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"disqusTitle": "Resources For Teaching and Learning During This Period of Social Distancing",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As each passing day brings more school closures, educators and families scramble to respond to a situation that is uncertain and without precedent. Will the term be extended? Will the year be lost? How will college admissions be affected? How will learning continue while kids are stuck indoors for weeks? Who will look after the kids? The rapid imposition of social distancing took many by surprise, and each school and individual teacher must contend with unique challenges as they grapple with the crisis. Some districts have sent kids home with a provisional two weeks worth of \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/12/newark-prepares-take-home-assignments-for-students-in-case-of-coronavirus-closures/\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while others have followed universities like \u003c/span>\u003ca href=\"https://edsource.org/2020/colleges-in-california-and-across-the-country-move-to-online-instruction-in-response-to-coronavirus/625099\">\u003cspan style=\"font-weight: 400\">Stanford and Berkeley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pivoted to remote learning in a bid to salvage the year. While the move online is the best approach to continue classes, it not only entails a change in format, but also demands a change in practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Designing effective distance learning programs requires planning and targeted professional development. Teachers who did not expect to teach online were caught understandably unprepared in the final leg of the school year. Some schools have the support systems in place that will make the transition easier, while many others have students who \u003c/span>\u003ca href=\"http://theconversation.com/online-learning-will-be-hard-for-kids-whose-schools-close-and-the-digital-divide-will-make-it-even-harder-for-some-of-them-133338\">\u003cspan style=\"font-weight: 400\">do not have reliable internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The web offers countless best practice guides and curated tool inventories, but educators currently in triage mode are not in a position to craft ideal online learning programs. This brief guide aims to help educators, administrators, and parents better navigate the pitfalls of making the quick jump to online learning. It curates useful tools and resources with a view to maintain the indispensable human touch of teaching and learning during this period of social distancing.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Foundation: A Flexible Mindset and Realistic Expectations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive attitude and a flexible mindset are key to make the online transition as smooth as possible. There is some liberation in accepting that the entire world is imperfectly adjusting to a new reality, and nobody expects business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Classes will not continue seamlessly, and lessons will have to be rejiggered to work within the constraints of time and technology. Formal tests and exams are difficult to administer online and will likely be postponed or cancelled. Science experiments, maker projects, and physical activities that require specialized equipment or spaces may no longer be possible. The school year will not unfold as planned, all curricular goals will not be met, and expectations should be managed accordingly. Rather, learning online may present an opportunity to apply creative solutions, learn some new tricks, connect with students in a new context, and support the community by keeping kids stimulated and productively occupied. Sounds an awful lot like business as usual.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders can best serve their schools and districts by prioritizing mental health over curricular efficiency. The anxiety produced by the evolving crisis is compounded with teachers who may now have their own children to care for at home, ill family members, the stress of managing household resources to comply with social distancing measures, or they may fall ill themselves. This is the context in which some teachers are asked to quickly redeploy their classes. Ideally, they will be granted sufficient time to organize their lives and reconfigure their classes before resuming teaching. It is also important for administrators to actively check-in with teachers to maintain personalized communication and take the pulse on how to best provide support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Likewise, teachers should try to maintain personal connections with their students, which can be a challenge when mitigated by the Internet. But \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654311421793\">\u003cspan style=\"font-weight: 400\">strong student-teacher relationships positively affect school engagement and achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and meaningful connections are particularly important for high schoolers, and vulnerable students in particular. Online learning can feel isolating and lacks the warmth of a busy classroom; however, teachers who transition from face-to-face classes have the advantage of having established relationships with their students. These can continue by facilitating informal interactions, such as sharing class-room appropriate memes, comics, images, or humorous short videos that may not be entirely relevant, but can help maintain the community and set an uplifting tone. Similarly, the class can use \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/5-online-discussion-tools-to-fuel-student-engagement\">\u003cspan style=\"font-weight: 400\">forums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for formal discussion, but also to post pictures, stories and updates. Rather than whole-class meetings, organize periodic video meet-ups with smaller groups of students to chat, check-in and provide help, support and assistance. Finally, if school policy allows, individual calls and check-ins to support struggling students is crucial, as distance learning particularly \u003c/span>\u003ca href=\"https://www.nytimes.com/2018/01/19/business/online-courses-are-harming-the-students-who-need-the-most-help.html\">\u003cspan style=\"font-weight: 400\">disadvantages students who struggle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On the flipside, online formats \u003c/span>\u003ca href=\"https://blog.connectedcamps.com/online-communities-improve-social-skills-confidence-kids-autism/\">\u003cspan style=\"font-weight: 400\">might be an advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for some kids with autism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, be kind and forgiving of yourself and your students. The next few months will be emotionally taxing, so pedagogical energies are better directed to the heart than the mind. Subject learning is important but, as the world is reshaped in the foreseeable future, there will be opportunities to learn invaluable lessons about community, family, civic responsibility, and social health: central components of human life that can be woven into the curriculum.