c/a> \u003ca href=\"https://www.schools.nyc.gov/learn-at-home/ipad-distribution\">hundreds of thousands\u003c/a> of laptops and tablets and \u003ca href=\"https://www.latimes.com/socal/glendale-news-press/news/story/2020-03-20/spectrum-and-other-internet-providers-offer-free-internet-for-students-at-home\">worked with telecom providers\u003c/a> to get families set up with Internet. But the need is large. Before the pandemic, it was estimated that about \u003ca href=\"https://www.commonsensemedia.org/kids-action/publications/homework-gap\">12 million students\u003c/a> had no broadband access at home.\u003c/p>\n\u003cp>There is a big gap between public and private school students in the survey, with 47% of public school students saying they have not attended a class, compared with just 18% of private school students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The survey suggests the nation's young people also have a lot on their minds to distract them from online learning. It found that 4 out of 5 teens say they're following news about the coronavirus pandemic closely. More than 60% said they are worried that they, or someone in their family, will be exposed to the virus and that it will have an effect on their family's ability to earn a living. Those numbers were significantly higher among teenagers of color.\u003c/p>\n\u003cp>Jose Luis Vilson, a middle school teacher in the Washington Heights section of New York City, says those findings echo what he's seeing among his students. \"You think about the vast majority of the kids, they're going through their own levels of stress,\" he said.\u003c/p>\n\u003cp>Engaging them right now, in a city that has been at the center of one of the worst outbreaks of the coronavirus, he added, is challenging, and not just for technical reasons: \"There are hundreds of cases just within the school district that I work in of COVID-19.\"\u003c/p>\n\u003cp>And, Vilson adds, many of those students have parents or family members who are essential workers, such as nurses, doctors and home health care aides. \"So really, we as educators have to be mindful of all those things.\"\u003c/p>\n\u003cp>A majority of teens in the survey, 56%, said not being able to keep up with their schoolwork worried them. African American (66%) and Hispanic/Latino (70%) teens were significantly more likely than white teens to report being worried.\u003c/p>\n\u003cp>Research done in past disasters suggests that it is teenagers who are \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\">the most at risk\u003c/a> when school is interrupted. Many are forced to work to earn money or have stay home and take care of younger siblings. They are more likely to drop out and less likely to go on to college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But, experts say, keeping young people connected to a community improves their future chances. From that point of view, it's a bright spot that most teens say that they're connecting with friends or family outside their household every day, using texting, social media and the old-fashioned telephone. And 68% say they are keeping in regular touch with school, at least by email.\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=4+In+10+U.S.+Teens+Say+They+Haven%27t+Done+Online+Learning+Since+Schools+Closed&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "55701 https://ww2.kqed.org/mindshift/?p=55701",
"disqusUrl": "https://ww2.kqed.org/mindshift/2020/04/08/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 598,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 14
},
"modified": 1586415278,
"excerpt": "A new national survey also suggests most teens are following coronavirus news closely — and they're worried.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A new national survey also suggests most teens are following coronavirus news closely — and they're worried.",
"title": "4 In 10 U.S. Teens Say They Haven't Done Online Learning Since Schools Closed | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "4 In 10 U.S. Teens Say They Haven't Done Online Learning Since Schools Closed",
"datePublished": "2020-04-08T23:54:38-07:00",
"dateModified": "2020-04-08T23:54:38-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=829618124&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Anya Kamenetz",
"nprStoryDate": "Wed, 08 Apr 2020 09:30:48 -0400",
"nprLastModifiedDate": "Wed, 08 Apr 2020 11:53:29 -0400",
"nprHtmlLink": "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?ft=nprml&f=829618124",
"nprImageAgency": "NPR",
"nprImageCredit": "LA Johnson",
"nprStoryId": "829618124",
"nprRetrievedStory": "1",
"nprPubDate": "Wed, 08 Apr 2020 11:53:00 -0400",
"path": "/mindshift/55701/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With most schools closed nationwide because of the coronavirus pandemic, a national poll of young people ages 13 to 17 suggests distance learning has been far from a universal substitute.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.commonsensemedia.org/research/quarterly-survey-series\">poll of 849 teenagers\u003c/a>, by Common Sense Media, conducted with SurveyMonkey, found that as schools across the country transition to some form of online learning, 41% of teenagers overall, including 47% of public school students, say they haven't attended a single online or virtual class.\u003c/p>\n\u003cp>This broad lack of engagement with online learning could be due to many factors. The survey was conducted between March 24 and April 1; some districts may have been on spring break or not have begun regular online classes.\u003c/p>\n\u003cp>There are also resource gaps. In the past few weeks, school districts have purchased and started \u003ca href=\"https://www.kvue.com/article/news/health/coronavirus/coronavirus-austin-round-rock-schools-giving-out-student-laptops/269-1380fc40-1347-46c5-b33a-cc8e23964786\">loaning out\u003c/a> \u003ca href=\"https://www.schools.nyc.gov/learn-at-home/ipad-distribution\">hundreds of thousands\u003c/a> of laptops and tablets and \u003ca href=\"https://www.latimes.com/socal/glendale-news-press/news/story/2020-03-20/spectrum-and-other-internet-providers-offer-free-internet-for-students-at-home\">worked with telecom providers\u003c/a> to get families set up with Internet. But the need is large. Before the pandemic, it was estimated that about \u003ca href=\"https://www.commonsensemedia.org/kids-action/publications/homework-gap\">12 million students\u003c/a> had no broadband access at home.\u003c/p>\n\u003cp>There is a big gap between public and private school students in the survey, with 47% of public school students saying they have not attended a class, compared with just 18% of private school students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The survey suggests the nation's young people also have a lot on their minds to distract them from online learning. It found that 4 out of 5 teens say they're following news about the coronavirus pandemic closely. More than 60% said they are worried that they, or someone in their family, will be exposed to the virus and that it will have an effect on their family's ability to earn a living. Those numbers were significantly higher among teenagers of color.\u003c/p>\n\u003cp>Jose Luis Vilson, a middle school teacher in the Washington Heights section of New York City, says those findings echo what he's seeing among his students. \"You think about the vast majority of the kids, they're going through their own levels of stress,\" he said.\u003c/p>\n\u003cp>Engaging them right now, in a city that has been at the center of one of the worst outbreaks of the coronavirus, he added, is challenging, and not just for technical reasons: \"There are hundreds of cases just within the school district that I work in of COVID-19.\"\u003c/p>\n\u003cp>And, Vilson adds, many of those students have parents or family members who are essential workers, such as nurses, doctors and home health care aides. \"So really, we as educators have to be mindful of all those things.\"\u003c/p>\n\u003cp>A majority of teens in the survey, 56%, said not being able to keep up with their schoolwork worried them. African American (66%) and Hispanic/Latino (70%) teens were significantly more likely than white teens to report being worried.\u003c/p>\n\u003cp>Research done in past disasters suggests that it is teenagers who are \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\">the most at risk\u003c/a> when school is interrupted. Many are forced to work to earn money or have stay home and take care of younger siblings. They are more likely to drop out and less likely to go on to college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But, experts say, keeping young people connected to a community improves their future chances. From that point of view, it's a bright spot that most teens say that they're connecting with friends or family outside their household every day, using texting, social media and the old-fashioned telephone. And 68% say they are keeping in regular touch with school, at least by email.\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=4+In+10+U.S.+Teens+Say+They+Haven%27t+Done+Online+Learning+Since+Schools+Closed&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/55701/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed",
"authors": [
"byline_mindshift_55701"
],
"categories": [
"mindshift_21345"
],
"tags": [
"mindshift_21344",
"mindshift_21343",
"mindshift_252",
"mindshift_358",
"mindshift_20701",
"mindshift_384"
],
"featImg": "mindshift_55702",
"label": "mindshift"
},
"mindshift_55694": {
"type": "posts",
"id": "mindshift_55694",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "55694",
"score": null,
"sort": [
1586414565000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1586414565,
"format": "standard",
"disqusTitle": "How Online Book Read-Alouds Can Help Students' Literacy and Connection During Social Distancing ",
"title": "How Online Book Read-Alouds Can Help Students' Literacy and Connection During Social Distancing ",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The night before a safer-at-home order was issued in her Wisconsin town, all Pernille Ripp could think about was getting to her books. When her middle school opened for a few minutes the next day, the seventh grade English teacher and creator of the \u003c/span>\u003ca href=\"https://theglobalreadaloud.com/\">\u003cspan style=\"font-weight: 400\">Global Read-Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> grabbed all the books she could from her classroom library, before the school closed for the foreseeable future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class Ripp read aloud to her students often, not just for academic purposes but as a way to bond and connect with students. But in this new world, where Ripp and her students are in their separate homes in an effort to slow the spread of COVID-19, she would need to connect with students digitally instead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I went to my classroom and grabbed a ton of books I could read aloud to my students online,” Ripp said. “I thought that this might be it for the rest of the school year.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools have shut down to curb the spread of the coronavirus, and safe-at-home and shelter-in-place orders are currently keeping more than \u003c/span>\u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">\u003cspan style=\"font-weight: 400\">55.1 millions of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of school, at least until the end of April. Since many districts didn’t have a \u003c/span>\u003ca href=\"https://www.washingtonpost.com/technology/2020/03/16/schools-internet-inequality-coronavirus/\">\u003cspan style=\"font-weight: 400\">digital learning plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in place for an event like a global pandemic, they are scraping together varied approaches of online learning that are evolving as the situation changes. In the wake of massive school closings, much of the \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards?fbclid=IwAR2pAR7r5hjcJKix_Xgqeohx5M3OVh8r5O21im0JmBWburOY0X5TJNfYtI4\">\u003cspan style=\"font-weight: 400\">online learning curve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and teachers has become a kind of do-it-yourself experiment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers across the nation are turning to digital read-alouds not only to keep student skills sharp, but to forge connections while they’re apart. Instead of gathering around the rug or a “lit circle” for a story like they used to do in class, some teachers are gathering students on the “virtual rug” of a Zoom conference call or Instagram Live to continue reading books to them. Online read-alouds allow teachers to provide students with a daily dose of literacy—and maybe even some laughs. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once it became clear that schooling was moving online, publishers like Houghton Mifflin Harcourt, Simon & Schuster, Disney, \u003ca href=\"https://d1xcdyhu7q1ws8.cloudfront.net/wp-content/uploads/sites/4/2020/03/19215831/Online-Readings-FAQ-HarperCollinsChildrensBooks.pdf\">HarperCollins\u003c/a> and many others moved quickly to \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">relax their rules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on reading books via livestream or YouTube to accommodate teachers and students during this difficult time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most publishers are now granting access to educators, as long as they follow a few rules that vary among publishers. (Find the complete list of publishers’ permissions and online reading rules \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Key guidelines include mentioning at the top of the video that the book is being read with permission from the publisher, and keeping read-aloud recordings to school sharing platforms that are private. If a private sharing app isn’t available publishers recommend making the YouTube video “unlisted” and available only for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp admitted she had never done any read-alouds before using YouTube or FaceTime or Zoom, but was ready to try it anyway—even if it took her a few times to figure it out. “When we read aloud we connect,” Ripp said. “It doesn’t have to be perfect right now. We’re striving for connection, not perfection.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Benefits of Reading Aloud \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud to kids—\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003cspan style=\"font-weight: 400\">even older ones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who could easily do the reading themselves—offers multiple benefits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to research, read-alouds provide academic boosts to developing readers. They help develop young children’s phonological awareness and \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">“emergent literacy ability,”\u003c/span>\u003c/a> \u003ca href=\"http://theconversation.com/read-aloud-to-your-children-to-boost-their-vocabulary-111427\">\u003cspan style=\"font-weight: 400\">boost vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and develop \u003c/span>\u003ca href=\"https://mk0edsource0y23p672y.kinstacdn.com/wp-content/uploads/2015/06/massaroJLR1.pdf\">\u003cspan style=\"font-weight: 400\">word mastery and grammatical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">2008 review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the Archives of Disease in Childhood assessed that \"Reading aloud to young children, particularly in an engaging manner, promotes emerging literacy and language development and supports the relationship between child and parent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud also improves comprehension by building background knowledge—especially if the reader stops to check for understanding. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/lit.12141\">\u003cspan style=\"font-weight: 400\">recent small study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of England showed that teenagers who had challenging books read aloud to them had greater reading comprehension than when they read them on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in the 1970s, journalist Jim Trelease found that reading aloud to his own children not only cultivated vocabulary and background knowledge, but also forged a love of reading as a shared family activity. His popular book now in its seventh edition, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003ci>\u003cspan style=\"font-weight: 400\">The Read-Aloud Handbook\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, shares research and best practices for both parents and educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the book, Trelease goes into detail of all the cognitive and academic benefits that reading aloud to children provides. But it’s perhaps his words on the emotional benefits of what reading aloud does for families and relationships that feels so pertinent in this time of quarantine, isolation and social distancing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We read to children for all the same reasons we talk with children,” Trelease wrote. “To reassure, to entertain, to bond, to inform or explain, to arouse curiosity, and to inspire.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making an online read-aloud worth watching\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators say that compared to many of the other academic tasks moving online, reading books aloud can be relatively easy. It’s been one area that teachers can do themselves just by accessing a few tools on their laptop or smartphone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Facebook’s page of \u003c/span>\u003ca href=\"https://www.facebook.com/facebookmedia/blog/facebook-live-for-authors\">\u003cspan style=\"font-weight: 400\">easy-to-use tips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for authors also provides great advice for educators wanting to do “live book clubs” using Facebook Live. Instagram also offers a tip sheet for\u003c/span>\u003ca href=\"https://help.instagram.com/292478487812558\">\u003cspan style=\"font-weight: 400\"> creating an Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some educators may want to do more. When fifth grade teacher Joe Paradise of Westfield, New Jersey, made a fun, funny read-aloud version of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Chapter Two is Missing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> for his quarantined students on YouTube, he began getting requests from other educators to show him how he did it. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=9eSVSgf70Uk&feature=youtu.be\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Paradise then \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=NFgZDOEf0A4&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">created a YouTube video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of how he created the read-aloud and shared with his educator friends. The “ball started rolling,” he said, and the video—which was far from polished—was shared more than 3,000 times in the first twenty-four hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video, Paradise walks educators step by step through how to make an engaging video: how to read so their voice can be heard, and how to ensure the pages can be seen. His main message to teachers is to avoid getting overwhelmed by all the tech available, and keep it simple.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re building the plane while it’s in the air,” Paradise said of teachers trying to adjust to online learning. “The advice I’ve taken is from \u003c/span>\u003ca href=\"https://www.coolcatteacher.com/about-vicki-davis/\">\u003cspan style=\"font-weight: 400\">Vicki Davis the Cool Cat Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and that’s to integrate [technology] like a turtle: level up each day and learn one new thing, and get great at that.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Resources for read-alouds for all ages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp’s plan for now is “Friday night read-alouds with Ms. Ripp.” She’s going to read her teenagers more \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">picture\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> books in the same style as some of their favorites from class this past year, like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frybread\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We Don’t Eat Our Classmates\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Picture books, she said, lighten the mood and spur discussion.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=tT9fv_ELbnE\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But other educators, as well as celebrities and even \u003c/span>\u003ca href=\"https://www.wired.com/story/coronavirus-covid-19-childrens-authors-readings/\">\u003cspan style=\"font-weight: 400\">the authors themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have offered some read-aloud gems for kids of all ages to enjoy. Here are just a few:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On Monday, March 30, Kwame Alexander began a daily read-aloud (and read-along) of his novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Crossover\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at 10:30 am EST, Monday through Friday, \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">on Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">R.J. Palacio, author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Wonder\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, has a read-aloud of the first chapter available on \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Josh Gad, the voice of “Olaf” from the Disney Frozen movies, is reading books aloud on \u003c/span>\u003ca href=\"https://twitter.com/joshgad/status/1243674814717427712\">\u003cspan style=\"font-weight: 400\">his Twitter feed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Country star and Imagination Library founder Dolly Parton is hosting a “Goodnight with Dolly” story time on the \u003c/span>\u003ca href=\"https://www.facebook.com/watch/dollysimaginationlibrary/\">\u003cspan style=\"font-weight: 400\">Imagination Library Facebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> page, Thursday nights. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">ReadAloud.org is offering a \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">21-day read-aloud challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and kids. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">We Are Teachers put together the \u003c/span>\u003ca href=\"https://www.weareteachers.com/virtual-author-activities/?utm_content=1584565321&utm_medium=social&utm_source=facebook&fbclid=IwAR1Bc-GWyG5HlXI7m5SktANnfj8jPfl1BVsuEuqDETCs-p17zjgM-E7pcMk\">\u003cspan style=\"font-weight: 400\">great, big list of more than 50 authors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> doing online read-alouds of their books and other activities. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Publishing company Penguin Kids is providing a “live story time read-aloud” every week day at 11 am EST \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XR0EWDDFl/\">\u003cspan style=\"font-weight: 400\">on their Instagram page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">YouTube channel \u003c/span>\u003ca href=\"https://www.youtube.com/user/StorylineOnline/videos\">\u003cspan style=\"font-weight: 400\">Storyline Online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has tons of celebrities doing read-alouds, from Betty White to Rami Malek to Oprah. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Nonprofit Unite for Literacy \u003c/span>\u003ca href=\"https://www.uniteforliteracy.com/\">\u003cspan style=\"font-weight: 400\">offers read-alouds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in both fiction and nonfiction in multiple languages. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KidLitTV offers both \u003c/span>\u003ca href=\"https://kidlit.tv/?s=read+out+loud\">\u003cspan style=\"font-weight: 400\">video and podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> read-alouds. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">NASA astronauts are doing \u003c/span>\u003ca href=\"https://storytimefromspace.com/\">\u003cspan style=\"font-weight: 400\">Storytime from Space\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp has also compiled her own list of \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">read-alouds on her blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On her Friday night read-aloud online, she’s hoping to start with some picture books, then as the weeks progress maybe add some student book reviews and discussion. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to give each other grace right now. How can we not overwhelm everybody so it becomes even worse?” Ripp said. “We push kids so quickly out of childhood. Picture books are not scary and the world feels scary and overwhelming right now.” \u003c/span>\u003c/p>\n\n",