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Home/Work Routine: Workspace, Calendar, and Survey\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First step: organize your space and time at home to accommodate your new work environment. As many veteran telecommuters will attest to, \u003c/span>\u003ca href=\"https://www.nytimes.com/2017/09/19/smarter-living/work-at-home-tips-advice.html\">\u003cspan style=\"font-weight: 400\">there’s an art to working at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Basic daily practices like showering, changing into work clothes, setting up a firm work schedule and a designated work area are all advisable. There are countless websites and blogs devoted to advising on the trials and triumphs of working at home. Online learning is often asynchronous and can involve variable timetables, so using a shared calendar such as \u003c/span>\u003ca href=\"https://support.apple.com/en-ca/guide/calendar/icl1022/mac\">\u003cspan style=\"font-weight: 400\">iCal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://gsuite.google.com/intl/en_ca/products/calendar/?utm_source=google&utm_medium=cpc&utm_campaign=na-CA-all-en-dr-skws-all-all-trial-b-dr-1008072&utm_content=text-ad-none-any-DEV_c-CRE_246638587853-ADGP_Hybrid%20%7C%20AW%20SEM%20%7C%20SKWS%20~%20BMM%20%2F%2F%20Calendars%20%5B1:1%5D%20%5BCalendars%5D%20-%20calendar-KWID_43700024970837362-kwd-297873394288&utm_term=KW_%2Bcalendars-ST_%2Bcalendars&gclid=EAIaIQobChMIj-_M75Gd6AIVEtbACh234Ai4EAAYASAAEgIVCPD_BwE&gclsrc=aw.ds\">\u003cspan style=\"font-weight: 400\">Google Calendar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will not only help organize a dynamic schedule, but also afford easy sharing with parents and students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Glen Irvin, an Instructional Coach at Sauk Rapids-Rice Public Schools in Minnesota, who has taught and learned online, suggests that schools should circulate a preliminary survey to gauge student connectivity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The best advice I can give you is to do an audit of your school community’s technology capability,” \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=2RTeybp_Jbo&feature=youtu.be&fbclid=IwAR0mqxx_84XCg_ZlX3qyV-Wh3xkje-2oRyCvYo3d6dBjrwHvFtkyhdH8lds\">\u003cspan style=\"font-weight: 400\">said Irvin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a recent webinar. “In our district, we wanted to make sure we dug deep into what kind of access our students have and what does that mean for the delivery of teaching and learning in these online environments.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to poll their students can use \u003c/span>\u003ca href=\"https://www.google.ca/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or the free trial version of \u003c/span>\u003ca href=\"https://www.surveymonkey.com/\">\u003cspan style=\"font-weight: 400\">Survey Monkey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The survey might also invite student recommendations of platforms, tools or viable social media that might be used to meet them where they are.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Leverage the Power of Community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While waiting for survey results, explore at least one of the online communities that have recently sprung-up to share resources in response to school closures. Facebook groups such as \u003c/span>\u003ca href=\"https://www.facebook.com/groups/Temporaryschoolclosuresupport/?multi_permalinks=1599694000183239¬if_id=1584113729715153¬if_t=group_highlights\">\u003cspan style=\"font-weight: 400\">Educator Temporary School Closure for Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.facebook.com/groups/2954479804602992/\">\u003cspan style=\"font-weight: 400\">Online Teaching Tips for the Plague-Averse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are great places to start. They are spaces to share material, ask questions, trade stories, commiserate, vent, and connect through shared experience. Many of the groups are international and North American educators can benefit from their counterparts in \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/innovation/what-can-americans-learn-from-hong-kongs-unplanned-experiment-online-learning-during-coronavirus-180974331/\">\u003cspan style=\"font-weight: 400\">China\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Japan and Italy who are several weeks into emergency online implementation. It’s also advisable to maintain contact with immediate colleagues to provide mutual support. Also, for teachers looking to keep their children occupied while they work at home, \u003c/span>\u003ca href=\"https://www.participate.com/\">\u003cspan style=\"font-weight: 400\">Participate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a community-building company, recently launched a free and open \u003c/span>\u003ca href=\"https://app.participate.com/communities/learning-at-home/5e955e09-75b5-4c8e-8a09-0a420ac4bdb2?join=true&utm_source=social&utm_medium=twitter&utm_content=lah_comm&fbclid=IwAR2zB2vl93hGrYQpNOGp7imSSc-ABGV7OwPcy3z82c5_0F8Dcdnsu5yfHSw\">\u003cspan style=\"font-weight: 400\">Learning at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational communities are also circulating shared documents that offer an array of resources to help teach online. For example, this document of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1szHdBo1cjIK6ww-CmlN8iCJ2O2H_2NSGi2Lgpycvn9I/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">shared resources for virtual learning in emergency school closure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was co-authored by educators from around the world, and organizes most of its resources according to age categories. Some \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1t3r618pd8MAi6V87dG2D66PtiKoHdHusBpjPKXgm36w/htmlview?fbclid=IwAR00l_8Bug9i-vRM18njjPn0n1CmLS3Rd_VkXDYKrp_diYU_ljUjsII97EU&sle=true#gid=0\">\u003cspan style=\"font-weight: 400\">keep updated lists of companies offering free subscriptions \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">due to school closures, and this handy chart \u003c/span>\u003ca href=\"https://docs.google.com/document/d/13fK2OsB2T4QAe1SItJHc1a_D8Q68LjvcwjogJLh-AY4/edit\">\u003cspan style=\"font-weight: 400\">organizes web-based tools according to the 5Es of online learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Quick Start Guides, Platforms, and Tools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several organizations and companies have published quick start guides to help teachers hit the ground running. The Academy of Active Learning Arts and Sciences (AALAS), which specializes in supporting flipped classrooms, offers a free \u003c/span>\u003ca href=\"http://aalasinternational.org/rtol/\">\u003cspan style=\"font-weight: 400\">Rapid Transition to Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (RTOL) program to help educators efficiently transfer their courses to an online