"disqusIdentifier": "55694 https://ww2.kqed.org/mindshift/?p=55694",
"disqusUrl": "https://ww2.kqed.org/mindshift/2020/04/08/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1605,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 29
},
"modified": 1586414565,
"excerpt": "During this time of distance learning, teachers are reading books online to their students, including middle-schoolers, to help foster connection, literacy and levity. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "During this time of distance learning, teachers are reading books online to their students, including middle-schoolers, to help foster connection, literacy and levity. ",
"title": "How Online Book Read-Alouds Can Help Students' Literacy and Connection During Social Distancing | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Online Book Read-Alouds Can Help Students' Literacy and Connection During Social Distancing ",
"datePublished": "2020-04-08T23:42:45-07:00",
"dateModified": "2020-04-08T23:42:45-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing",
"status": "publish",
"path": "/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The night before a safer-at-home order was issued in her Wisconsin town, all Pernille Ripp could think about was getting to her books. When her middle school opened for a few minutes the next day, the seventh grade English teacher and creator of the \u003c/span>\u003ca href=\"https://theglobalreadaloud.com/\">\u003cspan style=\"font-weight: 400\">Global Read-Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> grabbed all the books she could from her classroom library, before the school closed for the foreseeable future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class Ripp read aloud to her students often, not just for academic purposes but as a way to bond and connect with students. But in this new world, where Ripp and her students are in their separate homes in an effort to slow the spread of COVID-19, she would need to connect with students digitally instead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I went to my classroom and grabbed a ton of books I could read aloud to my students online,” Ripp said. “I thought that this might be it for the rest of the school year.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools have shut down to curb the spread of the coronavirus, and safe-at-home and shelter-in-place orders are currently keeping more than \u003c/span>\u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">\u003cspan style=\"font-weight: 400\">55.1 millions of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of school, at least until the end of April. Since many districts didn’t have a \u003c/span>\u003ca href=\"https://www.washingtonpost.com/technology/2020/03/16/schools-internet-inequality-coronavirus/\">\u003cspan style=\"font-weight: 400\">digital learning plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in place for an event like a global pandemic, they are scraping together varied approaches of online learning that are evolving as the situation changes. In the wake of massive school closings, much of the \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards?fbclid=IwAR2pAR7r5hjcJKix_Xgqeohx5M3OVh8r5O21im0JmBWburOY0X5TJNfYtI4\">\u003cspan style=\"font-weight: 400\">online learning curve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and teachers has become a kind of do-it-yourself experiment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers across the nation are turning to digital read-alouds not only to keep student skills sharp, but to forge connections while they’re apart. Instead of gathering around the rug or a “lit circle” for a story like they used to do in class, some teachers are gathering students on the “virtual rug” of a Zoom conference call or Instagram Live to continue reading books to them. Online read-alouds allow teachers to provide students with a daily dose of literacy—and maybe even some laughs. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once it became clear that schooling was moving online, publishers like Houghton Mifflin Harcourt, Simon & Schuster, Disney, \u003ca href=\"https://d1xcdyhu7q1ws8.cloudfront.net/wp-content/uploads/sites/4/2020/03/19215831/Online-Readings-FAQ-HarperCollinsChildrensBooks.pdf\">HarperCollins\u003c/a> and many others moved quickly to \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">relax their rules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on reading books via livestream or YouTube to accommodate teachers and students during this difficult time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most publishers are now granting access to educators, as long as they follow a few rules that vary among publishers. (Find the complete list of publishers’ permissions and online reading rules \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Key guidelines include mentioning at the top of the video that the book is being read with permission from the publisher, and keeping read-aloud recordings to school sharing platforms that are private. If a private sharing app isn’t available publishers recommend making the YouTube video “unlisted” and available only for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp admitted she had never done any read-alouds before using YouTube or FaceTime or Zoom, but was ready to try it anyway—even if it took her a few times to figure it out. “When we read aloud we connect,” Ripp said. “It doesn’t have to be perfect right now. We’re striving for connection, not perfection.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Benefits of Reading Aloud \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud to kids—\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003cspan style=\"font-weight: 400\">even older ones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who could easily do the reading themselves—offers multiple benefits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to research, read-alouds provide academic boosts to developing readers. They help develop young children’s phonological awareness and \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">“emergent literacy ability,”\u003c/span>\u003c/a> \u003ca href=\"http://theconversation.com/read-aloud-to-your-children-to-boost-their-vocabulary-111427\">\u003cspan style=\"font-weight: 400\">boost vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and develop \u003c/span>\u003ca href=\"https://mk0edsource0y23p672y.kinstacdn.com/wp-content/uploads/2015/06/massaroJLR1.pdf\">\u003cspan style=\"font-weight: 400\">word mastery and grammatical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">2008 review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the Archives of Disease in Childhood assessed that \"Reading aloud to young children, particularly in an engaging manner, promotes emerging literacy and language development and supports the relationship between child and parent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud also improves comprehension by building background knowledge—especially if the reader stops to check for understanding. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/lit.12141\">\u003cspan style=\"font-weight: 400\">recent small study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of England showed that teenagers who had challenging books read aloud to them had greater reading comprehension than when they read them on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in the 1970s, journalist Jim Trelease found that reading aloud to his own children not only cultivated vocabulary and background knowledge, but also forged a love of reading as a shared family activity. His popular book now in its seventh edition, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003ci>\u003cspan style=\"font-weight: 400\">The Read-Aloud Handbook\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, shares research and best practices for both parents and educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the book, Trelease goes into detail of all the cognitive and academic benefits that reading aloud to children provides. But it’s perhaps his words on the emotional benefits of what reading aloud does for families and relationships that feels so pertinent in this time of quarantine, isolation and social distancing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We read to children for all the same reasons we talk with children,” Trelease wrote. “To reassure, to entertain, to bond, to inform or explain, to arouse curiosity, and to inspire.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making an online read-aloud worth watching\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators say that compared to many of the other academic tasks moving online, reading books aloud can be relatively easy. It’s been one area that teachers can do themselves just by accessing a few tools on their laptop or smartphone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Facebook’s page of \u003c/span>\u003ca href=\"https://www.facebook.com/facebookmedia/blog/facebook-live-for-authors\">\u003cspan style=\"font-weight: 400\">easy-to-use tips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for authors also provides great advice for educators wanting to do “live book clubs” using Facebook Live. Instagram also offers a tip sheet for\u003c/span>\u003ca href=\"https://help.instagram.com/292478487812558\">\u003cspan style=\"font-weight: 400\"> creating an Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some educators may want to do more. When fifth grade teacher Joe Paradise of Westfield, New Jersey, made a fun, funny read-aloud version of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Chapter Two is Missing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> for his quarantined students on YouTube, he began getting requests from other educators to show him how he did it. \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/9eSVSgf70Uk'\n title='//www.youtube.com/embed/9eSVSgf70Uk'\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\">Paradise then \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=NFgZDOEf0A4&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">created a YouTube video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of how he created the read-aloud and shared with his educator friends. The “ball started rolling,” he said, and the video—which was far from polished—was shared more than 3,000 times in the first twenty-four hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video, Paradise walks educators step by step through how to make an engaging video: how to read so their voice can be heard, and how to ensure the pages can be seen. His main message to teachers is to avoid getting overwhelmed by all the tech available, and keep it simple.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re building the plane while it’s in the air,” Paradise said of teachers trying to adjust to online learning. “The advice I’ve taken is from \u003c/span>\u003ca href=\"https://www.coolcatteacher.com/about-vicki-davis/\">\u003cspan style=\"font-weight: 400\">Vicki Davis the Cool Cat Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and that’s to integrate [technology] like a turtle: level up each day and learn one new thing, and get great at that.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Resources for read-alouds for all ages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp’s plan for now is “Friday night read-alouds with Ms. Ripp.” She’s going to read her teenagers more \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">picture\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> books in the same style as some of their favorites from class this past year, like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frybread\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We Don’t Eat Our Classmates\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Picture books, she said, lighten the mood and spur discussion.\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/tT9fv_ELbnE'\n title='//www.youtube.com/embed/tT9fv_ELbnE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">But other educators, as well as celebrities and even \u003c/span>\u003ca href=\"https://www.wired.com/story/coronavirus-covid-19-childrens-authors-readings/\">\u003cspan style=\"font-weight: 400\">the authors themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have offered some read-aloud gems for kids of all ages to enjoy. Here are just a few:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On Monday, March 30, Kwame Alexander began a daily read-aloud (and read-along) of his novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Crossover\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at 10:30 am EST, Monday through Friday, \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">on Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">R.J. Palacio, author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Wonder\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, has a read-aloud of the first chapter available on \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Josh Gad, the voice of “Olaf” from the Disney Frozen movies, is reading books aloud on \u003c/span>\u003ca href=\"https://twitter.com/joshgad/status/1243674814717427712\">\u003cspan style=\"font-weight: 400\">his Twitter feed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Country star and Imagination Library founder Dolly Parton is hosting a “Goodnight with Dolly” story time on the \u003c/span>\u003ca href=\"https://www.facebook.com/watch/dollysimaginationlibrary/\">\u003cspan style=\"font-weight: 400\">Imagination Library Facebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> page, Thursday nights. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">ReadAloud.org is offering a \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">21-day read-aloud challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and kids. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">We Are Teachers put together the \u003c/span>\u003ca href=\"https://www.weareteachers.com/virtual-author-activities/?utm_content=1584565321&utm_medium=social&utm_source=facebook&fbclid=IwAR1Bc-GWyG5HlXI7m5SktANnfj8jPfl1BVsuEuqDETCs-p17zjgM-E7pcMk\">\u003cspan style=\"font-weight: 400\">great, big list of more than 50 authors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> doing online read-alouds of their books and other activities. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Publishing company Penguin Kids is providing a “live story time read-aloud” every week day at 11 am EST \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XR0EWDDFl/\">\u003cspan style=\"font-weight: 400\">on their Instagram page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">YouTube channel \u003c/span>\u003ca href=\"https://www.youtube.com/user/StorylineOnline/videos\">\u003cspan style=\"font-weight: 400\">Storyline Online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has tons of celebrities doing read-alouds, from Betty White to Rami Malek to Oprah. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Nonprofit Unite for Literacy \u003c/span>\u003ca href=\"https://www.uniteforliteracy.com/\">\u003cspan style=\"font-weight: 400\">offers read-alouds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in both fiction and nonfiction in multiple languages. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KidLitTV offers both \u003c/span>\u003ca href=\"https://kidlit.tv/?s=read+out+loud\">\u003cspan style=\"font-weight: 400\">video and podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> read-alouds. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">NASA astronauts are doing \u003c/span>\u003ca href=\"https://storytimefromspace.com/\">\u003cspan style=\"font-weight: 400\">Storytime from Space\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp has also compiled her own list of \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">read-alouds on her blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On her Friday night read-aloud online, she’s hoping to start with some picture books, then as the weeks progress maybe add some student book reviews and discussion. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to give each other grace right now. How can we not overwhelm everybody so it becomes even worse?” Ripp said. “We push kids so quickly out of childhood. Picture books are not scary and the world feels scary and overwhelming right now.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing",
"authors": [
"4445"
],
"categories": [
"mindshift_21345",
"mindshift_193"
],
"tags": [
"mindshift_21344",
"mindshift_21343",
"mindshift_20784",
"mindshift_1040",
"mindshift_21079",
"mindshift_21128"
],
"featImg": "mindshift_55698",
"label": "mindshift"
},
"mindshift_55689": {
"type": "posts",
"id": "mindshift_55689",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "55689",
"score": null,
"sort": [
1586239315000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1586239315,
"format": "standard",
"disqusTitle": "The Beat Goes On: High School Choirs Improvise In The Age Of Coronavirus",
"title": "The Beat Goes On: High School Choirs Improvise In The Age Of Coronavirus",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Spring semester was off to a pretty normal start at Rolling Meadows High School. The school, in a northwest suburb of Chicago, was gearing up for the goodbye rituals of every spring semester: senior prom, end-of-year exams and graduation.\u003c/p>\n\u003cp>Caitlyn Walsh, the school's music teacher, was looking forward to the big choir concert and the spring musical. \"From the fine arts scene we have a lot of end-of-year activities that are very cherished,\" she says.\u003c/p>\n\u003cp>Walsh had worked with this group of students for four years, and knew they were special, a \"really strong senior class.\" So for their spring concert she pulled out all the stops — even ordering custom red T-shirts for the show. When the news broke that all Illinois schools were closed, Walsh and her students were crushed.\u003c/p>\n\u003cp>She was picking up the t-shirts from a friend in her neighborhood when she heard schools were shutting down. And then, she had an epiphany: \"this a-ha moment of, 'You know, why don't we just get something together?' So that way, we can at least honor the concert.\"\u003c/p>\n\u003cp>She told her students to come grab their T-shirts and then send in videos of themselves singing their parts. One of her seniors mixed all the videos together, and the end result sounded like they were all on-stage together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/RMHS_Choir/status/1240803710529409029\u003c/p>\n\u003cp>The resulting video is a huge online success, with 100,000 views and counting. It was picked up by local news and even featured on \u003ca href=\"https://www.youtube.com/watch?v=b-nKOY7ihdQ\">Access Hollywood\u003c/a>!\u003c/p>\n\u003cp>Walsh's class made one of the first virtual choir videos, but now educators all over the country are getting in on the fun.\u003c/p>\n\u003cp>Greg Gardner is the music director of Camden Catholic High School in Cherry Hill, N.J. With all the state's schools closed, he also had to find a way to connect with his students outside the choir room.\u003c/p>\n\u003cp>\"My students genuinely miss being in the halls of Camden Catholic,\" Gardner says, \"I genuinely miss teaching my music classes.\"\u003c/p>\n\u003cp>Both teachers lamented the fact that software programs like Zoom and Google Hangout have too much lag time for choirs to practice. Instead, Gardner decided to get his students practicing on their own.\u003c/p>\n\u003cp>Once a day, his students send in a 10-minute voice memo of themselves practicing a song. Then, on Fridays, they send in a video of the finished product. From those submissions Gardner creates his virtual choir. He wants to get his students performing every week.\u003c/p>\n\u003cp>https://youtu.be/eWQfMte7GcE\u003c/p>\n\u003cp>Gardner says it's been a lot harder than he expected: \"There's no magic app or plug-in that will do this for you. It just takes hours and hours of work.\"\u003c/p>\n\u003cp>He actually uses several different software programs to put his videos together. One helps him line the videos up in the right order, another synchronizes them, so they start at the correct time, and yet another aligns the sound and video so the students are all singing in unison.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For their latest video? Gardner's students created a virtual version of their annual Spring Cabaret.\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=The+Beat+Goes+On%3A+High+School+Choirs+Improvise+In+The+Age+Of+Coronavirus&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "55689 https://ww2.kqed.org/mindshift/?p=55689",