format. Global Online Academy (GOA) recently published an excellent \u003c/span>\u003ca href=\"https://globalonlineacademy.org/insights/articles/10-strategies-for-leading-online-when-school-is-closed\">\u003cspan style=\"font-weight: 400\">comprehensive playbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that targets school leadership, but also has value for teachers. Similarly, the \u003c/span>\u003ca href=\"https://www.khanacademy.org/\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also has a \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/19Lth2WB8GcklAdIZxqA0p3WVJz2I_qtrBwP8nevKynM/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">Remote Quickstart Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to leverage their extensive course offerings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers will have existing learning management systems (LMSs) and web-based apps that can be repurposed for online classes. Extending the use of the same tools online saves the trouble of students having to navigate new software. If teachers must adopt a platform from which to deliver their classes, there are many free options. National School Choice Week (NSCW) recommends these \u003c/span>\u003ca href=\"https://schoolchoiceweek.com/37-free-online-resources-for-schools-shifting-online-during-coronavirus/#section1\">\u003cspan style=\"font-weight: 400\">free online communication platforms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as other useful tools to get educators up and running. \u003c/span>\u003ca href=\"https://teachercenter.withgoogle.com/first-day-trainings/welcome-to-classroom\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a user-friendly option that is designed for classroom use but works well for online environments. \u003c/span>\u003ca href=\"https://moodle.org/\">\u003cspan style=\"font-weight: 400\">Moodle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free open source learning platform, offers a robust toolbox that can be leveraged for distance learning. For group video conferencing, \u003c/span>\u003ca href=\"https://blogs.skype.com/news/2019/04/04/call-up-to-50-people-at-once-with-skype/\">\u003cspan style=\"font-weight: 400\">Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hangouts.google.com/\">\u003cspan style=\"font-weight: 400\">Hangouts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/products/meet/\">\u003cspan style=\"font-weight: 400\">Hangouts Meets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://zoom.us/\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are good free options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to keep it simple can DIY their own delivery system using shared work platforms like Google’s \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/\">\u003cspan style=\"font-weight: 400\">G Suite\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> software. A shared class agenda with links to tasks and resources can be created and shared on a single Google Doc. PDFs, images and other files can be stored on Google Drive and linked to the class agenda. Formative tests, quizzes and polls can be created and circulated with Google Forms, and lessons can be organized on Google Slides. Microsoft’s \u003c/span>\u003ca href=\"https://www.microsoft.com/en-us/education/products/office\">\u003cspan style=\"font-weight: 400\">Office 365 Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would also do the trick, but it’s not free. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond platforms and content delivery systems, an Internet search will yield countless free applications and online tools. The \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">Tech Against Coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site curates an thorough \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">list of online tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to facilitate COVID19-era communication. The CATO Institute curated a list of \u003c/span>\u003ca href=\"https://www.cato.org/blog/free-online-learning-resources-when-coronavirus-closes-schools\">\u003cspan style=\"font-weight: 400\">free online resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support learning at home, while UNESCO jumped into the\u003c/span>\u003ca href=\"https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/solutions\">\u003cspan style=\"font-weight: 400\"> emergency toolbox\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> game with this well-organized list of educational technology resources. Scholastic announced that it is offering a \u003c/span>\u003ca href=\"https://www.scholastic.com/teachers/teaching-tools/articles/resources/scholastic-learn-at-home--free-resources-for-school-closures.html#\">\u003cspan style=\"font-weight: 400\">free 20-day Learn at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program for K - 8 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Has there been a better time for students to take field trips to\u003c/span>\u003ca href=\"https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours\"> \u003cspan style=\"font-weight: 400\">virtual museums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, play in the \u003c/span>\u003ca href=\"https://education.minecraft.net/\">\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> playground, run through a few rounds of \u003c/span>\u003ca href=\"https://kahoot.com/blog/2020/02/27/kahoot-free-access-schools-higher-education-coronavirus/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or tune-in for a \u003c/span>\u003ca href=\"https://education.skype.com/\">\u003cspan style=\"font-weight: 400\">Skype lecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by a special guest speaker? “Everything is the technology of online education,” said Joanna Dunlap, Assistant Director of Teaching Effectiveness University of Colorado - Denver, alluding to the vast spectrum for enhancing online instruction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, if all else fails, there’s always email and telephone. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Silver Lining\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sudden shift to online education will undoubtedly pose a challenge for many, but there’s also an upside. Disruption and discomfort are the enemies of complacency and can spur intense professional growth. Some teachers may be surprised to discover new tools, resources, and approaches to nourish their practice. They’ll also get the chance to see their students in a new light, and maybe better connect with their own families. In the case of younger students, there will be a need to more deeply involve parents in the learning process. Schools may want to explicitly communicate that any parents in a position to support their children’s learning should do so with some helpful guidelines to proceed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another positive is that remote learning can be carried out asynchronously, meaning that both teachers and students can work and contribute when it’s convenient for them if they don’t have to be in a specific place at a specific time. This flexibility can allow educators to manage life at home while doing school, and it might even allow kids to get that sleep that seems to be in short supply.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "School closures related to COVID-19 have forced classroom teachers into scrambling to become online educators. Here are some tips for making the imperfect transition during these extraordinary times. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As each passing day brings more school closures, educators and families scramble to respond to a situation that is uncertain and without precedent. Will the term be extended? Will the year be lost? How will college admissions be affected? How will learning continue while kids are stuck indoors for weeks? Who will look after the kids? The rapid imposition of social distancing took many by surprise, and each school and individual teacher must contend with unique challenges as they grapple with the crisis. Some districts have sent kids home with a provisional two weeks worth of \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/12/newark-prepares-take-home-assignments-for-students-in-case-of-coronavirus-closures/\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while others have followed universities like \u003c/span>\u003ca href=\"https://edsource.org/2020/colleges-in-california-and-across-the-country-move-to-online-instruction-in-response-to-coronavirus/625099\">\u003cspan style=\"font-weight: 400\">Stanford and Berkeley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pivoted to remote learning in a bid to salvage the year. While the move online is the best approach to continue classes, it not only entails a change in format, but also demands a change in practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Designing effective distance learning programs requires planning and targeted professional development. Teachers who did not expect to teach online were caught understandably unprepared in the final leg of the school year. Some schools have the support systems in place that will make the transition easier, while many others have students who \u003c/span>\u003ca href=\"http://theconversation.com/online-learning-will-be-hard-for-kids-whose-schools-close-and-the-digital-divide-will-make-it-even-harder-for-some-of-them-133338\">\u003cspan style=\"font-weight: 400\">do not have reliable internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The web offers countless best practice guides and curated tool inventories, but educators currently in triage mode are not in a position to craft ideal online learning programs. This brief guide aims to help educators, administrators, and parents better navigate the pitfalls of making the quick jump to online learning. It curates useful tools and resources with a view to maintain the indispensable human touch of teaching and learning during this period of social distancing.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Foundation: A Flexible Mindset and Realistic Expectations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive attitude and a flexible mindset are key to make the online transition as smooth as possible. There is some liberation in accepting that the entire world is imperfectly adjusting to a new reality, and nobody expects business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Classes will not continue seamlessly, and lessons will have to be rejiggered to work within the constraints of time and technology. Formal tests and exams are difficult to administer online and will likely be postponed or cancelled. Science experiments, maker projects, and physical activities that require specialized equipment or spaces may no longer be possible. The school year will not unfold as planned, all curricular goals will not be met, and expectations should be managed accordingly. Rather, learning online may present an opportunity to apply creative solutions, learn some new tricks, connect with students in a new context, and support the community by keeping kids stimulated and productively occupied. Sounds an awful lot like business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders can best serve their schools and districts by prioritizing mental health over curricular efficiency. The anxiety produced by the evolving crisis is compounded with teachers who may now have their own children to care for at home, ill family members, the stress of managing household resources to comply with social distancing measures, or they may fall ill themselves. This is the context in which some teachers are asked to quickly redeploy their classes. Ideally, they will be granted sufficient time to organize their lives and reconfigure their classes before resuming teaching. It is also important for administrators to actively check-in with teachers to maintain personalized communication and take the pulse on how to best provide support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Likewise, teachers should try to maintain personal connections with their students, which can be a challenge when mitigated by the Internet. But \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654311421793\">\u003cspan style=\"font-weight: 400\">strong student-teacher relationships positively affect school engagement and achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and meaningful connections are particularly important for high schoolers, and vulnerable students in particular. Online learning can feel isolating and lacks the warmth of a busy classroom; however, teachers who transition from face-to-face classes have the advantage of having established relationships with their students. These can continue by facilitating informal interactions, such as sharing class-room appropriate memes, comics, images, or humorous short videos that may not be entirely relevant, but can help maintain the community and set an uplifting tone. Similarly, the class can use \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/5-online-discussion-tools-to-fuel-student-engagement\">\u003cspan style=\"font-weight: 400\">forums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for formal discussion, but also to post pictures, stories and updates. Rather than whole-class meetings, organize periodic video meet-ups with smaller groups of students to chat, check-in and provide help, support and assistance. Finally, if school policy allows, individual calls and check-ins to support struggling students is crucial, as distance learning particularly \u003c/span>\u003ca href=\"https://www.nytimes.com/2018/01/19/business/online-courses-are-harming-the-students-who-need-the-most-help.html\">\u003cspan style=\"font-weight: 400\">disadvantages students who struggle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On the flipside, online formats \u003c/span>\u003ca href=\"https://blog.connectedcamps.com/online-communities-improve-social-skills-confidence-kids-autism/\">\u003cspan style=\"font-weight: 400\">might be an advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for some kids with autism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, be kind and forgiving of yourself and your students. The next few months will be emotionally taxing, so pedagogical energies are better directed to the heart than the mind. Subject learning is important but, as the world is reshaped in the foreseeable future, there will be opportunities to learn invaluable lessons about community, family, civic responsibility, and social health: central components of human life that can be woven into the curriculum.