"disqusUrl": "https://ww2.kqed.org/mindshift/2020/04/06/the-beat-goes-on-high-school-choirs-improvise-in-the-age-of-coronavirus/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 540,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1586325925,
"excerpt": "After cancelled musicals and spring concerts, choral directors across the country are going the extra mile to have their students' voices heard.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "After cancelled musicals and spring concerts, choral directors across the country are going the extra mile to have their students' voices heard.",
"title": "The Beat Goes On: High School Choirs Improvise In The Age Of Coronavirus | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "The Beat Goes On: High School Choirs Improvise In The Age Of Coronavirus",
"datePublished": "2020-04-06T23:01:55-07:00",
"dateModified": "2020-04-07T23:05:25-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "the-beat-goes-on-high-school-choirs-improvise-in-the-age-of-coronavirus",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=826820085&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Sequoia Carrillo",
"nprStoryDate": "Sun, 05 Apr 2020 06:17:00 -0400",
"nprLastModifiedDate": "Mon, 06 Apr 2020 10:32:18 -0400",
"nprHtmlLink": "https://www.npr.org/2020/04/05/826820085/the-beat-goes-on-high-school-choirs-improvise-in-the-age-of-coronavirus?ft=nprml&f=826820085",
"nprAudio": "https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/04/20200405_atc_the_beat_goes_on_high_school_choirs_improvise_in_the_age_of_coronavirus.mp3?orgId=1&topicId=1013&aggIds=812054919&d=235&p=2&story=826820085&ft=nprml&f=826820085",
"nprImageAgency": "YouTube",
"nprImageCredit": "Greg Gardner and Patrick Gardner",
"nprAudioM3u": "http://api.npr.org/m3u/1827758375-8e08fb.m3u?orgId=1&topicId=1013&aggIds=812054919&d=235&p=2&story=826820085&ft=nprml&f=826820085",
"nprStoryId": "826820085",
"nprRetrievedStory": "1",
"nprPubDate": "Mon, 06 Apr 2020 10:32:00 -0400",
"path": "/mindshift/55689/the-beat-goes-on-high-school-choirs-improvise-in-the-age-of-coronavirus",
"audioUrl": "https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/04/20200405_atc_the_beat_goes_on_high_school_choirs_improvise_in_the_age_of_coronavirus.mp3?orgId=1&topicId=1013&aggIds=812054919&d=235&p=2&story=826820085&ft=nprml&f=826820085",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Spring semester was off to a pretty normal start at Rolling Meadows High School. The school, in a northwest suburb of Chicago, was gearing up for the goodbye rituals of every spring semester: senior prom, end-of-year exams and graduation.\u003c/p>\n\u003cp>Caitlyn Walsh, the school's music teacher, was looking forward to the big choir concert and the spring musical. \"From the fine arts scene we have a lot of end-of-year activities that are very cherished,\" she says.\u003c/p>\n\u003cp>Walsh had worked with this group of students for four years, and knew they were special, a \"really strong senior class.\" So for their spring concert she pulled out all the stops — even ordering custom red T-shirts for the show. When the news broke that all Illinois schools were closed, Walsh and her students were crushed.\u003c/p>\n\u003cp>She was picking up the t-shirts from a friend in her neighborhood when she heard schools were shutting down. And then, she had an epiphany: \"this a-ha moment of, 'You know, why don't we just get something together?' So that way, we can at least honor the concert.\"\u003c/p>\n\u003cp>She told her students to come grab their T-shirts and then send in videos of themselves singing their parts. One of her seniors mixed all the videos together, and the end result sounded like they were all on-stage together.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "singleTwitterStatus",
"attributes": {
"named": {
"id": "1240803710529409029"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The resulting video is a huge online success, with 100,000 views and counting. It was picked up by local news and even featured on \u003ca href=\"https://www.youtube.com/watch?v=b-nKOY7ihdQ\">Access Hollywood\u003c/a>!\u003c/p>\n\u003cp>Walsh's class made one of the first virtual choir videos, but now educators all over the country are getting in on the fun.\u003c/p>\n\u003cp>Greg Gardner is the music director of Camden Catholic High School in Cherry Hill, N.J. With all the state's schools closed, he also had to find a way to connect with his students outside the choir room.\u003c/p>\n\u003cp>\"My students genuinely miss being in the halls of Camden Catholic,\" Gardner says, \"I genuinely miss teaching my music classes.\"\u003c/p>\n\u003cp>Both teachers lamented the fact that software programs like Zoom and Google Hangout have too much lag time for choirs to practice. Instead, Gardner decided to get his students practicing on their own.\u003c/p>\n\u003cp>Once a day, his students send in a 10-minute voice memo of themselves practicing a song. Then, on Fridays, they send in a video of the finished product. From those submissions Gardner creates his virtual choir. He wants to get his students performing every week.\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/eWQfMte7GcE'\n title='//www.youtube.com/embed/eWQfMte7GcE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Gardner says it's been a lot harder than he expected: \"There's no magic app or plug-in that will do this for you. It just takes hours and hours of work.\"\u003c/p>\n\u003cp>He actually uses several different software programs to put his videos together. One helps him line the videos up in the right order, another synchronizes them, so they start at the correct time, and yet another aligns the sound and video so the students are all singing in unison.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For their latest video? Gardner's students created a virtual version of their annual Spring Cabaret.\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=The+Beat+Goes+On%3A+High+School+Choirs+Improvise+In+The+Age+Of+Coronavirus&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/55689/the-beat-goes-on-high-school-choirs-improvise-in-the-age-of-coronavirus",
"authors": [
"byline_mindshift_55689"
],
"categories": [
"mindshift_21345"
],
"tags": [
"mindshift_21344",
"mindshift_21343",
"mindshift_358",
"mindshift_20784",
"mindshift_1040"
],
"featImg": "mindshift_55690",
"label": "mindshift"
},
"mindshift_55679": {
"type": "posts",
"id": "mindshift_55679",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "55679",
"score": null,
"sort": [
1586166505000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1586166505,
"format": "standard",
"disqusTitle": "Four Core Priorities for Trauma-Informed Distance Learning",
"title": "Four Core Priorities for Trauma-Informed Distance Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">\u003cspan style=\"font-weight: 400\">Trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cannot be simplified to cookie-cutter practices. Take this example: a teacher worked with a student to develop a silent signal that he could use when he needed extra breaks during class. Hearing how well it worked, another teacher tried to apply the signal without first building a relationship with the student. It bombed. With the second teacher, the signal became “an angry ear tug instead of a trauma-informed ear tug,” said \u003c/span>\u003ca href=\"https://unconditionallearning.org/about/\">\u003cspan style=\"font-weight: 400\">Alex Shevrin Venet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who shared this story during \u003c/span>\u003ca href=\"https://twitter.com/alexsvenet/status/1244627779792056321?s=11\">\u003cspan style=\"font-weight: 400\">a recent webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on trauma-informed distance learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venet is a college professor and consultant who facilitates \u003c/span>\u003ca href=\"https://unconditionallearning.org/services/\">\u003cspan style=\"font-weight: 400\">professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on implementing trauma-informed practices. She offered her webinar after seeing that, amid the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “many teachers were reckoning with their own experiences of overwhelming stress and anxiety and for some this offered a new window into what it feels like for students who experience overwhelming stress regularly.” Registration reached its max capacity of 300 participants for all four sessions she offered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As shown by the ear tug story, what trauma-informed teaching looks like varies for different teachers and students. For that reason, Venet has developed “four core priorities,” rather than “strategies,” for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\">\u003cspan style=\"font-weight: 400\">trauma-informed classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. During her webinars, she explained the four priorities and how to consider them in the context of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55650/the-biggest-distance-learning-experiment-in-history-week-one\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Predictability\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma can create “intense feelings of unpredictability,” said Venet, and whether students have experienced trauma or not, COVID-19 has upended normal life for kids and adults alike. The loss of our usual habits \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/26/820304899/coronavirus-has-upended-our-world-its-ok-to-grieve?utm_campaign=npr&utm_term=nprnews&utm_source=facebook.com&utm_medium=social&fbclid=IwAR0lJ4fl7t12ZHYPQk2Wr-pkJjL-BJwEBQdUd4yuYWu2T26Y3Ql-T3OtEh0\">\u003cspan style=\"font-weight: 400\">can cause shock and grief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so one way educators and parents can prioritize predictability is by creating routines. Pennsylvania teacher Elizabeth Raff, for instance, \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\">posts a check-in video for her students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the same time every day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to creating new routines, Venet encouraged teachers to “notice what’s normal” and apply familiar practices to distance learning. With her undergraduate students, she has transferred their usual opening activity, “\u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-powerful-class-opening-activity\">\u003cspan style=\"font-weight: 400\">roses and thorns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” to a message board conversation. And just as teachers might normally schedule a calming activity such as read-aloud after lunch or recess, she recommended planning for dysregulation during distance learning. If a class is meeting through Google Meet, for instance, students may be anxious or excited to see their peers. Creating an opportunity to connect before jumping into instruction will help them be better able to engage in learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Flexibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because trauma involves a loss of control, inflexible teaching methods can trigger some students into survival mode. Venet encouraged teachers to notice what students need and collaborate with them to find routines, resources and strategies that will best support them. While physical schools provide some level of uniformity, at home the learning environment for each student looks different. Some students have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55608/14-tips-for-helping-students-with-limited-internet-have-distance-learning\">\u003cspan style=\"font-weight: 400\">limited Internet or computer access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Some may be responsible for \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">\u003cspan style=\"font-weight: 400\">caring for younger siblings while parents wor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">k\u003c/a>. And some may be working jobs of their own. Venet advised teachers to ask what’s really important in education at this time. Does it matter if students are logging on at a certain time? Can grading be switched to a pass/fail system?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When possible, teachers can ask parents for insights into what their children need right now. For some kids, school work gives them a healthy focus. For others, self-care may be the priority. Venet shared an adage for staying flexible: “there are different paths up the mountain.” \u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Connection\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\">\u003cspan style=\"font-weight: 400\">Relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are key to resilience, “so anything that teachers can do to \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\">help foster relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should be a priority right now,” said Venet. She’s heard from parents that some teachers are sending impersonal emails checking on whether students have logged into online learning. Such emails can have unintended consequences because people affected by trauma sometimes interpret neutral signals as negative. “I invite (educators) to be crystal, crystal clear with students that you miss them and you care about them,” Venet said. And because the coronavirus pandemic has disrupted many types of relationships, she recommended that teachers also consider how to help students connect with each other, with family and \u003c/span>\u003ca href=\"https://s2.washingtonpost.com/camp-rw/?e=a2RuZXdob3VzZUBnbWFpbC5jb20%3D&s=5e7c8c01fe1ff6038ce7aa20&linknum=5&linktot=40\">\u003cspan style=\"font-weight: 400\">with their community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Empowerment\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma takes power from people, so trauma-informed educators need to think critically about not reproducing that dynamic. Venet said that means dropping power struggles, such as the demands she’s seen that students wear certain clothes or sit in certain parts of their house during distance learning. Rigid expectations can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48333/when-schools-meet-trauma-with-understanding-not-discipline\">\u003cspan style=\"font-weight: 400\">create barriers to learning for trauma-affected students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators should focus instead on empowering students through shared decision-making and authentic choice. They also need to model consent by \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards\">\u003cspan style=\"font-weight: 400\">not taking pictures of Zoom calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or sharing students’ work without permission, Venet noted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowerment applies to assignments, as well. “Now more than ever, kids don’t need to be doing fake work. They don’t need to be doing worksheets,” said Venet. “Give them problems to solve. Ask what they’re interested in. There’s so much data coming out right now for them to be working with. There’s so many stories coming out … Give them tools to think about ‘How am I affecting the world around me?’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More advice for understanding trauma\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the four priorities, Venet shared some reminders and cautions for teachers \u003c/span>\u003ca href=\"https://unconditionallearning.org/2016/04/11/getting-started-with-trauma-informed-teaching/\">\u003cspan style=\"font-weight: 400\">getting started with trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use trauma as “a lens, not a label” to understand students.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is a response, not an event. Do not assume that any particular child definitely did or did not experience something as trauma.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Although the COVID-19 pandemic is creating widespread anxiety, not all kids are experiencing it as stressful. Resources and relationships play a role.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For some students, school closures may be an escape from the stress or trauma caused by \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/10/how-the-stress-of-racism-affects-learning/503567/\">\u003cspan style=\"font-weight: 400\">racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, bullying, \u003c/span>\u003ca href=\"https://medium.com/@kellywickham/what-if-quarantine-homeschooling-is-better-for-black-children-d8706caf5c35\">\u003cspan style=\"font-weight: 400\">not seeing themselves in the curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test anxiety and other issues.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Social and emotional learning can help students, but the \u003c/span>\u003ca href=\"http://www.ascd.org/publications/newsletters/education-update/may19/vol61/num05/Mindfulness-Won't-Save-Us.-Fixing-the-System-Will..aspx\">\u003cspan style=\"font-weight: 400\">systemic issues that create stress and trauma also need to be addressed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is not destiny. Healing is possible.\u003c/span>\u003c/li>\n\u003c/ul>\n\n",
"disqusIdentifier": "55679 https://ww2.kqed.org/mindshift/?p=55679",
"disqusUrl": "https://ww2.kqed.org/mindshift/2020/04/06/four-core-priorities-for-trauma-informed-distance-learning/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1034,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 15
},
"modified": 1586532643,
"excerpt": "Not being able to see students face-to-face can create a huge challenge to educators who are teaching with a trauma informed lens. However, some of those in-person best practices can help inform what teachers do while distance learning. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Not being able to see students face-to-face can create a huge challenge to educators who are teaching with a trauma informed lens. However, some of those in-person best practices can help inform what teachers do while distance learning. ",
"title": "Four Core Priorities for Trauma-Informed Distance Learning | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Four Core Priorities for Trauma-Informed Distance Learning",
"datePublished": "2020-04-06T02:48:25-07:00",
"dateModified": "2020-04-10T08:30:43-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "four-core-priorities-for-trauma-informed-distance-learning",
"status": "publish",