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Home/Work Routine: Workspace, Calendar, and Survey\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First step: organize your space and time at home to accommodate your new work environment. As many veteran telecommuters will attest to, \u003c/span>\u003ca href=\"https://www.nytimes.com/2017/09/19/smarter-living/work-at-home-tips-advice.html\">\u003cspan style=\"font-weight: 400\">there’s an art to working at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Basic daily practices like showering, changing into work clothes, setting up a firm work schedule and a designated work area are all advisable. There are countless websites and blogs devoted to advising on the trials and triumphs of working at home. Online learning is often asynchronous and can involve variable timetables, so using a shared calendar such as \u003c/span>\u003ca href=\"https://support.apple.com/en-ca/guide/calendar/icl1022/mac\">\u003cspan style=\"font-weight: 400\">iCal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://gsuite.google.com/intl/en_ca/products/calendar/?utm_source=google&utm_medium=cpc&utm_campaign=na-CA-all-en-dr-skws-all-all-trial-b-dr-1008072&utm_content=text-ad-none-any-DEV_c-CRE_246638587853-ADGP_Hybrid%20%7C%20AW%20SEM%20%7C%20SKWS%20~%20BMM%20%2F%2F%20Calendars%20%5B1:1%5D%20%5BCalendars%5D%20-%20calendar-KWID_43700024970837362-kwd-297873394288&utm_term=KW_%2Bcalendars-ST_%2Bcalendars&gclid=EAIaIQobChMIj-_M75Gd6AIVEtbACh234Ai4EAAYASAAEgIVCPD_BwE&gclsrc=aw.ds\">\u003cspan style=\"font-weight: 400\">Google Calendar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will not only help organize a dynamic schedule, but also afford easy sharing with parents and students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Glen Irvin, an Instructional Coach at Sauk Rapids-Rice Public Schools in Minnesota, who has taught and learned online, suggests that schools should circulate a preliminary survey to gauge student connectivity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The best advice I can give you is to do an audit of your school community’s technology capability,” \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=2RTeybp_Jbo&feature=youtu.be&fbclid=IwAR0mqxx_84XCg_ZlX3qyV-Wh3xkje-2oRyCvYo3d6dBjrwHvFtkyhdH8lds\">\u003cspan style=\"font-weight: 400\">said Irvin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a recent webinar. “In our district, we wanted to make sure we dug deep into what kind of access our students have and what does that mean for the delivery of teaching and learning in these online environments.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to poll their students can use \u003c/span>\u003ca href=\"https://www.google.ca/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or the free trial version of \u003c/span>\u003ca href=\"https://www.surveymonkey.com/\">\u003cspan style=\"font-weight: 400\">Survey Monkey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The survey might also invite student recommendations of platforms, tools or viable social media that might be used to meet them where they are.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Leverage the Power of Community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While waiting for survey results, explore at least one of the online communities that have recently sprung-up to share resources in response to school closures. Facebook groups such as \u003c/span>\u003ca href=\"https://www.facebook.com/groups/Temporaryschoolclosuresupport/?multi_permalinks=1599694000183239¬if_id=1584113729715153¬if_t=group_highlights\">\u003cspan style=\"font-weight: 400\">Educator Temporary School Closure for Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.facebook.com/groups/2954479804602992/\">\u003cspan style=\"font-weight: 400\">Online Teaching Tips for the Plague-Averse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are great places to start. They are spaces to share material, ask questions, trade stories, commiserate, vent, and connect through shared experience. Many of the groups are international and North American educators can benefit from their counterparts in \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/innovation/what-can-americans-learn-from-hong-kongs-unplanned-experiment-online-learning-during-coronavirus-180974331/\">\u003cspan style=\"font-weight: 400\">China\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Japan and Italy who are several weeks into emergency online implementation. It’s also advisable to maintain contact with immediate colleagues to provide mutual support. Also, for teachers looking to keep their children occupied while they work at home, \u003c/span>\u003ca href=\"https://www.participate.com/\">\u003cspan style=\"font-weight: 400\">Participate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a community-building company, recently launched a free and open \u003c/span>\u003ca href=\"https://app.participate.com/communities/learning-at-home/5e955e09-75b5-4c8e-8a09-0a420ac4bdb2?join=true&utm_source=social&utm_medium=twitter&utm_content=lah_comm&fbclid=IwAR2zB2vl93hGrYQpNOGp7imSSc-ABGV7OwPcy3z82c5_0F8Dcdnsu5yfHSw\">\u003cspan style=\"font-weight: 400\">Learning at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational communities are also circulating shared documents that offer an array of resources to help teach online. For example, this document of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1szHdBo1cjIK6ww-CmlN8iCJ2O2H_2NSGi2Lgpycvn9I/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">shared resources for virtual learning in emergency school closure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was co-authored by educators from around the world, and organizes most of its resources according to age categories. Some \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1t3r618pd8MAi6V87dG2D66PtiKoHdHusBpjPKXgm36w/htmlview?fbclid=IwAR00l_8Bug9i-vRM18njjPn0n1CmLS3Rd_VkXDYKrp_diYU_ljUjsII97EU&sle=true#gid=0\">\u003cspan style=\"font-weight: 400\">keep updated lists of companies offering free subscriptions \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">due to school closures, and this handy chart \u003c/span>\u003ca href=\"https://docs.google.com/document/d/13fK2OsB2T4QAe1SItJHc1a_D8Q68LjvcwjogJLh-AY4/edit\">\u003cspan style=\"font-weight: 400\">organizes web-based tools according to the 5Es of online learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Quick Start Guides, Platforms, and Tools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several organizations and companies have published quick start guides to help teachers hit the ground running. The Academy of Active Learning Arts and Sciences (AALAS), which specializes in supporting flipped classrooms, offers a free \u003c/span>\u003ca href=\"http://aalasinternational.org/rtol/\">\u003cspan style=\"font-weight: 400\">Rapid Transition to Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (RTOL) program to help educators efficiently transfer their courses to an online format. Global Online Academy (GOA) recently published an excellent \u003c/span>\u003ca href=\"https://globalonlineacademy.org/insights/articles/10-strategies-for-leading-online-when-school-is-closed\">\u003cspan style=\"font-weight: 400\">comprehensive playbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that targets school leadership, but also has value for teachers. Similarly, the \u003c/span>\u003ca href=\"https://www.khanacademy.org/\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also has a \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/19Lth2WB8GcklAdIZxqA0p3WVJz2I_qtrBwP8nevKynM/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">Remote Quickstart Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to leverage their extensive course offerings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers will have existing learning management systems (LMSs) and web-based apps that can be repurposed for online classes. Extending the use of the same tools online saves the trouble of students having to navigate new software. If teachers must adopt a platform from which to deliver their classes, there are many free options. National School Choice Week (NSCW) recommends these \u003c/span>\u003ca href=\"https://schoolchoiceweek.com/37-free-online-resources-for-schools-shifting-online-during-coronavirus/#section1\">\u003cspan style=\"font-weight: 400\">free online communication platforms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as other useful tools to get educators up and running. \u003c/span>\u003ca href=\"https://teachercenter.withgoogle.com/first-day-trainings/welcome-to-classroom\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a user-friendly option that is designed for classroom use but works well for online environments. \u003c/span>\u003ca href=\"https://moodle.org/\">\u003cspan style=\"font-weight: 400\">Moodle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free open source learning platform, offers a robust toolbox that can be leveraged for distance learning. For group video conferencing, \u003c/span>\u003ca href=\"https://blogs.skype.com/news/2019/04/04/call-up-to-50-people-at-once-with-skype/\">\u003cspan style=\"font-weight: 400\">Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hangouts.google.com/\">\u003cspan style=\"font-weight: 400\">Hangouts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/products/meet/\">\u003cspan style=\"font-weight: 400\">Hangouts Meets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://zoom.us/\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are good free options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to keep it simple can DIY their own delivery system using shared work platforms like Google’s \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/\">\u003cspan style=\"font-weight: 400\">G Suite\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> software. A shared class agenda with links to tasks and resources can be created and shared on a single Google Doc. PDFs, images and other files can be stored on Google Drive and linked to the class agenda. Formative tests, quizzes and polls can be created and circulated with Google Forms, and lessons can be organized on Google Slides. Microsoft’s \u003c/span>\u003ca href=\"https://www.microsoft.com/en-us/education/products/office\">\u003cspan style=\"font-weight: 400\">Office 365 Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would also do the trick, but it’s not free. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond platforms and content delivery systems, an Internet search will yield countless free applications and online tools. The \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">Tech Against Coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site curates an thorough \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">list of online tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to facilitate COVID19-era communication. The CATO Institute curated a list of \u003c/span>\u003ca href=\"https://www.cato.org/blog/free-online-learning-resources-when-coronavirus-closes-schools\">\u003cspan style=\"font-weight: 400\">free online resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support learning at home, while UNESCO jumped into the\u003c/span>\u003ca href=\"https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/solutions\">\u003cspan style=\"font-weight: 400\"> emergency toolbox\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> game with this well-organized list of educational technology resources. Scholastic announced that it is offering a \u003c/span>\u003ca href=\"https://www.scholastic.com/teachers/teaching-tools/articles/resources/scholastic-learn-at-home--free-resources-for-school-closures.html#\">\u003cspan style=\"font-weight: 400\">free 20-day Learn at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program for K - 8 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Has there been a better time for students to take field trips to\u003c/span>\u003ca href=\"https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours\"> \u003cspan style=\"font-weight: 400\">virtual museums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, play in the \u003c/span>\u003ca href=\"https://education.minecraft.net/\">\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> playground, run through a few rounds of \u003c/span>\u003ca href=\"https://kahoot.com/blog/2020/02/27/kahoot-free-access-schools-higher-education-coronavirus/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or tune-in for a \u003c/span>\u003ca href=\"https://education.skype.com/\">\u003cspan style=\"font-weight: 400\">Skype lecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by a special guest speaker? “Everything is the technology of online education,” said Joanna Dunlap, Assistant Director of Teaching Effectiveness University of Colorado - Denver, alluding to the vast spectrum for enhancing online instruction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, if all else fails, there’s always email and telephone. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Silver Lining\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sudden shift to online education will undoubtedly pose a challenge for many, but there’s also an upside. Disruption and discomfort are the enemies of complacency and can spur intense professional growth. Some teachers may be surprised to discover new tools, resources, and approaches to nourish their practice. They’ll also get the chance to see their students in a new light, and maybe better connect with their own families. In the case of younger students, there will be a need to more deeply involve parents in the learning process. Schools may want to explicitly communicate that any parents in a position to support their children’s learning should do so with some helpful guidelines to proceed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another positive is that remote learning can be carried out asynchronously, meaning that both teachers and students can work and contribute when it’s convenient for them if they don’t have to be in a specific place at a specific time. This flexibility can allow educators to manage life at home while doing school, and it might even allow kids to get that sleep that seems to be in short supply.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "When Should Schools Close For Coronavirus?",
"title": "When Should Schools Close For Coronavirus?",
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"content": "\u003cp>The spread of coronavirus has compelled hundreds of K-12 schools in the U.S. to close, affecting more than 850,000 students, according to an analysis by \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">Education Week\u003c/a>. And those numbers are certain to increase in the coming days, as concerned parents \u003ca href=\"https://twitter.com/hashtag/CloseTheSchools\">call for\u003c/a> more school closures.\u003c/p>\n\u003cp>The growing health crisis presents school leaders with a painful choice. Closing schools — as has been done, so far, in\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/05/812557984/as-schools-close-due-to-coronavirus-nearly-300-million-kids-arent-in-class\"> China, Japan, Italy and elsewhere\u003c/a> — is a proven measure that has been shown to slow the spread of disease and, in turn, save lives. But it also causes huge economic and social disruption, especially for children, millions of whom depend on the free and reduced-cost meals they get at school.\u003c/p>\n\u003cp>Public officials understandably don't want to close schools unless they absolutely have to, and many closures so far have been triggered by a known case of infection or exposure among staff or students. Yet research suggests the best time to close schools is before that happens.\u003c/p>\n\u003cp>\"If you wait for the case to occur [in your school], you still have wound up closing the school, but now you've missed the opportunity to have the real benefit that would have accrued had you closed the school earlier,\" says Yale University sociologist and physician Nicholas Christakis.\u003c/p>\n\u003cp>\"It's sort of closing the barn door after the cow is gone.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Christakis' Yale lab normally studies how humans spread everything from ideas to behaviors to germs, but he says he's now all-in on studying how coronavirus might spread. Aside from developing a vaccine and getting everyone to wash their hands thoroughly, closing schools is one of the most effective things a community can do to slow contagion, says Christakis, author of \u003cem>Blueprint: The Evolutionary Origins of a Good Society\u003c/em>. But timing matters. He points to studies of the 1918 Spanish flu, which suggest some cities may have saved lives by deciding to close schools earlier.\u003c/p>\n\u003cp>\"Closing the schools before anyone in the schools is sick is a very difficult thing to do,\" Christakis acknowledges, \"even though it's probably extremely beneficial and much wiser.\"\u003c/p>\n\u003cp>Marco Ajelli is a computational epidemiologist at the Bruno Kessler Foundation in Italy. He uses advanced math to model the course of disease outbreaks, and he has studied school closures. Ajelli echoes Christakis, saying that \"there is scientific evidence\" that closing schools can buy time and delay the peak of an epidemic. \"And it's really important to gain time at the moment,\" he says, \"because if you have a lot of people that get infected all at the same time, the hospitals and ICUs have not enough hospital beds.\"\u003c/p>\n\u003cp>But this understanding is based on the science of previous diseases. Ajelli and his colleagues point out that there's something new and different about COVID-19, namely that children appear to be less vulnerable to it. And it isn't clear how that fact could affect the usefulness of school closures.\u003c/p>\n\u003cp>The fact remains that canceling school is a difficult decision because no one knows better than educators just how much some children depend on the support they get there.\u003c/p>\n\u003cp>\"For a large number of our students, the safest place for them to be is actually in school,\" says Sonja Santelises, CEO of Baltimore City Public Schools. That's why, she says, she resists canceling school because of weather, too. \"It gets me some angry emails during snowstorms and inclement weather. ... I will just tell you, our mantra continues to be: Closing schools is a last resort.\"\u003c/p>\n\u003cp>One big concern for school leaders is that many kids would be going home to empty households.\u003c/p>\n\u003cp>\"Yeah, I think that's the hardest contemplation for our districts,\" says Chris Reykdal, the superintendent of public instruction for Washington state, which has been hit hard by coronavirus. He's concerned about sending \"a million Washington kids home knowing that for hundreds of thousands of them, they simply will not have any parents at home.\"\u003c/p>\n\u003cp>Reykdal says that when his schools take a snow day, parents can sometimes make do for a day or two, either taking the time off or working from home. But coronavirus isn't snow, and there's no way to know how long schools would have to close. Many employers may continue to require employees to come to work. (Think about the children of health care workers.) And without government intervention, \u003ca href=\"https://www.npr.org/2020/03/09/813792866/watch-live-trump-speaks-about-coronavirus-on-day-markets-dive\">which is on the table\u003c/a>, many low-wage workers won't be able to afford to stay home.\u003c/p>\n\u003cp>There's a further problem here: The effectiveness of school closures is based on the premise that kids stay home with their families and limit other contacts. Ajelli points out that if parents \"regroup\" children to meet child care needs or if teens congregate freely outside school, the closure won't be as effective.\u003c/p>\n\u003cp>One more big reason school leaders are so reluctant to close schools: Not only will many kids go home to no parents, but they also may not have ample food, either.\u003c/p>\n\u003cp>\"Food insecurity is a real challenge in our community, even without an emergency,\" says Alberto Carvalho, head of Miami-Dade County Public Schools. He says roughly three-quarters of his students live at or below the poverty level. Those children are among the nearly 30 million U.S. students who depend on schools' free and reduced-price meals for lunch, breakfast, snacks and, in some cases, dinner.\u003c/p>\n\u003cp>In Miami, Carvalho says, students will continue to eat — even if school is canceled. Food will be distributed at schools, similar to summer meal programs, or, if need be, the food can be taken out into the community.\u003c/p>\n\u003cp>And food insecurity isn't just a city problem, says Jillian Balow, Wyoming's state superintendent of public instruction. Many of her students live in remote, rural communities and have to spend an hour or more on a bus just to get to school. Balow says her districts are thinking of ways that schools could potentially transport bags of food out to these students in case of cancellation.