"path": "/mindshift/55679/four-core-priorities-for-trauma-informed-distance-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">\u003cspan style=\"font-weight: 400\">Trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cannot be simplified to cookie-cutter practices. Take this example: a teacher worked with a student to develop a silent signal that he could use when he needed extra breaks during class. Hearing how well it worked, another teacher tried to apply the signal without first building a relationship with the student. It bombed. With the second teacher, the signal became “an angry ear tug instead of a trauma-informed ear tug,” said \u003c/span>\u003ca href=\"https://unconditionallearning.org/about/\">\u003cspan style=\"font-weight: 400\">Alex Shevrin Venet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who shared this story during \u003c/span>\u003ca href=\"https://twitter.com/alexsvenet/status/1244627779792056321?s=11\">\u003cspan style=\"font-weight: 400\">a recent webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on trauma-informed distance learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venet is a college professor and consultant who facilitates \u003c/span>\u003ca href=\"https://unconditionallearning.org/services/\">\u003cspan style=\"font-weight: 400\">professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on implementing trauma-informed practices. She offered her webinar after seeing that, amid the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “many teachers were reckoning with their own experiences of overwhelming stress and anxiety and for some this offered a new window into what it feels like for students who experience overwhelming stress regularly.” Registration reached its max capacity of 300 participants for all four sessions she offered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As shown by the ear tug story, what trauma-informed teaching looks like varies for different teachers and students. For that reason, Venet has developed “four core priorities,” rather than “strategies,” for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\">\u003cspan style=\"font-weight: 400\">trauma-informed classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. During her webinars, she explained the four priorities and how to consider them in the context of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55650/the-biggest-distance-learning-experiment-in-history-week-one\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Predictability\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma can create “intense feelings of unpredictability,” said Venet, and whether students have experienced trauma or not, COVID-19 has upended normal life for kids and adults alike. The loss of our usual habits \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/26/820304899/coronavirus-has-upended-our-world-its-ok-to-grieve?utm_campaign=npr&utm_term=nprnews&utm_source=facebook.com&utm_medium=social&fbclid=IwAR0lJ4fl7t12ZHYPQk2Wr-pkJjL-BJwEBQdUd4yuYWu2T26Y3Ql-T3OtEh0\">\u003cspan style=\"font-weight: 400\">can cause shock and grief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so one way educators and parents can prioritize predictability is by creating routines. Pennsylvania teacher Elizabeth Raff, for instance, \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\">posts a check-in video for her students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the same time every day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to creating new routines, Venet encouraged teachers to “notice what’s normal” and apply familiar practices to distance learning. With her undergraduate students, she has transferred their usual opening activity, “\u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-powerful-class-opening-activity\">\u003cspan style=\"font-weight: 400\">roses and thorns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” to a message board conversation. And just as teachers might normally schedule a calming activity such as read-aloud after lunch or recess, she recommended planning for dysregulation during distance learning. If a class is meeting through Google Meet, for instance, students may be anxious or excited to see their peers. Creating an opportunity to connect before jumping into instruction will help them be better able to engage in learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Flexibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because trauma involves a loss of control, inflexible teaching methods can trigger some students into survival mode. Venet encouraged teachers to notice what students need and collaborate with them to find routines, resources and strategies that will best support them. While physical schools provide some level of uniformity, at home the learning environment for each student looks different. Some students have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55608/14-tips-for-helping-students-with-limited-internet-have-distance-learning\">\u003cspan style=\"font-weight: 400\">limited Internet or computer access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Some may be responsible for \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">\u003cspan style=\"font-weight: 400\">caring for younger siblings while parents wor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">k\u003c/a>. And some may be working jobs of their own. Venet advised teachers to ask what’s really important in education at this time. Does it matter if students are logging on at a certain time? Can grading be switched to a pass/fail system?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When possible, teachers can ask parents for insights into what their children need right now. For some kids, school work gives them a healthy focus. For others, self-care may be the priority. Venet shared an adage for staying flexible: “there are different paths up the mountain.” \u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Connection\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\">\u003cspan style=\"font-weight: 400\">Relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are key to resilience, “so anything that teachers can do to \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\">help foster relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should be a priority right now,” said Venet. She’s heard from parents that some teachers are sending impersonal emails checking on whether students have logged into online learning. Such emails can have unintended consequences because people affected by trauma sometimes interpret neutral signals as negative. “I invite (educators) to be crystal, crystal clear with students that you miss them and you care about them,” Venet said. And because the coronavirus pandemic has disrupted many types of relationships, she recommended that teachers also consider how to help students connect with each other, with family and \u003c/span>\u003ca href=\"https://s2.washingtonpost.com/camp-rw/?e=a2RuZXdob3VzZUBnbWFpbC5jb20%3D&s=5e7c8c01fe1ff6038ce7aa20&linknum=5&linktot=40\">\u003cspan style=\"font-weight: 400\">with their community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Empowerment\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma takes power from people, so trauma-informed educators need to think critically about not reproducing that dynamic. Venet said that means dropping power struggles, such as the demands she’s seen that students wear certain clothes or sit in certain parts of their house during distance learning. Rigid expectations can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48333/when-schools-meet-trauma-with-understanding-not-discipline\">\u003cspan style=\"font-weight: 400\">create barriers to learning for trauma-affected students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators should focus instead on empowering students through shared decision-making and authentic choice. They also need to model consent by \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards\">\u003cspan style=\"font-weight: 400\">not taking pictures of Zoom calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or sharing students’ work without permission, Venet noted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowerment applies to assignments, as well. “Now more than ever, kids don’t need to be doing fake work. They don’t need to be doing worksheets,” said Venet. “Give them problems to solve. Ask what they’re interested in. There’s so much data coming out right now for them to be working with. There’s so many stories coming out … Give them tools to think about ‘How am I affecting the world around me?’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More advice for understanding trauma\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the four priorities, Venet shared some reminders and cautions for teachers \u003c/span>\u003ca href=\"https://unconditionallearning.org/2016/04/11/getting-started-with-trauma-informed-teaching/\">\u003cspan style=\"font-weight: 400\">getting started with trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use trauma as “a lens, not a label” to understand students.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is a response, not an event. Do not assume that any particular child definitely did or did not experience something as trauma.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Although the COVID-19 pandemic is creating widespread anxiety, not all kids are experiencing it as stressful. Resources and relationships play a role.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For some students, school closures may be an escape from the stress or trauma caused by \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/10/how-the-stress-of-racism-affects-learning/503567/\">\u003cspan style=\"font-weight: 400\">racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, bullying, \u003c/span>\u003ca href=\"https://medium.com/@kellywickham/what-if-quarantine-homeschooling-is-better-for-black-children-d8706caf5c35\">\u003cspan style=\"font-weight: 400\">not seeing themselves in the curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test anxiety and other issues.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Social and emotional learning can help students, but the \u003c/span>\u003ca href=\"http://www.ascd.org/publications/newsletters/education-update/may19/vol61/num05/Mindfulness-Won't-Save-Us.-Fixing-the-System-Will..aspx\">\u003cspan style=\"font-weight: 400\">systemic issues that create stress and trauma also need to be addressed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is not destiny. Healing is possible.\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/55679/four-core-priorities-for-trauma-informed-distance-learning",
"authors": [
"11487"
],
"categories": [
"mindshift_21345"
],
"tags": [
"mindshift_21344",
"mindshift_21343",
"mindshift_358",
"mindshift_20784",
"mindshift_1040",
"mindshift_20865",
"mindshift_21105",
"mindshift_20999"
],
"featImg": "mindshift_55683",
"label": "mindshift"
},
"mindshift_55669": {
"type": "posts",
"id": "mindshift_55669",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "55669",
"score": null,
"sort": [
1585808410000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1585808410,
"format": "standard",
"disqusTitle": "No Caps, No Gowns: For Many In The Class Of 2020, Commencement Is Called Off",
"title": "No Caps, No Gowns: For Many In The Class Of 2020, Commencement Is Called Off",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>It was a pretty normal St. Patrick's Day. Nathan Stewart and a couple of friends were hanging out, drinking a few beers, soaking up senior spring at the University of Virginia. Then an email landed in their inboxes: Classes were moving online and graduation was indefinitely postponed.\u003c/p>\n\u003cp>\"Honestly, my friends and I just immediately started crying,\" says Stewart. Throughout his four years at UVA, graduation had been a major motivator. When he and his friends were having tough days, they'd tell each other, \"Just wait till graduation day. We're all walking across the stage together and we'll get our diplomas. It'll be so worth it then.\"\u003c/p>\n\u003cp>Now, he says he feels burned out. His research job on campus was discontinued — that was his only source of income — so Stewart is figuring out how to pay the rent on his off-campus apartment. That's on top of all his classes shifting online. \"Trying to balance out the financial aspect of it, in the midst of it being emotional, is just really difficult,\" he says. \"The hard thing, too, is that you can't place your anger or sorrow on anybody because nobody knows what they're doing.\"\u003c/p>\n\u003cp>As he and his friends were sitting around drinking, stewing over the bad news, he remembers thinking: \"You know what's crazy? The administration is probably doing the exact same thing: Sitting on somebody else's couch, drinking a few beers, saying, 'What the hell are we going to do?' \"\u003c/p>\n\u003cp>Nathan Stewart is right. Administrators and college presidents are scrambling to figure out what to do about graduation this year. How can they acknowledge students' hard work and success, while still maintaining social distancing amid the outbreak of coronavirus?\u003c/p>\n\u003cfigure id=\"attachment_55675\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-55675\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85-160x200.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">In the absence of an actual ceremony, will schools create a virtual yearbook? \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many colleges across the country have outright cancelled graduations, others, such as Harvard and \u003ca href=\"https://www.journal-news.com/news/local-education/miami-spring-graduation-virtual-school-hopes-for-person-commencement-september/J8wmbyFk299y29cssWh24H/\">Miami University in Ohio, have scheduled virtual ceremonies\u003c/a>. Some students have taken things into their own hands and \u003ca href=\"https://www.theverge.com/2020/3/31/21200972/college-students-graduation-minecraft-coronavirus-school-closures\">created their own ceremonies — on a reconstructed campus — through Minecraft.\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still others, like Trinity Washington University, a small private school in Washington, D.C., has said it's looking for a date in June to reschedule an in-person ceremony.\u003c/p>\n\u003cp>\"If we can't do it in June, we are very committed to doing a commencement ceremony, full regalia, full pomp and circumstance,\" says Patricia McGuire, president of Trinity. \"When we get to do it, it's going to be the biggest darn party we've ever had.\"\u003c/p>\n\u003cp>When Sandra Mendez, who's set to graduate from Trinity this May, heard the news about postponing graduation, she was heartbroken: \"I have been waiting for this day since I was little.\"\u003c/p>\n\u003cp>For Mendez, graduating from college wasn't always a sure thing. After high school she took some time off, before heading to college in Wisconsin. She stayed for two years, then moved back home to North Carolina. \"I was gonna give up on school altogether, just cause it was \u003cem>way\u003c/em> expensive,\" she says.\u003c/p>\n\u003cp>But a scholarship paved the way for her to start at Trinity three years ago, and now, she's got enough credits to graduate with a degree in biology. \"I feel like I've been always trying to prove myself to my family, like, I'm going to do this, I'm going to do this.\"\u003c/p>\n\u003cp>Her family was planning to finally visit campus for her graduation ceremony. Instead, their travel plans are cancelled. She's lucky that her part-time job at Trader Joe's is still bringing in some money, and says her future plans to become a veterinarian may be on hold for a bit.\u003c/p>\n\u003cp>\u003cstrong>\"My parents were devastated.\"\u003c/strong>\u003c/p>\n\u003cp>Celebrating graduation wasn't really about her, says Monica Ferrufino, who's finishing up at California State University, Los Angeles. It was really going to be for her parents.\u003c/p>\n\u003cp>\"When they cancelled graduation, it was exactly 60 days prior to our scheduled commencement,\" she explains. She knows that because her mother and father kept track, counting down the days, crossing each one off on their calendar. When she told them it was off, her mom cried. \"My parents didn't get to finish high school,\" she says, \"so for them, seeing their daughter graduating college was just beyond their dreams.\"\u003c/p>\n\u003cp>\u003cstrong>Some ideas to celebrate\u003c/strong>\u003c/p>\n\u003cp>When Yolanda Norman, a professor at the University of Houston, started hearing from students disappointed about graduation, she immediately thought of her own missed graduation years ago. \"I don't just empathize with what's happening, I really know what it feels like to have this moment taken away,\" says Norman. So she started crowdsourcing a list of ways families and schools can still celebrate.\u003c/p>\n\u003cp>\"Someone said: 'Can we just please have a graduation and stand six feet apart?' \" she says, laughing. \"It's not going to happen, but it would be awesome.\"\u003c/p>\n\u003cfigure id=\"attachment_55674\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-55674\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85-160x200.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Yolanda Norman, a researcher of first-generation college students, crowdsourced a list of ideas on how schools can hold ceremonies amid the Covid-19 pandemic. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Also on Norman's list: a national ceremony hosted by a fellow first-generation college student, first lady Michelle Obama. And of course the more likely option, graduations over video chat with friends and family. \"I know students' families are going to celebrate them. You better believe we're gonna have a lot of videos of backyard graduations, house graduations and quarantine graduations.\" She says her hope is that schools curate and share these videos so other students, parents and faculty can share in the joy.\u003c/p>\n\u003cp>\u003cstrong>\"I'm gonna get the degree either way.\"\u003c/strong>\u003c/p>\n\u003cp>\"It's just a ceremony,\" says Alexandrea Mares, who lives with her grandparents and attends California State University, Northridge. Right now, she says she's far more concerned with keeping herself and her family healthy. \"You know what? My health and their health is what matters most,\" she says. \"At the end of the day, it's the degree that you get and I'm gonna get the degree either way at the end of the semester.\"\u003c/p>\n\u003cp>That's not to say she isn't extremely proud of her six-year journey: \"Even though we're not having a graduation, I'm still excited to get my diploma in the mail and hang it up on the wall.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She's planning on having a graduation party indoors, with just her and her grandparents. Because, she says, those are the people who really matter.\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=No+Caps%2C+No+Gowns%3A+For+Many+In+The+Class+Of+2020%2C+Commencement+Is+Called+Off&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "55669 https://ww2.kqed.org/mindshift/?p=55669",
"disqusUrl": "https://ww2.kqed.org/mindshift/2020/04/01/no-caps-no-gowns-for-many-in-the-class-of-2020-commencement-is-called-off/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1105,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 25
},
"modified": 1585808410,
"excerpt": "For many college students, walking across the stage isn't just a celebration, it's a recognition of years of hard work, and often sacrifices from their families. What happens when it's cancelled?",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "For many college students, walking across the stage isn't just a celebration, it's a recognition of years of hard work, and often sacrifices from their families. What happens when it's cancelled?",
"title": "No Caps, No Gowns: For Many In The Class Of 2020, Commencement Is Called Off | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "No Caps, No Gowns: For Many In The Class Of 2020, Commencement Is Called Off",
"datePublished": "2020-04-01T23:20:10-07:00",
"dateModified": "2020-04-01T23:20:10-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "no-caps-no-gowns-for-many-in-the-class-of-2020-commencement-is-called-off",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=823866801&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Elissa Nadworny ",
"nprStoryDate": "Wed, 01 Apr 2020 06:01:55 -0400",
"nprLastModifiedDate": "Wed, 01 Apr 2020 11:24:09 -0400",
"nprHtmlLink": "https://www.npr.org/2020/04/01/823866801/no-caps-no-gowns-for-many-in-the-class-of-2020-commencement-is-called-off?ft=nprml&f=823866801",
"nprAudio": "https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/03/20200331_atc_first-generation_college_graduates_now_face_not_being_able_to_walk_across_stage.mp3?orgId=1&topicId=1013&aggIds=812054919&d=209&story=823866801&ft=nprml&f=823866801,https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/03/20200331_atc_first-generation_college_graduates_now_face_not_being_able_to_walk_across_stage.mp3?orgId=1&topicId=1013&aggIds=812054919&d=209&story=823866801&ft=nprml&f=823866801",
"nprImageAgency": "NPR",
"nprImageCredit": "LA Johnson",
"nprAudioM3u": "http://api.npr.org/m3u/1825197747-bb93c9.m3u?orgId=1&topicId=1013&aggIds=812054919&d=209&story=823866801&ft=nprml&f=823866801,http://api.npr.org/m3u/1825197130-1e341b.m3u?orgId=1&topicId=1013&aggIds=812054919&d=209&story=823866801&ft=nprml&f=823866801",
"nprStoryId": "823866801",
"nprRetrievedStory": "1",
"nprPubDate": "Wed, 01 Apr 2020 11:24:00 -0400",
"path": "/mindshift/55669/no-caps-no-gowns-for-many-in-the-class-of-2020-commencement-is-called-off",
"audioUrl": "https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/03/20200331_atc_first-generation_college_graduates_now_face_not_being_able_to_walk_across_stage.mp3?orgId=1&topicId=1013&aggIds=812054919&d=209&story=823866801&ft=nprml&f=823866801,https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/03/20200331_atc_first-generation_college_graduates_now_face_not_being_able_to_walk_across_stage.mp3?orgId=1&topicId=1013&aggIds=812054919&d=209&story=823866801&ft=nprml&f=823866801",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It was a pretty normal St. Patrick's Day. Nathan Stewart and a couple of friends were hanging out, drinking a few beers, soaking up senior spring at the University of Virginia. Then an email landed in their inboxes: Classes were moving online and graduation was indefinitely postponed.\u003c/p>\n\u003cp>\"Honestly, my friends and I just immediately started crying,\" says Stewart. Throughout his four years at UVA, graduation had been a major motivator. When he and his friends were having tough days, they'd tell each other, \"Just wait till graduation day. We're all walking across the stage together and we'll get our diplomas. It'll be so worth it then.\"\u003c/p>\n\u003cp>Now, he says he feels burned out. His research job on campus was discontinued — that was his only source of income — so Stewart is figuring out how to pay the rent on his off-campus apartment. That's on top of all his classes shifting online. \"Trying to balance out the financial aspect of it, in the midst of it being emotional, is just really difficult,\" he says. \"The hard thing, too, is that you can't place your anger or sorrow on anybody because nobody knows what they're doing.\"\u003c/p>\n\u003cp>As he and his friends were sitting around drinking, stewing over the bad news, he remembers thinking: \"You know what's crazy? The administration is probably doing the exact same thing: Sitting on somebody else's couch, drinking a few beers, saying, 'What the hell are we going to do?' \"\u003c/p>\n\u003cp>Nathan Stewart is right. Administrators and college presidents are scrambling to figure out what to do about graduation this year. How can they acknowledge students' hard work and success, while still maintaining social distancing amid the outbreak of coronavirus?\u003c/p>\n\u003cfigure id=\"attachment_55675\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-55675\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85-160x200.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">In the absence of an actual ceremony, will schools create a virtual yearbook? \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many colleges across the country have outright cancelled graduations, others, such as Harvard and \u003ca href=\"https://www.journal-news.com/news/local-education/miami-spring-graduation-virtual-school-hopes-for-person-commencement-september/J8wmbyFk299y29cssWh24H/\">Miami University in Ohio, have scheduled virtual ceremonies\u003c/a>. Some students have taken things into their own hands and \u003ca href=\"https://www.theverge.com/2020/3/31/21200972/college-students-graduation-minecraft-coronavirus-school-closures\">created their own ceremonies — on a reconstructed campus — through Minecraft.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still others, like Trinity Washington University, a small private school in Washington, D.C., has said it's looking for a date in June to reschedule an in-person ceremony.\u003c/p>\n\u003cp>\"If we can't do it in June, we are very committed to doing a commencement ceremony, full regalia, full pomp and circumstance,\" says Patricia McGuire, president of Trinity. \"When we get to do it, it's going to be the biggest darn party we've ever had.\"\u003c/p>\n\u003cp>When Sandra Mendez, who's set to graduate from Trinity this May, heard the news about postponing graduation, she was heartbroken: \"I have been waiting for this day since I was little.\"\u003c/p>\n\u003cp>For Mendez, graduating from college wasn't always a sure thing. After high school she took some time off, before heading to college in Wisconsin. She stayed for two years, then moved back home to North Carolina. \"I was gonna give up on school altogether, just cause it was \u003cem>way\u003c/em> expensive,\" she says.\u003c/p>\n\u003cp>But a scholarship paved the way for her to start at Trinity three years ago, and now, she's got enough credits to graduate with a degree in biology. \"I feel like I've been always trying to prove myself to my family, like, I'm going to do this, I'm going to do this.\"\u003c/p>\n\u003cp>Her family was planning to finally visit campus for her graduation ceremony. Instead, their travel plans are cancelled. She's lucky that her part-time job at Trader Joe's is still bringing in some money, and says her future plans to become a veterinarian may be on hold for a bit.\u003c/p>\n\u003cp>\u003cstrong>\"My parents were devastated.\"\u003c/strong>\u003c/p>\n\u003cp>Celebrating graduation wasn't really about her, says Monica Ferrufino, who's finishing up at California State University, Los Angeles. It was really going to be for her parents.\u003c/p>\n\u003cp>\"When they cancelled graduation, it was exactly 60 days prior to our scheduled commencement,\" she explains. She knows that because her mother and father kept track, counting down the days, crossing each one off on their calendar. When she told them it was off, her mom cried. \"My parents didn't get to finish high school,\" she says, \"so for them, seeing their daughter graduating college was just beyond their dreams.\"\u003c/p>\n\u003cp>\u003cstrong>Some ideas to celebrate\u003c/strong>\u003c/p>\n\u003cp>When Yolanda Norman, a professor at the University of Houston, started hearing from students disappointed about graduation, she immediately thought of her own missed graduation years ago. \"I don't just empathize with what's happening, I really know what it feels like to have this moment taken away,\" says Norman. So she started crowdsourcing a list of ways families and schools can still celebrate.\u003c/p>\n\u003cp>\"Someone said: 'Can we just please have a graduation and stand six feet apart?' \" she says, laughing. \"It's not going to happen, but it would be awesome.\"\u003c/p>\n\u003cfigure id=\"attachment_55674\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-55674\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85-160x200.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Yolanda Norman, a researcher of first-generation college students, crowdsourced a list of ideas on how schools can hold ceremonies amid the Covid-19 pandemic. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Also on Norman's list: a national ceremony hosted by a fellow first-generation college student, first lady Michelle Obama. And of course the more likely option, graduations over video chat with friends and family. \"I know students' families are going to celebrate them. You better believe we're gonna have a lot of videos of backyard graduations, house graduations and quarantine graduations.\" She says her hope is that schools curate and share these videos so other students, parents and faculty can share in the joy.\u003c/p>\n\u003cp>\u003cstrong>\"I'm gonna get the degree either way.\"\u003c/strong>\u003c/p>\n\u003cp>\"It's just a ceremony,\" says Alexandrea Mares, who lives with her grandparents and attends California State University, Northridge. Right now, she says she's far more concerned with keeping herself and her family healthy. \"You know what? My health and their health is what matters most,\" she says. \"At the end of the day, it's the degree that you get and I'm gonna get the degree either way at the end of the semester.\"\u003c/p>\n\u003cp>That's not to say she isn't extremely proud of her six-year journey: \"Even though we're not having a graduation, I'm still excited to get my diploma in the mail and hang it up on the wall.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She's planning on having a graduation party indoors, with just her and her grandparents. Because, she says, those are the people who really matter.\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=No+Caps%2C+No+Gowns%3A+For+Many+In+The+Class+Of+2020%2C+Commencement+Is+Called+Off&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/55669/no-caps-no-gowns-for-many-in-the-class-of-2020-commencement-is-called-off",
"authors": [
"byline_mindshift_55669"
],
"categories": [
"mindshift_21345"
],
"tags": [
"mindshift_21344",
"mindshift_21343",
"mindshift_358",
"mindshift_20784",
"mindshift_1040",
"mindshift_21348"
],
"featImg": "mindshift_55670",
"label": "mindshift"
},
"mindshift_55663": {
"type": "posts",
"id": "mindshift_55663",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "55663",
"score": null,
"sort": [
1585726406000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1585726406,
"format": "standard",
"disqusTitle": "'Essential' Child Care Workers Struggle To Balance Family Needs, Safety",
"title": "'Essential' Child Care Workers Struggle To Balance Family Needs, Safety",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Child care providers around the country have been hit hard by the coronavirus pandemic, with many facing closure even as others struggle to stay open.\u003c/p>\n\u003cp>At least\u003ca href=\"http://www.hunt-institute.org/covid-19-resources/state-child-care-actions-covid-19/\"> 12 states have shuttered\u003c/a> all child care except for essential workers, according to The Hunt Institute, an education nonprofit. In California, the decision is up to each provider, who must balance the needs of families with the health and safety of workers and children.\u003c/p>\n\u003cp>\"The bottom line is we need our child care facilities, our daycare centers to operate, to absorb the magnitude of the impacts of the school closures,\" California Gov. Gavin Newsom said at a March \u003ca href=\"https://twitter.com/CAgovernor/status/1240059717897973762\">press conference\u003c/a>.\u003c/p>\n\u003cp>At ABC Little School in Los Angeles, parents now drop off their children at the gates. Staff are advised to travel only between their homes and the school. And the center is closed on Fridays for deep cleaning.\u003c/p>\n\u003cp>Director Stephanie Ortega says it falls on her to implement policies to ensure the safety of her employees and the students, who range in age from 18 months to 6 years old.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I have parents that are upset that I'm open, and I have parents that are in need of me being open,\" Ortega says.\u003c/p>\n\u003cp>The state agency that licenses child care \u003ca href=\"https://www.documentcloud.org/documents/6812024-3-16-20-Provider-Information-Notice.html\">recommends\u003c/a> facilities screen staff and students for respiratory illnesses and create contingency plans for an outbreak of COVID-19. Ortega and other providers say they're not getting enough guidance.\u003c/p>\n\u003cp>\"We're kind of on our own here,\" Ortega says. \"[If] we continue to stay open and the situation does worsen, I'm putting not only my teachers at risk, I'm putting the children at risk.\"\u003c/p>\n\u003cp>California is trying to ensure that \u003ca href=\"https://laist.com/latest/post/20200320/what-you-can-do-under-stay-at-home\">\"essential\" workers\u003c/a> have access to care. For the first time ever, the state's Department of Social Services issued a waiver that would allow employers to set up emergency child care. Existing centers are also changing to meet these families' needs.\u003c/p>\n\u003cp>The Child Development Center at Fairplex in Pomona is just up the street from a hospital and a coronavirus quarantine center.\u003c/p>\n\u003cp>\"There's a tremendous amount of hand washing going on,\" says Executive Director Holly Reynolds.\u003c/p>\n\u003cp>Classrooms are limited to 10 people at a time, there's an extra seat in between each kid at lunch and new students will be kept separate from existing ones. All this aligns with \u003ca href=\"https://www.documentcloud.org/documents/6821514-LA-County-GuidanceEarlyChildhoodEducation.html\">county health department guidelines\u003c/a>.\u003c/p>\n\u003cp>Reynolds says the center is prioritizing care for children of essential workers, like pharmacy employees, doctors and first responders.\u003c/p>\n\u003cp>\"We're providing an essential service so that these families can go out and save lives,\" she says.\u003c/p>\n\u003cp>Still, it's been a challenge as less than a quarter of the usual kids show up each day.\u003c/p>\n\u003cp>California's Department of Social Services reported 36% of Los Angeles County's preschools and day care centers have closed as of March 23, the most recent numbers available.\u003c/p>\n\u003cfigure id=\"attachment_55666\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55666\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/12.12.19-sarah-soriano-executive-director-b2da1da8193a55e0cb371b6aaa0c3494f893b9e3-1-e1585726329300.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">\"We did everything we could up to the moment that we couldn't,\" says Sarah Soriano, executive director of Young Horizons Child Development Centers, which has closed amid the coronavirus pandemic. \u003ccite>(Mariana Dale/KPCC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That includes Young Horizons Child Development Centers in Long Beach.\u003c/p>\n\u003cp>\"The fear of spreading the virus was huge,\" says executive director Sarah Soriano. She says many recommendations, like keeping everyone six feet apart, were impossible to implement in a center with dozens of children from infancy to preschool.\u003c/p>\n\u003cp>\"Children naturally want to play together, they want to build things together, they want to color and paint,\" Soriano says. \"If we have little ones you have to hold them, you have to feed them. How do you practice social distancing? You don't.\"\u003c/p>\n\u003cp>On top of that, neither her regular suppliers nor nearby stores had \u003ca href=\"https://laist.com/2020/03/17/when-will-everything-be-back-in-stores-toilet-paper-medicine-food.php\">basics like bread and cleaning supplies.\u003c/a>\u003c/p>\n\u003cp>\"We did everything we could up to the moment that we couldn't,\" Soriano says.\u003c/p>\n\u003cp>Across town in North Hollywood, Kim Martin became extra vigilant about the health of the dozen or so kids usually in her care at her home. As two children arrived in March she asked if they had a fever or had been sick.\u003c/p>\n\u003cp>\"I personally am not going to close unless they tell me, but part of me wants them to tell me to close because I'm a little nervous, too,\" Martin said when I first reached her.\u003c/p>\n\u003cp>Martin has been a home child care provider for 23 years. But she recently turned 66, making her part of the population more likely to get seriously ill from the coronavirus. And after California ordered all nonessential workers to stay home, there were few kids left to watch.\u003c/p>\n\u003cp>Now Martin is making calls to defer her car payment and negotiate her student loans and rent in order to make ends meet\u003c/p>\n\u003cp>Nationwide, child care workers \u003ca href=\"https://www.bls.gov/oes/2017/may/oes399011.htm\">earn an average of $11 an hour\u003c/a>. Home providers are self-employed and don't typically qualify for unemployment. Martin does plan to apply for expanded benefits under the \u003ca href=\"https://www.npr.org/2020/03/26/821457551/whats-inside-the-senate-s-2-trillion-coronavirus-aid-package\">federal relief plan\u003c/a>.\u003c/p>\n\u003cp>\"We've always lived paycheck to paycheck, and sometimes we've had no money,\" Martin says. \"We know how to eat cheese and crackers for dinner.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Martin is confident her child care business will survive. But as the pandemic stretches from weeks to months, it's not clear how many providers who've had to close will ever reopen.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KPCC. To see more, visit \u003ca href=\"http://www.kpcc.org/\">KPCC\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Essential%27+Child+Care+Workers+Struggle+To+Balance+Family+Needs%2C+Safety&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "55663 https://ww2.kqed.org/mindshift/?p=55663",
"disqusUrl": "https://ww2.kqed.org/mindshift/2020/04/01/essential-child-care-workers-struggle-to-balance-family-needs-safety/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 895,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 30
},
"modified": 1585726406,
"excerpt": "Some states are urging child care centers to stay open to keep essential workers on the job. But providers say they're not trained to keep everyone safe, and there's no social distancing toddlers.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Some states are urging child care centers to stay open to keep essential workers on the job. But providers say they're not trained to keep everyone safe, and there's no social distancing toddlers.",
"title": "'Essential' Child Care Workers Struggle To Balance Family Needs, Safety | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "'Essential' Child Care Workers Struggle To Balance Family Needs, Safety",
"datePublished": "2020-04-01T00:33:26-07:00",
"dateModified": "2020-04-01T00:33:26-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "essential-child-care-workers-struggle-to-balance-family-needs-safety",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=824385002&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Mariana Dale",
"nprStoryDate": "Tue, 31 Mar 2020 09:00:35 -0400",
"nprLastModifiedDate": "Tue, 31 Mar 2020 11:29:45 -0400",
"nprHtmlLink": "https://www.npr.org/2020/03/31/824385002/essential-child-care-workers-struggle-to-balance-family-needs-safety?ft=nprml&f=824385002",
"nprImageAgency": "Stephanie Ortega",
"nprStoryId": "824385002",
"nprRetrievedStory": "1",
"nprPubDate": "Tue, 31 Mar 2020 11:29:00 -0400",
"path": "/mindshift/55663/essential-child-care-workers-struggle-to-balance-family-needs-safety",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Child care providers around the country have been hit hard by the coronavirus pandemic, with many facing closure even as others struggle to stay open.\u003c/p>\n\u003cp>At least\u003ca href=\"http://www.hunt-institute.org/covid-19-resources/state-child-care-actions-covid-19/\"> 12 states have shuttered\u003c/a> all child care except for essential workers, according to The Hunt Institute, an education nonprofit. In California, the decision is up to each provider, who must balance the needs of families with the health and safety of workers and children.\u003c/p>\n\u003cp>\"The bottom line is we need our child care facilities, our daycare centers to operate, to absorb the magnitude of the impacts of the school closures,\" California Gov. Gavin Newsom said at a March \u003ca href=\"https://twitter.com/CAgovernor/status/1240059717897973762\">press conference\u003c/a>.\u003c/p>\n\u003cp>At ABC Little School in Los Angeles, parents now drop off their children at the gates. Staff are advised to travel only between their homes and the school. And the center is closed on Fridays for deep cleaning.\u003c/p>\n\u003cp>Director Stephanie Ortega says it falls on her to implement policies to ensure the safety of her employees and the students, who range in age from 18 months to 6 years old.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I have parents that are upset that I'm open, and I have parents that are in need of me being open,\" Ortega says.\u003c/p>\n\u003cp>The state agency that licenses child care \u003ca href=\"https://www.documentcloud.org/documents/6812024-3-16-20-Provider-Information-Notice.html\">recommends\u003c/a> facilities screen staff and students for respiratory illnesses and create contingency plans for an outbreak of COVID-19. Ortega and other providers say they're not getting enough guidance.\u003c/p>\n\u003cp>\"We're kind of on our own here,\" Ortega says. \"[If] we continue to stay open and the situation does worsen, I'm putting not only my teachers at risk, I'm putting the children at risk.\"\u003c/p>\n\u003cp>California is trying to ensure that \u003ca href=\"https://laist.com/latest/post/20200320/what-you-can-do-under-stay-at-home\">\"essential\" workers\u003c/a> have access to care. For the first time ever, the state's Department of Social Services issued a waiver that would allow employers to set up emergency child care. Existing centers are also changing to meet these families' needs.\u003c/p>\n\u003cp>The Child Development Center at Fairplex in Pomona is just up the street from a hospital and a coronavirus quarantine center.\u003c/p>\n\u003cp>\"There's a tremendous amount of hand washing going on,\" says Executive Director Holly Reynolds.\u003c/p>\n\u003cp>Classrooms are limited to 10 people at a time, there's an extra seat in between each kid at lunch and new students will be kept separate from existing ones. All this aligns with \u003ca href=\"https://www.documentcloud.org/documents/6821514-LA-County-GuidanceEarlyChildhoodEducation.html\">county health department guidelines\u003c/a>.\u003c/p>\n\u003cp>Reynolds says the center is prioritizing care for children of essential workers, like pharmacy employees, doctors and first responders.\u003c/p>\n\u003cp>\"We're providing an essential service so that these families can go out and save lives,\" she says.\u003c/p>\n\u003cp>Still, it's been a challenge as less than a quarter of the usual kids show up each day.\u003c/p>\n\u003cp>California's Department of Social Services reported 36% of Los Angeles County's preschools and day care centers have closed as of March 23, the most recent numbers available.\u003c/p>\n\u003cfigure id=\"attachment_55666\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55666\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/12.12.19-sarah-soriano-executive-director-b2da1da8193a55e0cb371b6aaa0c3494f893b9e3-1-e1585726329300.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">\"We did everything we could up to the moment that we couldn't,\" says Sarah Soriano, executive director of Young Horizons Child Development Centers, which has closed amid the coronavirus pandemic. \u003ccite>(Mariana Dale/KPCC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That includes Young Horizons Child Development Centers in Long Beach.\u003c/p>\n\u003cp>\"The fear of spreading the virus was huge,\" says executive director Sarah Soriano. She says many recommendations, like keeping everyone six feet apart, were impossible to implement in a center with dozens of children from infancy to preschool.\u003c/p>\n\u003cp>\"Children naturally want to play together, they want to build things together, they want to color and paint,\" Soriano says. \"If we have little ones you have to hold them, you have to feed them. How do you practice social distancing? You don't.\"\u003c/p>\n\u003cp>On top of that, neither her regular suppliers nor nearby stores had \u003ca href=\"https://laist.com/2020/03/17/when-will-everything-be-back-in-stores-toilet-paper-medicine-food.php\">basics like bread and cleaning supplies.\u003c/a>\u003c/p>\n\u003cp>\"We did everything we could up to the moment that we couldn't,\" Soriano says.\u003c/p>\n\u003cp>Across town in North Hollywood, Kim Martin became extra vigilant about the health of the dozen or so kids usually in her care at her home. As two children arrived in March she asked if they had a fever or had been sick.\u003c/p>\n\u003cp>\"I personally am not going to close unless they tell me, but part of me wants them to tell me to close because I'm a little nervous, too,\" Martin said when I first reached her.\u003c/p>\n\u003cp>Martin has been a home child care provider for 23 years. But she recently turned 66, making her part of the population more likely to get seriously ill from the coronavirus. And after California ordered all nonessential workers to stay home, there were few kids left to watch.\u003c/p>\n\u003cp>Now Martin is making calls to defer her car payment and negotiate her student loans and rent in order to make ends meet\u003c/p>\n\u003cp>Nationwide, child care workers \u003ca href=\"https://www.bls.gov/oes/2017/may/oes399011.htm\">earn an average of $11 an hour\u003c/a>. Home providers are self-employed and don't typically qualify for unemployment. Martin does plan to apply for expanded benefits under the \u003ca href=\"https://www.npr.org/2020/03/26/821457551/whats-inside-the-senate-s-2-trillion-coronavirus-aid-package\">federal relief plan\u003c/a>.\u003c/p>\n\u003cp>\"We've always lived paycheck to paycheck, and sometimes we've had no money,\" Martin says. \"We know how to eat cheese and crackers for dinner.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Martin is confident her child care business will survive. But as the pandemic stretches from weeks to months, it's not clear how many providers who've had to close will ever reopen.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KPCC. To see more, visit \u003ca href=\"http://www.kpcc.org/\">KPCC\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Essential%27+Child+Care+Workers+Struggle+To+Balance+Family+Needs%2C+Safety&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/55663/essential-child-care-workers-struggle-to-balance-family-needs-safety",
"authors": [
"byline_mindshift_55663"
],
"categories": [
"mindshift_21345"
],
"tags": [
"mindshift_21344",
"mindshift_21343",
"mindshift_20720",
"mindshift_20784",
"mindshift_1040"
],
"featImg": "mindshift_55664",
"label": "mindshift"
},
"mindshift_55654": {
"type": "posts",
"id": "mindshift_55654",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "55654",
"score": null,
"sort": [
1585416589000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1585416589,
"format": "standard",
"disqusTitle": "With Schools Closed, Kids With Disabilities Are More Vulnerable Than Ever",
"title": "With Schools Closed, Kids With Disabilities Are More Vulnerable Than Ever",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cstrong>Updated at 9:31 a.m. ET\u003c/strong>\u003c/p>\n\u003cp>With school closed, Marla Murasko begins her morning getting her 14-year-old son, Jacob, dressed and ready for the day. They have a daily check-in: How are you doing? How are you feeling? Next, they consult the colorful, hourly schedule she has pinned on the fridge.\u003c/p>\n\u003cp>Jacob, who has Down syndrome, loves routine. So this daily routine is important. Schools in Hopkinton, Mass., \u003ca href=\"https://docs.google.com/document/d/1Fu-SeJ1r2ylgPg64Cn6AnHe9vOl1EgcZ4GoI1wDOwdA/edit\">are closed until May 4th\u003c/a>, so Jacob's morning academic lesson — which according to the schedule starts at 9 a.m. — has been temporarily moved to the basement.\u003c/p>\n\u003cp>But there's been one big hiccup to all this: What, exactly, to learn during these at-home sessions? Some of Jacob's teachers have sent packets home — one, for a science class, includes a video and a worksheet on wolves — but teachers haven't included any of the modifications, or \"accommodations\" he normally gets that are designed to adapt the lessons to his learning style. Normally, Jacob is in a general education classroom, with special help. In some subjects, like reading and math, he works with different teachers and sometimes does different lessons.\u003c/p>\n\u003cp>\"It has been very frustrating for us,\" says Murasko, \"he can't look at a five-page worksheet and learn. He needs it very simplified in order for him to learn it. If there's no accommodations or modifications for him, he really can't attend to that lesson plan unless I modify it for him.\" So Murasko, who insists she is not and has never been a teacher, has had to get creative. She found some worksheets online that help break down readings into Who, What, Where, When and Why? She says they're helping.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I'll be honest with you, I've approached my day at this point with trying to figure out the positives,\" she says, \"because I can't keep staying in this negative arena of when are they going to provide me something?\"\u003c/p>\n\u003cp>As the vast majority of schools in the U.S. have transitioned from the classroom to the computer — teachers and administrators have struggled to offer learning to special needs students. The Hopkinton school district, where Jacob attends, did not respond to requests for comment on how it's handling the needs of students in special education.\u003c/p>\n\u003cp>Some districts have plowed ahead with holding one-on-one lessons over software like Zoom and virtual meetings to discuss the individualized education plans — known as IEPs — that are required for students in special education. Others have put all learning on a pause, as they figure out how to use distance learning to serve all students — not just those with disabilities but also those who don't have computers or high-speed internet.\u003c/p>\n\u003cp>As we've reported, \u003ca href=\"https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one\">schools have had to move online\u003c/a> within a very short time frame, often without extra resources and very little training.\u003c/p>\n\u003cp>An estimated 14% of public school students receive special education services in the U.S. The federal Individuals With Disabilities Education Act ensures that those children have a right to a free, appropriate public education whenever and wherever schools are operating.\u003c/p>\n\u003cp>\"Our district overall is implementing Google Classroom,\" explains Ann Hiebert, a special education teacher for the Ferguson-Florissant School District, in the suburbs of St. Louis, \"but that doesn't work well for my students, since I have students with more significant needs.\"\u003c/p>\n\u003cp>Her students have intellectual disabilities, including autism. Many are non-verbal, and some struggle with writing and typing and can't use technology independently.\u003c/p>\n\u003cp>\"So all of these things that are out there aren't really going to be the best option for my kids,\" Hiebert says. She has been sending emails with videos of her classes' morning routine — they include familiar songs and pictures of their classroom calendar. \"Routine is very important to my students,\" she says. She sent packets home for students, but she's \"still trying to figure out ways that I can have meaningful content for them.\"\u003c/p>\n\u003cp>\u003cstrong>An urging to stay flexible\u003c/strong>\u003c/p>\n\u003cp>On Saturday, the U.S. Education Department\u003ca href=\"https://www.ed.gov/news/press-releases/urging-states-continue-educating-students-disabilities-secretary-devos-publishes-new-resource-accessibility-and-distance-learning-options\"> announced it was giving schools flexibility in interpreting IDEA\u003c/a>, saying that complying with the law, \"should not prevent any school from offering educational programs through distance instruction.\"\u003c/p>\n\u003cp>Jeanne Allen, who founded the Center for Education Reform, an advocacy group that promotes school choice, said she was relieved to get the guidance, as there's been, \"confusion about what schools, school districts and educators were permitted to do.\" She acknowledges that there are concerns about equity, but argues that schools should be looking to ed tech innovators and seeking creative solutions, rather than putting a hold on all learning.\u003c/p>\n\u003cp>\"The law does not say if you don't educate every single person today in real time, you're going to get penalized,\" she maintains, \"You don't stop schools and leaders from educating students to find the perfect solution.\"\u003c/p>\n\u003cp>A new federal relief package, \u003ca href=\"https://www.npr.org/2020/03/27/822062909/house-aims-to-send-2-trillion-rescue-package-to-president-to-stem-coronavirus-cr?origin=NOTIFY\">which President Trump signed into law on Friday\u003c/a>, offers Education Secretary Betsy DeVos the opportunity to go one step further: \u003ca href=\"https://blogs.edweek.org/edweek/campaign-k-12/2020/03/senate-coronavirus-bill-passes-education-funding.html?r=2004858939&r=2109321903\">She now has 30 days to seek waivers\u003c/a> for additional provisions of IDEA in order to provide schools with \"limited flexibility.\"\u003c/p>\n\u003cp>This provision makes disability advocates nervous. \"We're talking about waiving a civil right for our most vulnerable people in our society, children who don't vote, who have no voice, who are relying on their parents to advocate for them,\" says Stephanie Langer, a Florida civil rights attorney who focuses on education and disability.\u003c/p>\n\u003cp>She worries that if the federal government lets states and districts off the hook for providing accommodations for students with disabilities, schools and teachers won't even try. \"If they know they won't be held accountable at the back end, they simply will not try,\" Langer maintains. \"Having the requirements in place requires schools to do something rather than nothing, even if it's not perfect.\"\u003c/p>\n\u003cp>In the meantime, it's really up to parents.\u003c/p>\n\u003cp>For the first few days of virtual learning, Ann Hiebert says she was focused on how to adapt lessons for her students, but in recent days she has shifted her thinking. Now, she says, \"I'm trying to be more of a resource to parents.\" She's planning on making videos — with help from her own son, who is also home from school — to demonstrate to parents how she works with students in class, so parents can model her movements.\u003c/p>\n\u003cp>\"Parents have now become the teacher, the therapist, the advocate. They are everybody all in one,\" says Catherine Whitcher, \u003ca href=\"https://www.catherinewhitcher.com/\">who works with both families and school districts to craft IEPs\u003c/a>. \"The teachers have really started to flip their thinking of, 'How can I support the parents and what they're doing during this time?' \"\u003c/p>\n\u003cp>Whitcher says parents are stressed out because they're worried their special-needs child isn't going to make academic progress at home, but she argues that's not where the focus should be for families. \"Right now, we need to stabilize as human beings inside of our homes. It's about life skills. It's about community. It's about connection.\"\u003c/p>\n\u003cp>She says the time spent over video chat, or at home, is a great opportunity for parents and teachers to actually get to know the students in the context of their family.\u003c/p>\n\u003cp>\u003cstrong>Lessons from a virtual school \u003c/strong>\u003c/p>\n\u003cp>There are schools with extensive experience teaching online, including a number of virtual charter schools. \"All of our instruction has always been delivered online,\" says Jamie Desrochers, the director of special education at the PA Distance Learning Charter School in Pennsylvania. \"Our special ed teachers, pretty much everything that they can do in a brick and mortar school, we can do on a cyber.\" The only services they normally do in-person are things like speech therapy, occupational therapy and physical therapy, but they have partnerships with companies like PresenceLearning \u003ca href=\"https://www.presencelearning.com/\">that offer these services over video chat\u003c/a>, and are leaning on them even more now.\u003c/p>\n\u003cp>When everything is through a computer, Desrochers says, teachers \"have to be that much more animated to get the kids' attention.\" Sometimes teachers wear different silly hats and they ask lots of questions about the students' living environment. \"The kids love to show off their pet,\" she says. \"Giving the students an opportunity to do a show-and-tell online gets them engaged and builds that relationship.\"\u003c/p>\n\u003cp>For special education teachers adapting to a new virtual reality, Desrochers suggests making sure lessons connect to real life. And she urges teachers and parents to lean into the tools and objects students have in the home.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For example, if you'd use blocks for counting in the classroom, use something like pasta. For a lesson about surface area, have students count how many tiles are in the kitchen, or how many steps it takes to get from one side of the room to the other. And for parents, she adds, don't forget about household chores: \"Cooking with your kids, is a great way to teach math.\"\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=With+Schools+Closed%2C+Kids+With+Disabilities+Are+More+Vulnerable+Than+Ever&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "55654 https://ww2.kqed.org/mindshift/?p=55654",
"disqusUrl": "https://ww2.kqed.org/mindshift/2020/03/28/with-schools-closed-kids-with-disabilities-are-more-vulnerable-than-ever/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1536,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 32
},
"modified": 1585546501,
"excerpt": "About 14% of U.S. public school students receive special education services. And as schools transition from the classroom to the computer, many of those students could get left behind.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "About 14% of U.S. public school students receive special education services. And as schools transition from the classroom to the computer, many of those students could get left behind.",
"title": "With Schools Closed, Kids With Disabilities Are More Vulnerable Than Ever | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "With Schools Closed, Kids With Disabilities Are More Vulnerable Than Ever",
"datePublished": "2020-03-28T10:29:49-07:00",
"dateModified": "2020-03-29T22:35:01-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "with-schools-closed-kids-with-disabilities-are-more-vulnerable-than-ever",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=821926032&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Elissa Nadworny ",
"nprStoryDate": "Fri, 27 Mar 2020 15:01:00 -0400",
"nprLastModifiedDate": "Sat, 28 Mar 2020 09:46:08 -0400",
"nprHtmlLink": "https://www.npr.org/2020/03/27/821926032/with-schools-closed-kids-with-disabilities-are-more-vulnerable-than-ever?ft=nprml&f=821926032",
"nprAudio": "https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/03/20200327_atc_with_schools_closed_kids_with_disabilities_are_more_vulnerable_than_ever.mp3?orgId=1&topicId=1013&aggIds=812054919&d=274&p=2&story=821926032&ft=nprml&f=821926032",
"nprImageAgency": "Maria Fabrizio for NPR",
"nprAudioM3u": "http://api.npr.org/m3u/1822728452-6a3fd0.m3u?orgId=1&topicId=1013&aggIds=812054919&d=274&p=2&story=821926032&ft=nprml&f=821926032",
"nprStoryId": "821926032",
"nprRetrievedStory": "1",
"nprPubDate": "Sat, 28 Mar 2020 09:46:00 -0400",
"path": "/mindshift/55654/with-schools-closed-kids-with-disabilities-are-more-vulnerable-than-ever",
"audioUrl": "https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/03/20200327_atc_with_schools_closed_kids_with_disabilities_are_more_vulnerable_than_ever.mp3?orgId=1&topicId=1013&aggIds=812054919&d=274&p=2&story=821926032&ft=nprml&f=821926032",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Updated at 9:31 a.m. ET\u003c/strong>\u003c/p>\n\u003cp>With school closed, Marla Murasko begins her morning getting her 14-year-old son, Jacob, dressed and ready for the day. They have a daily check-in: How are you doing? How are you feeling? Next, they consult the colorful, hourly schedule she has pinned on the fridge.\u003c/p>\n\u003cp>Jacob, who has Down syndrome, loves routine. So this daily routine is important. Schools in Hopkinton, Mass., \u003ca href=\"https://docs.google.com/document/d/1Fu-SeJ1r2ylgPg64Cn6AnHe9vOl1EgcZ4GoI1wDOwdA/edit\">are closed until May 4th\u003c/a>, so Jacob's morning academic lesson — which according to the schedule starts at 9 a.m. — has been temporarily moved to the basement.\u003c/p>\n\u003cp>But there's been one big hiccup to all this: What, exactly, to learn during these at-home sessions? Some of Jacob's teachers have sent packets home — one, for a science class, includes a video and a worksheet on wolves — but teachers haven't included any of the modifications, or \"accommodations\" he normally gets that are designed to adapt the lessons to his learning style. Normally, Jacob is in a general education classroom, with special help. In some subjects, like reading and math, he works with different teachers and sometimes does different lessons.\u003c/p>\n\u003cp>\"It has been very frustrating for us,\" says Murasko, \"he can't look at a five-page worksheet and learn. He needs it very simplified in order for him to learn it. If there's no accommodations or modifications for him, he really can't attend to that lesson plan unless I modify it for him.\" So Murasko, who insists she is not and has never been a teacher, has had to get creative. She found some worksheets online that help break down readings into Who, What, Where, When and Why? She says they're helping.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I'll be honest with you, I've approached my day at this point with trying to figure out the positives,\" she says, \"because I can't keep staying in this negative arena of when are they going to provide me something?\"\u003c/p>\n\u003cp>As the vast majority of schools in the U.S. have transitioned from the classroom to the computer — teachers and administrators have struggled to offer learning to special needs students. The Hopkinton school district, where Jacob attends, did not respond to requests for comment on how it's handling the needs of students in special education.\u003c/p>\n\u003cp>Some districts have plowed ahead with holding one-on-one lessons over software like Zoom and virtual meetings to discuss the individualized education plans — known as IEPs — that are required for students in special education. Others have put all learning on a pause, as they figure out how to use distance learning to serve all students — not just those with disabilities but also those who don't have computers or high-speed internet.\u003c/p>\n\u003cp>As we've reported, \u003ca href=\"https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one\">schools have had to move online\u003c/a> within a very short time frame, often without extra resources and very little training.\u003c/p>\n\u003cp>An estimated 14% of public school students receive special education services in the U.S. The federal Individuals With Disabilities Education Act ensures that those children have a right to a free, appropriate public education whenever and wherever schools are operating.\u003c/p>\n\u003cp>\"Our district overall is implementing Google Classroom,\" explains Ann Hiebert, a special education teacher for the Ferguson-Florissant School District, in the suburbs of St. Louis, \"but that doesn't work well for my students, since I have students with more significant needs.\"\u003c/p>\n\u003cp>Her students have intellectual disabilities, including autism. Many are non-verbal, and some struggle with writing and typing and can't use technology independently.\u003c/p>\n\u003cp>\"So all of these things that are out there aren't really going to be the best option for my kids,\" Hiebert says. She has been sending emails with videos of her classes' morning routine — they include familiar songs and pictures of their classroom calendar. \"Routine is very important to my students,\" she says. She sent packets home for students, but she's \"still trying to figure out ways that I can have meaningful content for them.\"\u003c/p>\n\u003cp>\u003cstrong>An urging to stay flexible\u003c/strong>\u003c/p>\n\u003cp>On Saturday, the U.S. Education Department\u003ca href=\"https://www.ed.gov/news/press-releases/urging-states-continue-educating-students-disabilities-secretary-devos-publishes-new-resource-accessibility-and-distance-learning-options\"> announced it was giving schools flexibility in interpreting IDEA\u003c/a>, saying that complying with the law, \"should not prevent any school from offering educational programs through distance instruction.\"\u003c/p>\n\u003cp>Jeanne Allen, who founded the Center for Education Reform, an advocacy group that promotes school choice, said she was relieved to get the guidance, as there's been, \"confusion about what schools, school districts and educators were permitted to do.\" She acknowledges that there are concerns about equity, but argues that schools should be looking to ed tech innovators and seeking creative solutions, rather than putting a hold on all learning.\u003c/p>\n\u003cp>\"The law does not say if you don't educate every single person today in real time, you're going to get penalized,\" she maintains, \"You don't stop schools and leaders from educating students to find the perfect solution.\"\u003c/p>\n\u003cp>A new federal relief package, \u003ca href=\"https://www.npr.org/2020/03/27/822062909/house-aims-to-send-2-trillion-rescue-package-to-president-to-stem-coronavirus-cr?origin=NOTIFY\">which President Trump signed into law on Friday\u003c/a>, offers Education Secretary Betsy DeVos the opportunity to go one step further: \u003ca href=\"https://blogs.edweek.org/edweek/campaign-k-12/2020/03/senate-coronavirus-bill-passes-education-funding.html?r=2004858939&r=2109321903\">She now has 30 days to seek waivers\u003c/a> for additional provisions of IDEA in order to provide schools with \"limited flexibility.\"\u003c/p>\n\u003cp>This provision makes disability advocates nervous. \"We're talking about waiving a civil right for our most vulnerable people in our society, children who don't vote, who have no voice, who are relying on their parents to advocate for them,\" says Stephanie Langer, a Florida civil rights attorney who focuses on education and disability.\u003c/p>\n\u003cp>She worries that if the federal government lets states and districts off the hook for providing accommodations for students with disabilities, schools and teachers won't even try. \"If they know they won't be held accountable at the back end, they simply will not try,\" Langer maintains. \"Having the requirements in place requires schools to do something rather than nothing, even if it's not perfect.\"\u003c/p>\n\u003cp>In the meantime, it's really up to parents.\u003c/p>\n\u003cp>For the first few days of virtual learning, Ann Hiebert says she was focused on how to adapt lessons for her students, but in recent days she has shifted her thinking. Now, she says, \"I'm trying to be more of a resource to parents.\" She's planning on making videos — with help from her own son, who is also home from school — to demonstrate to parents how she works with students in class, so parents can model her movements.\u003c/p>\n\u003cp>\"Parents have now become the teacher, the therapist, the advocate. They are everybody all in one,\" says Catherine Whitcher, \u003ca href=\"https://www.catherinewhitcher.com/\">who works with both families and school districts to craft IEPs\u003c/a>. \"The teachers have really started to flip their thinking of, 'How can I support the parents and what they're doing during this time?' \"\u003c/p>\n\u003cp>Whitcher says parents are stressed out because they're worried their special-needs child isn't going to make academic progress at home, but she argues that's not where the focus should be for families. \"Right now, we need to stabilize as human beings inside of our homes. It's about life skills. It's about community. It's about connection.\"\u003c/p>\n\u003cp>She says the time spent over video chat, or at home, is a great opportunity for parents and teachers to actually get to know the students in the context of their family.\u003c/p>\n\u003cp>\u003cstrong>Lessons from a virtual school \u003c/strong>\u003c/p>\n\u003cp>There are schools with extensive experience teaching online, including a number of virtual charter schools. \"All of our instruction has always been delivered online,\" says Jamie Desrochers, the director of special education at the PA Distance Learning Charter School in Pennsylvania. \"Our special ed teachers, pretty much everything that they can do in a brick and mortar school, we can do on a cyber.\" The only services they normally do in-person are things like speech therapy, occupational therapy and physical therapy, but they have partnerships with companies like PresenceLearning \u003ca href=\"https://www.presencelearning.com/\">that offer these services over video chat\u003c/a>, and are leaning on them even more now.\u003c/p>\n\u003cp>When everything is through a computer, Desrochers says, teachers \"have to be that much more animated to get the kids' attention.\" Sometimes teachers wear different silly hats and they ask lots of questions about the students' living environment. \"The kids love to show off their pet,\" she says. \"Giving the students an opportunity to do a show-and-tell online gets them engaged and builds that relationship.\"\u003c/p>\n\u003cp>For special education teachers adapting to a new virtual reality, Desrochers suggests making sure lessons connect to real life. And she urges teachers and parents to lean into the tools and objects students have in the home.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, if you'd use blocks for counting in the classroom, use something like pasta. For a lesson about surface area, have students count how many tiles are in the kitchen, or how many steps it takes to get from one side of the room to the other. And for parents, she adds, don't forget about household chores: \"Cooking with your kids, is a great way to teach math.\"\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=With+Schools+Closed%2C+Kids+With+Disabilities+Are+More+Vulnerable+Than+Ever&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/55654/with-schools-closed-kids-with-disabilities-are-more-vulnerable-than-ever",
"authors": [
"byline_mindshift_55654"
],
"categories": [
"mindshift_21345"
],
"tags": [
"mindshift_21344",
"mindshift_21343",
"mindshift_358",
"mindshift_20784",
"mindshift_1040",
"mindshift_20935"
],
"featImg": "mindshift_55655",
"label": "mindshift"
},
"mindshift_55650": {
"type": "posts",
"id": "mindshift_55650",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "55650",
"score": null,
"sort": [
1585290464000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1585290464,
"format": "standard",
"disqusTitle": "The Biggest Distance-Learning Experiment In History: Week One",
"title": "The Biggest Distance-Learning Experiment In History: Week One",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>For 6-year-old Sadie Hernandez, the first day of online school started at her round, wooden kitchen table in Jacksonville, Fla. She turned on an iPad and started talking to her first grade teacher, Robin Nelson.\u003c/p>\n\u003cp>\"Are you ready to do this online stuff?\" her teacher asks, in a video sent to NPR by Hernandez's mother, Audrey.\u003c/p>\n\u003cp>\"Yeah,\" Sadie responds.\u003cbr>\n\"It's kind of scary isn't it?\"\u003cbr>\n\"Kind of.\"\u003c/p>\n\u003cp>Sadie's teacher reminds her that they'll be using the educational software that she is already familiar with from her face-to-face classes at Ortega Elementary School: \"It's iReady, so we've got that. And we've got WritingCity. And now you know how to meet me in the morning.\"\u003c/p>\n\u003cp>Every state has closed \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">at least some public schools\u003c/a> to fight the spread of coronavirus, and some are starting to say they expect to be closed through the end of the school year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thrown into the breach, public schools are setting out on an unprecedented experiment: With little training and even fewer resources, in a matter of days they're shifting from a system of education that for centuries has focused on face to face interaction, to one that works entirely at a distance.\u003c/p>\n\u003cp>Diana Greene, the superintendent of Duval County Schools where Robin Nelson teaches, sent an email to her staff on Friday, March 20 that illustrates the magnitude of the effort educators around the country are faced with:\u003c/p>\n\u003cp>\"It is amazing to me that it was just 3 days ago that we made the decision to close schools. In less than 72 hours, Team Duval moved the entire district to an at-home, virtual instruction model. We have managed to troubleshoot the mobilization of meal programs, lack of technology equipment, online teacher training, and a whole host of issues that come with a change of this magnitude. Three days!\u003c/p>\n\u003cp>\"Three days to create, print and distribute about 5 million pages of instructional content. Three days to load classes onto an online platform. Three days to gather online resources so aligned instruction could continue to take place. Three days to train about 8,000 teachers in a whole new way of work. Imagine that!\u003c/p>\n\u003cp>\"Three days to conduct a survey of technology needs from 130,000 students and to prepare thousands of computers for student use. Three days to prepare for neighborhood delivery of school lunches and snacks on our buses so children would not go hungry. Just three days to mobilize a community of partners and volunteers to assist our schools.\"\u003c/p>\n\u003cp>Some families, like Sadie's, are adjusting reasonably well. Her parents are both working from home, still earning paychecks. When Sadie has to concentrate on her lessons, they turn on \"Daniel Tiger\" for her little sister Kate. There's a backyard swimming pool for cooling off when lessons are done.\u003c/p>\n\u003cp>But as a crisis often does, this one has exposed existing inequalities — among schools, among districts and among students. Just over half of the nation's public school children are from families considered low-income, and an estimated\u003ca href=\"https://www.king.senate.gov/imo/media/doc/Letter%20--%20Coronavirus%20Stimulus%20Homework%20Gap%20Insufficient%20Funding%203-22-20%20final.pdf\"> 12 million\u003c/a> lack broadband Internet access at home.\u003c/p>\n\u003cp>Robin Nelson, an educator with 10 years experience, says one of the students in her class has special needs and needs significant accommodation, and the family also struggles financially. \"I've spoken to his mom. There's another little one on the way, if not already arrived.\"\u003c/p>\n\u003cp>And, Nelson notes, for that family and many like it, \"survival is a priority and not, you know, accommodations right now for him.\" Nelson thinks the student may end up repeating a grade. She's also concerned about children whose parents must go out to work, and who are sending their kids to home-based daycares that remain open.\u003c/p>\n\u003cp>She tears up talking about her \"babies\" and how much she misses greeting them at the door with a fist-bump, handshake or hug. Sadie Hernandez wrote a note and drew pictures to leave on her beloved teacher's doorstep.\u003c/p>\n\u003cp>Because of these inherent inequities, some researchers are advocating that public schools focus on making up lost learning when things get back to normal — through summer school and other remediation. That will take extra funding, including money to pay teachers. Douglas Harris, an education researcher and fellow at the Brookings Institution,\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2020/03/11/using-federal-stimulus-to-get-schools-through-the-coronavirus-crisis-the-case-for-summer-school-and-summer-teacher-pay/\"> has written a post calling\u003c/a> for school districts to focus on making up time, not on teaching remotely.:\u003c/p>\n\u003cp>\"Studies of online learning suggest not only that students learn less in online environments, compared with in person, but that disadvantaged students learn the least. And that's true even when online teachers have experience and training with online teaching. Under the current emergency, most teachers will not have any experience at all with this approach.\"\u003c/p>\n\u003cp>Nevertheless, with its latest guidance, the federal Education Department has encouraged schools closing due to coronavirus to pursue distance learning quote \"creatively\" and with \"flexibility\", even if they can't reach every student that way.\u003c/p>\n\u003cp>Reminding everyone that this is an unprecedented situation, \"No one wants to have learning coming to a halt across America due to the COVID-19 outbreak,\" reads the guidance, \"and the U.S. Department of Education (Department) does not want to stand in the way of good faith efforts to educate students on-line.\"\u003c/p>\n\u003cp>The Senate coronavirus relief package passed on Wednesday includes $13.5 billion earmarked for schools, which they can use to keep paying staff as well as to buy new technology.\u003c/p>\n\u003cp>As they wait for clearer direction, materials, and training, states and districts are choosing different paths. In the Philadelphia area, districts may use \u003ca href=\"https://whyy.org/articles/philly-area-school-districts-are-closing-to-prepare-for-more-coronavirus-related-closures/\">up snow days left\u003c/a> over from the mild winter. In Chicago, teachers are offering enrichment resources only, instructed to make sure there's \"no new learning.\" Harking back to an earlier era of distance education, Los Angeles Unified is partnering with the local public television stations to pair educational broadcasts with some online resources.\u003c/p>\n\u003cp>Florida, where Robin Nelson teaches, is an example of a state that has moved swiftly to transition as much instruction as possible online. Partly that's because it is home to the Florida Virtual School. That's a public, nonprofit K12 school that has been around for over two decades, and has a solid reputation — its students do about as well as, or a little better than, other students in the state.\u003c/p>\n\u003cp>Before the outbreak, FLVS directly enrolled 200,000 students, primarily in Florida but also across all 50 states and overseas. Now they are looking to double that direct enrollment by the end of April. And the school is also training at least 10,000 Florida teachers to transition their own classes online — via live online trainings and pre-recorded webinars.\u003c/p>\n\u003cp>\"We've partnered with the [state] Department of Education to work with the school districts to support teacher professional development at the district level, to help them ramp up and to be able to teach students online,\" says Courtney Calfee, executive director for global services at FLVS.\u003c/p>\n\u003cp>Nelson says she and other teachers at Ortega Elementary cobbled together online lessons from various sources: \"It's teachers going through and kind of pulling out their materials, saying, hey, PBS has a good thing over here ...\"\u003c/p>\n\u003cp>Paula Renfro leads professional development for Duval County Public Schools, the district where Nelson teaches. She says that in making this swift transition, they decided to lead with their existing \"blended learning resource library,\" including software programs and digital textbooks.\u003c/p>\n\u003cp>\"Really, when we considered how this rollout was going to look, we needed to provide tools, especially in the beginning, that teachers and students had a high comfort level with.\"\u003c/p>\n\u003cp>Another big consideration for schools making this transition is how much time per day to attempt to connect live with students — known as \"synchronous\", or real-time, learning — versus putting out assignments for students to complete on their own — known as asynchronous learning.\u003c/p>\n\u003cp>Where schools and communities have more resources, they seem to be gravitating more toward the synchronous model.\u003c/p>\n\u003cp>NPR put out a call on Twitter and Facebook, and among the responses were families with students at a dozen private schools around the country that are holding live online classes via video chat for up to five hours per day.\u003c/p>\n\u003cp>Interestingly, Justin Reich, an online learning researcher at MIT, says this isn't necessarily the best approach to use, especially in the younger grades. \"Young people don't have the attention or the executive function skills to be able to sit and learn online for hours every day on their own.\"\u003c/p>\n\u003cp>He advocates instead a pattern sometimes known as \"hybrid,\" \"blended learning\" or a \"flipped classroom.\" It's a combination of relatively short, live video check-in meetings and self-paced work, with teachers available to students over email, phone, text or any other method that is convenient to both. In fact, if you are working remotely right now as an adult, it might look pretty similar to that.\u003c/p>\n\u003cp>That's more or less what Robin Nelson is doing with those of her students who are able to connect with her. They do a version of \"morning meeting\" using Microsoft Teams, videoconferencing every morning at 8:30. There, she gives them the assignments for the day.\u003c/p>\n\u003cp>After that, Nelson makes herself available for virtual \"office hours\" from 9 to 11 a.m., so parents can check in. Families are also contacting her throughout the day on their smartphones using ClassDojo, a program she was already using to keep in touch. She's encouraging parents to read to children every day, and even to have some kind of recess.\u003c/p>\n\u003cp>Florida Virtual School does something similar with what it calls its \"high teacher touch\" approach. Assignments are designed to be completed on students' own time. The teacher holds live lessons via video chat either weekly or daily, depending on the course, where students can also talk to each other. At FLVS, some courses also have what's called \"discussion-based assessment,\" where the teacher has a live video conversation with the student to check for mastery.\u003c/p>\n\u003cp>There's one big caveat. This model, Reich says, overwhelmingly relies on a parent or caregiver who can serve as a coach, cheerleader, IT support and general troubleshooter. Until you get perhaps to late middle or high school, there is no such thing as independent solo school via computer — most students just aren't developmentally capable of it.\u003c/p>\n\u003cp>Most of all, Nelson is wondering why her district threw \"a ton of work\" into creating an online model when many of the students she calls \"her babies\" don't have adequate resources to connect right now.\u003c/p>\n\u003cp>\"Some of them have laptops. Some of them have siblings that will be sharing that technology. So, you know, that will make it more difficult.\" Others, she says will be using a parents' phone at best. \"But if the parents are trying to work from home or whatever they're trying to do, it's not gonna be a priority.\"\u003c/p>\n\u003cp>These students who told the school they lacked connectivity, for now, are getting paper homework packets, handed out along with free food from the school lunch program. The plan is to collect the packets in two weeks. The district, like others around the country, is lending out laptops and mobile hotspot devices, but in Duval County middle and high school students get priority over the elementary school students.\u003c/p>\n\u003cp>For the paper packets, \"Who's collecting and who's grading it? How are these kids getting feedback on what they're doing?\" Nelson asks. \"All that's just pretty gray right now.\" She said that during the first week, out of 19 students, \"I have 12 that are working online for at least some (if not all) of the assignments, four that have packets only, two more that have packets but plan on picking up a computer from the district to borrow, and one student that is AWOL.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Renfro, who works for the district, notes that this is early days, and the district hopes to continue getting resources out to students who need them. For students who don't have computers yet, \"we are contacting families through email, telephone each day,\" she says. \"We still have our hands and our arms wrapped around them to support them.\"\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=The+Biggest+Distance-Learning+Experiment+In+History%3A+Week+One&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "55650 https://ww2.kqed.org/mindshift/?p=55650",
"disqusUrl": "https://ww2.kqed.org/mindshift/2020/03/26/the-biggest-distance-learning-experiment-in-history-week-one/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2076,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 43
},
"modified": 1585290464,
"excerpt": "Districts are scrambling to get remote learning lessons in place. But over half of students live near the poverty line, 14% have a learning disability, and some struggle just to find Internet access.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Districts are scrambling to get remote learning lessons in place. But over half of students live near the poverty line, 14% have a learning disability, and some struggle just to find Internet access.",
"title": "The Biggest Distance-Learning Experiment In History: Week One | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "The Biggest Distance-Learning Experiment In History: Week One",
"datePublished": "2020-03-26T23:27:44-07:00",
"dateModified": "2020-03-26T23:27:44-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "the-biggest-distance-learning-experiment-in-history-week-one",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=821921575&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Anya Kamenetz",
"nprStoryDate": "Thu, 26 Mar 2020 16:17:00 -0400",
"nprLastModifiedDate": "Thu, 26 Mar 2020 17:08:51 -0400",
"nprHtmlLink": "https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one?ft=nprml&f=821921575",
"nprAudio": "https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/03/20200326_atc_the_biggest_distance-learning_experiment_in_history_week_one.mp3?orgId=1&topicId=1013&aggIds=812054919&d=281&p=2&story=821921575&ft=nprml&f=821921575",
"nprImageAgency": "Chris Youssef for NPR",
"nprAudioM3u": "http://api.npr.org/m3u/1822114857-28c953.m3u?orgId=1&topicId=1013&aggIds=812054919&d=281&p=2&story=821921575&ft=nprml&f=821921575",
"nprStoryId": "821921575",
"nprRetrievedStory": "1",
"nprPubDate": "Thu, 26 Mar 2020 20:39:00 -0400",
"path": "/mindshift/55650/the-biggest-distance-learning-experiment-in-history-week-one",
"audioUrl": "https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/03/20200326_atc_the_biggest_distance-learning_experiment_in_history_week_one.mp3?orgId=1&topicId=1013&aggIds=812054919&d=281&p=2&story=821921575&ft=nprml&f=821921575",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For 6-year-old Sadie Hernandez, the first day of online school started at her round, wooden kitchen table in Jacksonville, Fla. She turned on an iPad and started talking to her first grade teacher, Robin Nelson.\u003c/p>\n\u003cp>\"Are you ready to do this online stuff?\" her teacher asks, in a video sent to NPR by Hernandez's mother, Audrey.\u003c/p>\n\u003cp>\"Yeah,\" Sadie responds.\u003cbr>\n\"It's kind of scary isn't it?\"\u003cbr>\n\"Kind of.\"\u003c/p>\n\u003cp>Sadie's teacher reminds her that they'll be using the educational software that she is already familiar with from her face-to-face classes at Ortega Elementary School: \"It's iReady, so we've got that. And we've got WritingCity. And now you know how to meet me in the morning.\"\u003c/p>\n\u003cp>Every state has closed \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">at least some public schools\u003c/a> to fight the spread of coronavirus, and some are starting to say they expect to be closed through the end of the school year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thrown into the breach, public schools are setting out on an unprecedented experiment: With little training and even fewer resources, in a matter of days they're shifting from a system of education that for centuries has focused on face to face interaction, to one that works entirely at a distance.\u003c/p>\n\u003cp>Diana Greene, the superintendent of Duval County Schools where Robin Nelson teaches, sent an email to her staff on Friday, March 20 that illustrates the magnitude of the effort educators around the country are faced with:\u003c/p>\n\u003cp>\"It is amazing to me that it was just 3 days ago that we made the decision to close schools. In less than 72 hours, Team Duval moved the entire district to an at-home, virtual instruction model. We have managed to troubleshoot the mobilization of meal programs, lack of technology equipment, online teacher training, and a whole host of issues that come with a change of this magnitude. Three days!\u003c/p>\n\u003cp>\"Three days to create, print and distribute about 5 million pages of instructional content. Three days to load classes onto an online platform. Three days to gather online resources so aligned instruction could continue to take place. Three days to train about 8,000 teachers in a whole new way of work. Imagine that!\u003c/p>\n\u003cp>\"Three days to conduct a survey of technology needs from 130,000 students and to prepare thousands of computers for student use. Three days to prepare for neighborhood delivery of school lunches and snacks on our buses so children would not go hungry. Just three days to mobilize a community of partners and volunteers to assist our schools.\"\u003c/p>\n\u003cp>Some families, like Sadie's, are adjusting reasonably well. Her parents are both working from home, still earning paychecks. When Sadie has to concentrate on her lessons, they turn on \"Daniel Tiger\" for her little sister Kate. There's a backyard swimming pool for cooling off when lessons are done.\u003c/p>\n\u003cp>But as a crisis often does, this one has exposed existing inequalities — among schools, among districts and among students. Just over half of the nation's public school children are from families considered low-income, and an estimated\u003ca href=\"https://www.king.senate.gov/imo/media/doc/Letter%20--%20Coronavirus%20Stimulus%20Homework%20Gap%20Insufficient%20Funding%203-22-20%20final.pdf\"> 12 million\u003c/a> lack broadband Internet access at home.\u003c/p>\n\u003cp>Robin Nelson, an educator with 10 years experience, says one of the students in her class has special needs and needs significant accommodation, and the family also struggles financially. \"I've spoken to his mom. There's another little one on the way, if not already arrived.\"\u003c/p>\n\u003cp>And, Nelson notes, for that family and many like it, \"survival is a priority and not, you know, accommodations right now for him.\" Nelson thinks the student may end up repeating a grade. She's also concerned about children whose parents must go out to work, and who are sending their kids to home-based daycares that remain open.\u003c/p>\n\u003cp>She tears up talking about her \"babies\" and how much she misses greeting them at the door with a fist-bump, handshake or hug. Sadie Hernandez wrote a note and drew pictures to leave on her beloved teacher's doorstep.\u003c/p>\n\u003cp>Because of these inherent inequities, some researchers are advocating that public schools focus on making up lost learning when things get back to normal — through summer school and other remediation. That will take extra funding, including money to pay teachers. Douglas Harris, an education researcher and fellow at the Brookings Institution,\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2020/03/11/using-federal-stimulus-to-get-schools-through-the-coronavirus-crisis-the-case-for-summer-school-and-summer-teacher-pay/\"> has written a post calling\u003c/a> for school districts to focus on making up time, not on teaching remotely.:\u003c/p>\n\u003cp>\"Studies of online learning suggest not only that students learn less in online environments, compared with in person, but that disadvantaged students learn the least. And that's true even when online teachers have experience and training with online teaching. Under the current emergency, most teachers will not have any experience at all with this approach.\"\u003c/p>\n\u003cp>Nevertheless, with its latest guidance, the federal Education Department has encouraged schools closing due to coronavirus to pursue distance learning quote \"creatively\" and with \"flexibility\", even if they can't reach every student that way.\u003c/p>\n\u003cp>Reminding everyone that this is an unprecedented situation, \"No one wants to have learning coming to a halt across America due to the COVID-19 outbreak,\" reads the guidance, \"and the U.S. Department of Education (Department) does not want to stand in the way of good faith efforts to educate students on-line.\"\u003c/p>\n\u003cp>The Senate coronavirus relief package passed on Wednesday includes $13.5 billion earmarked for schools, which they can use to keep paying staff as well as to buy new technology.\u003c/p>\n\u003cp>As they wait for clearer direction, materials, and training, states and districts are choosing different paths. In the Philadelphia area, districts may use \u003ca href=\"https://whyy.org/articles/philly-area-school-districts-are-closing-to-prepare-for-more-coronavirus-related-closures/\">up snow days left\u003c/a> over from the mild winter. In Chicago, teachers are offering enrichment resources only, instructed to make sure there's \"no new learning.\" Harking back to an earlier era of distance education, Los Angeles Unified is partnering with the local public television stations to pair educational broadcasts with some online resources.\u003c/p>\n\u003cp>Florida, where Robin Nelson teaches, is an example of a state that has moved swiftly to transition as much instruction as possible online. Partly that's because it is home to the Florida Virtual School. That's a public, nonprofit K12 school that has been around for over two decades, and has a solid reputation — its students do about as well as, or a little better than, other students in the state.\u003c/p>\n\u003cp>Before the outbreak, FLVS directly enrolled 200,000 students, primarily in Florida but also across all 50 states and overseas. Now they are looking to double that direct enrollment by the end of April. And the school is also training at least 10,000 Florida teachers to transition their own classes online — via live online trainings and pre-recorded webinars.\u003c/p>\n\u003cp>\"We've partnered with the [state] Department of Education to work with the school districts to support teacher professional development at the district level, to help them ramp up and to be able to teach students online,\" says Courtney Calfee, executive director for global services at FLVS.\u003c/p>\n\u003cp>Nelson says she and other teachers at Ortega Elementary cobbled together online lessons from various sources: \"It's teachers going through and kind of pulling out their materials, saying, hey, PBS has a good thing over here ...\"\u003c/p>\n\u003cp>Paula Renfro leads professional development for Duval County Public Schools, the district where Nelson teaches. She says that in making this swift transition, they decided to lead with their existing \"blended learning resource library,\" including software programs and digital textbooks.\u003c/p>\n\u003cp>\"Really, when we considered how this rollout was going to look, we needed to provide tools, especially in the beginning, that teachers and students had a high comfort level with.\"\u003c/p>\n\u003cp>Another big consideration for schools making this transition is how much time per day to attempt to connect live with students — known as \"synchronous\", or real-time, learning — versus putting out assignments for students to complete on their own — known as asynchronous learning.\u003c/p>\n\u003cp>Where schools and communities have more resources, they seem to be gravitating more toward the synchronous model.\u003c/p>\n\u003cp>NPR put out a call on Twitter and Facebook, and among the responses were families with students at a dozen private schools around the country that are holding live online classes via video chat for up to five hours per day.\u003c/p>\n\u003cp>Interestingly, Justin Reich, an online learning researcher at MIT, says this isn't necessarily the best approach to use, especially in the younger grades. \"Young people don't have the attention or the executive function skills to be able to sit and learn online for hours every day on their own.\"\u003c/p>\n\u003cp>He advocates instead a pattern sometimes known as \"hybrid,\" \"blended learning\" or a \"flipped classroom.\" It's a combination of relatively short, live video check-in meetings and self-paced work, with teachers available to students over email, phone, text or any other method that is convenient to both. In fact, if you are working remotely right now as an adult, it might look pretty similar to that.\u003c/p>\n\u003cp>That's more or less what Robin Nelson is doing with those of her students who are able to connect with her. They do a version of \"morning meeting\" using Microsoft Teams, videoconferencing every morning at 8:30. There, she gives them the assignments for the day.\u003c/p>\n\u003cp>After that, Nelson makes herself available for virtual \"office hours\" from 9 to 11 a.m., so parents can check in. Families are also contacting her throughout the day on their smartphones using ClassDojo, a program she was already using to keep in touch. She's encouraging parents to read to children every day, and even to have some kind of recess.\u003c/p>\n\u003cp>Florida Virtual School does something similar with what it calls its \"high teacher touch\" approach. Assignments are designed to be completed on students' own time. The teacher holds live lessons via video chat either weekly or daily, depending on the course, where students can also talk to each other. At FLVS, some courses also have what's called \"discussion-based assessment,\" where the teacher has a live video conversation with the student to check for mastery.\u003c/p>\n\u003cp>There's one big caveat. This model, Reich says, overwhelmingly relies on a parent or caregiver who can serve as a coach, cheerleader, IT support and general troubleshooter. Until you get perhaps to late middle or high school, there is no such thing as independent solo school via computer — most students just aren't developmentally capable of it.\u003c/p>\n\u003cp>Most of all, Nelson is wondering why her district threw \"a ton of work\" into creating an online model when many of the students she calls \"her babies\" don't have adequate resources to connect right now.\u003c/p>\n\u003cp>\"Some of them have laptops. Some of them have siblings that will be sharing that technology. So, you know, that will make it more difficult.\" Others, she says will be using a parents' phone at best. \"But if the parents are trying to work from home or whatever they're trying to do, it's not gonna be a priority.\"\u003c/p>\n\u003cp>These students who told the school they lacked connectivity, for now, are getting paper homework packets, handed out along with free food from the school lunch program. The plan is to collect the packets in two weeks. The district, like others around the country, is lending out laptops and mobile hotspot devices, but in Duval County middle and high school students get priority over the elementary school students.\u003c/p>\n\u003cp>For the paper packets, \"Who's collecting and who's grading it? How are these kids getting feedback on what they're doing?\" Nelson asks. \"All that's just pretty gray right now.\" She said that during the first week, out of 19 students, \"I have 12 that are working online for at least some (if not all) of the assignments, four that have packets only, two more that have packets but plan on picking up a computer from the district to borrow, and one student that is AWOL.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Renfro, who works for the district, notes that this is early days, and the district hopes to continue getting resources out to students who need them. For students who don't have computers yet, \"we are contacting families through email, telephone each day,\" she says. \"We still have our hands and our arms wrapped around them to support them.\"\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=The+Biggest+Distance-Learning+Experiment+In+History%3A+Week+One&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/55650/the-biggest-distance-learning-experiment-in-history-week-one",
"authors": [
"byline_mindshift_55650"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_21344",
"mindshift_21343",
"mindshift_358",
"mindshift_20784",
"mindshift_1040",
"mindshift_384",
"mindshift_21347"
],
"featImg": "mindshift_55651",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"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",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"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": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"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",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"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": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"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 />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"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",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"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",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"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",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"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",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"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.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"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.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"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",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"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",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"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",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"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",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"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",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"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)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"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": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"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",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?tag=covid-19": {
"isFetching": false,
"latestQuery": {
"from": 228,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 255,
"relation": "eq"
},
"items": [
"mindshift_55737",
"mindshift_55729",
"mindshift_55621",
"mindshift_55710",
"mindshift_55701",
"mindshift_55694",
"mindshift_55689",
"mindshift_55679",
"mindshift_55669",
"mindshift_55663",
"mindshift_55654",
"mindshift_55650"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_tag_covid-19": {
"isLoading": true
},
"mindshift_21343": {
"type": "terms",
"id": "mindshift_21343",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21343",
"found": true
},
"relationships": {},
"featImg": null,
"name": "COVID-19",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "COVID-19 Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 20615,
"slug": "covid-19",
"isLoading": false,
"link": "/mindshift/tag/covid-19"
},
"mindshift_21345": {
"type": "terms",
"id": "mindshift_21345",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21345",
"found": true
},
"relationships": {},
"featImg": null,
"name": "COVID-19",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "COVID-19 Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20617,
"slug": "covid-19",
"isLoading": false,
"link": "/mindshift/category/covid-19"
},
"mindshift_21344": {
"type": "terms",
"id": "mindshift_21344",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21344",
"found": true
},
"relationships": {},
"featImg": null,
"name": "coronavirus",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "coronavirus Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20616,
"slug": "coronavirus",
"isLoading": false,
"link": "/mindshift/tag/coronavirus"
},
"mindshift_358": {
"type": "terms",
"id": "mindshift_358",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "358",
"found": true
},
"relationships": {},
"featImg": null,
"name": "distance learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "distance learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 359,
"slug": "distance-learning",
"isLoading": false,
"link": "/mindshift/tag/distance-learning"
},
"mindshift_20784": {
"type": "terms",
"id": "mindshift_20784",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20784",
"found": true
},
"relationships": {},
"featImg": null,
"name": "featured",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "featured Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20061,
"slug": "featured",
"isLoading": false,
"link": "/mindshift/tag/featured"
},
"mindshift_1040": {
"type": "terms",
"id": "mindshift_1040",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1040",
"found": true
},
"relationships": {},
"featImg": null,
"name": "full-image",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "full-image Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1045,
"slug": "full-image",
"isLoading": false,
"link": "/mindshift/tag/full-image"
},
"mindshift_21213": {
"type": "terms",
"id": "mindshift_21213",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21213",
"found": true
},
"relationships": {},
"featImg": null,
"name": "relationships",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "relationships Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 20485,
"slug": "relationships",
"isLoading": false,
"link": "/mindshift/tag/relationships"
},
"mindshift_20934": {
"type": "terms",
"id": "mindshift_20934",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20934",
"found": true
},
"relationships": {},
"featImg": null,
"name": "special education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "special education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20206,
"slug": "special-education",
"isLoading": false,
"link": "/mindshift/tag/special-education"
},
"mindshift_21349": {
"type": "terms",
"id": "mindshift_21349",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21349",
"found": true
},
"relationships": {},
"featImg": null,
"name": "isolation",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "isolation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20621,
"slug": "isolation",
"isLoading": false,
"link": "/mindshift/tag/isolation"
},
"mindshift_20865": {
"type": "terms",
"id": "mindshift_20865",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20865",
"found": true
},
"relationships": {},
"featImg": null,
"name": "mental health",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "mental health Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 20143,
"slug": "mental-health",
"isLoading": false,
"link": "/mindshift/tag/mental-health"
},
"mindshift_498": {
"type": "terms",
"id": "mindshift_498",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "498",
"found": true
},
"relationships": {},
"featImg": null,
"name": "play",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "play Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 501,
"slug": "play",
"isLoading": false,
"link": "/mindshift/tag/play"
},
"mindshift_943": {
"type": "terms",
"id": "mindshift_943",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "943",
"found": true
},
"relationships": {},
"featImg": null,
"name": "social emotional learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "social emotional learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 948,
"slug": "social-emotional-learning",
"isLoading": false,
"link": "/mindshift/tag/social-emotional-learning"
},
"mindshift_21286": {
"type": "terms",
"id": "mindshift_21286",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21286",
"found": true
},
"relationships": {},
"featImg": null,
"name": "unstructured play",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "unstructured play Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20558,
"slug": "unstructured-play",
"isLoading": false,
"link": "/mindshift/tag/unstructured-play"
},
"mindshift_20568": {
"type": "terms",
"id": "mindshift_20568",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20568",
"found": true
},
"relationships": {},
"featImg": null,
"name": "parenting",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "parenting Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19845,
"slug": "parenting",
"isLoading": false,
"link": "/mindshift/tag/parenting"
},
"mindshift_252": {
"type": "terms",
"id": "mindshift_252",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "252",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital-divide",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital-divide Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 252,
"slug": "digital-divide",
"isLoading": false,
"link": "/mindshift/tag/digital-divide"
},
"mindshift_20701": {
"type": "terms",
"id": "mindshift_20701",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20701",
"found": true
},
"relationships": {},
"featImg": null,
"name": "equity",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "equity Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19978,
"slug": "equity",
"isLoading": false,
"link": "/mindshift/tag/equity"
},
"mindshift_384": {
"type": "terms",
"id": "mindshift_384",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "384",
"found": true
},
"relationships": {},
"featImg": null,
"name": "online education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "online education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 385,
"slug": "online-education",
"isLoading": false,
"link": "/mindshift/tag/online-education"
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_21079": {
"type": "terms",
"id": "mindshift_21079",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21079",
"found": true
},
"relationships": {},
"featImg": null,
"name": "read aloud",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "read aloud Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20351,
"slug": "read-aloud",
"isLoading": false,
"link": "/mindshift/tag/read-aloud"
},
"mindshift_21128": {
"type": "terms",
"id": "mindshift_21128",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21128",
"found": true
},
"relationships": {},
"featImg": null,
"name": "reading comprehension",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "reading comprehension Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20400,
"slug": "reading-comprehension",
"isLoading": false,
"link": "/mindshift/tag/reading-comprehension"
},
"mindshift_21105": {
"type": "terms",
"id": "mindshift_21105",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21105",
"found": true
},
"relationships": {},
"featImg": null,
"name": "trauma",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "trauma Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20377,
"slug": "trauma",
"isLoading": false,
"link": "/mindshift/tag/trauma"
},
"mindshift_20999": {
"type": "terms",
"id": "mindshift_20999",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20999",
"found": true
},
"relationships": {},
"featImg": null,
"name": "trauma-informed teaching",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "trauma-informed teaching Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20271,
"slug": "trauma-informed-teaching",
"isLoading": false,
"link": "/mindshift/tag/trauma-informed-teaching"
},
"mindshift_21348": {
"type": "terms",
"id": "mindshift_21348",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21348",
"found": true
},
"relationships": {},
"featImg": null,
"name": "graduation",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "graduation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20620,
"slug": "graduation",
"isLoading": false,
"link": "/mindshift/tag/graduation"
},
"mindshift_20720": {
"type": "terms",
"id": "mindshift_20720",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20720",
"found": true
},
"relationships": {},
"featImg": null,
"name": "early childhood education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "early childhood education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19997,
"slug": "early-childhood-education",
"isLoading": false,
"link": "/mindshift/tag/early-childhood-education"
},
"mindshift_20935": {
"type": "terms",
"id": "mindshift_20935",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20935",
"found": true
},
"relationships": {},
"featImg": null,
"name": "individualized education program",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "individualized education program Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20207,
"slug": "individualized-education-program",
"isLoading": false,
"link": "/mindshift/tag/individualized-education-program"
},
"mindshift_192": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"link": "/mindshift/category/big-ideas"
},
"mindshift_21347": {
"type": "terms",
"id": "mindshift_21347",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21347",
"found": true
},
"relationships": {},
"featImg": null,
"name": "remote learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "remote learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20619,
"slug": "remote-learning",
"isLoading": false,
"link": "/mindshift/tag/remote-learning"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