\u003c/p>\n\u003cp>\"In a worst-case scenario, we have many Wyoming [school districts] that are rural that could look to local [food] producers for an additional food source if needed,\" Balow says.\u003c/p>\n\u003cp>In Baltimore, Santelises says her schools often send kids home on the weekend with a supplementary backpack full of food. She says the district could do something similar in the event of a coronavirus school closure, though \"that only typically gets a family through a weekend. So we have other ideas, we're just trying to see whether they will work in the current context.\"\u003c/p>\n\u003cp>Schools also offer a safe place for the \u003ca href=\"https://www.edweek.org/ew/articles/2020/02/12/number-of-homeless-students-hits-all-time-high.html\">1.5 million U.S. kids\u003c/a> who are housing-insecure, and in some cases, they provide medical care, dental care and even laundry services. It's unclear how schools would continue those services in the event of closures.\u003c/p>\n\u003cp>Beyond the basic public health risks that vulnerable students face when schools close, there's one more big worry that has school leaders scrambling right now: equity.\u003c/p>\n\u003cp>If schools have to close for a while, superintendents want to be sure learning doesn't entirely stop. But educators have a legal obligation to make sure whatever education they do offer works for every child — and that can be expensive. In Washington state, Reykdal says some schools are exploring online learning. That means asking: How many of my students have a computer at home? Wi-Fi? What about appropriate support if they have a disability?\u003c/p>\n\u003cp>\"Those are paramount questions for our schools,\" Reykdal says. \"And if they can't deliver that when they choose to jump to an online model, it's unlikely they're providing a legal basis for an equitable education.\"\u003c/p>\n\u003cp>Of all the district leaders NPR spoke with, only one — Carvalho in Miami-Dade County — said he has the technology to keep kids learning, even at home.\u003c/p>\n\u003cp>\"Enabled by a bond referendum that goes back to 2012, we have acquired in excess of 200,000 personal devices,\" Carvalho says. Those are laptops, tablets and smartphones that kids in need can take home if schools close.\u003c/p>\n\u003cp>But that kind of access is unusual.\u003c/p>\n\u003cp>\"No, there will be no one-on-one technological option ready for every single student,\" says Santelises. Though that doesn't mean learning would stop for her students: She says teachers in Baltimore are putting together old-fashioned paper packets of work that they can send home.\u003c/p>\n\u003cp>\"It's certainly not optimal,\" Santelises says, but it's better than nothing.\u003c/p>\n\u003cp>Having laptops and Wi-Fi routers to loan out doesn't solve every equity problem. \"A growing body of evidence suggests that online learning works least well for our most vulnerable learners,\" Justin Reich, an educational technology expert at Massachusetts Institute of Technology, said \u003ca href=\"https://twitter.com/bjfr/status/1237396247180238849\">on Twitter.\u003c/a> He's recommending that public schools make up days rather than try to rely on tech-based teaching.\u003c/p>\n\u003cp>Moreover, some students with disabilities need specialized, one-on-one support. This help isn't optional; it's protected by federal law.\u003c/p>\n\u003cp>\"And this is where it really gets complicated,\" Reykdal says. \"How does a paraeducator get to their 20 or 30 students in their caseload if they're distributed all in their individual homes, trying to dial in online? It makes the bar for universal online learning very difficult to meet.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If schools decide they can't sufficiently help all kids, then many will likely decide they have no choice but to treat missed days like snow days. Meaning, they'll either have to make up the lost time later this year or simply write it off.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Should+Schools+Close+For+Coronavirus%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Closing schools can slow the spread of disease and, in turn, save lives. But it also causes huge disruptions, especially for children who depend on the free and reduced-cost meals they get at school. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The spread of coronavirus has compelled hundreds of K-12 schools in the U.S. to close, affecting more than 850,000 students, according to an analysis by \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">Education Week\u003c/a>. And those numbers are certain to increase in the coming days, as concerned parents \u003ca href=\"https://twitter.com/hashtag/CloseTheSchools\">call for\u003c/a> more school closures.\u003c/p>\n\u003cp>The growing health crisis presents school leaders with a painful choice. Closing schools — as has been done, so far, in\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/05/812557984/as-schools-close-due-to-coronavirus-nearly-300-million-kids-arent-in-class\"> China, Japan, Italy and elsewhere\u003c/a> — is a proven measure that has been shown to slow the spread of disease and, in turn, save lives. But it also causes huge economic and social disruption, especially for children, millions of whom depend on the free and reduced-cost meals they get at school.\u003c/p>\n\u003cp>Public officials understandably don't want to close schools unless they absolutely have to, and many closures so far have been triggered by a known case of infection or exposure among staff or students. Yet research suggests the best time to close schools is before that happens.\u003c/p>\n\u003cp>\"If you wait for the case to occur [in your school], you still have wound up closing the school, but now you've missed the opportunity to have the real benefit that would have accrued had you closed the school earlier,\" says Yale University sociologist and physician Nicholas Christakis.\u003c/p>\n\u003cp>\"It's sort of closing the barn door after the cow is gone.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Christakis' Yale lab normally studies how humans spread everything from ideas to behaviors to germs, but he says he's now all-in on studying how coronavirus might spread. Aside from developing a vaccine and getting everyone to wash their hands thoroughly, closing schools is one of the most effective things a community can do to slow contagion, says Christakis, author of \u003cem>Blueprint: The Evolutionary Origins of a Good Society\u003c/em>. But timing matters. He points to studies of the 1918 Spanish flu, which suggest some cities may have saved lives by deciding to close schools earlier.\u003c/p>\n\u003cp>\"Closing the schools before anyone in the schools is sick is a very difficult thing to do,\" Christakis acknowledges, \"even though it's probably extremely beneficial and much wiser.\"\u003c/p>\n\u003cp>Marco Ajelli is a computational epidemiologist at the Bruno Kessler Foundation in Italy. He uses advanced math to model the course of disease outbreaks, and he has studied school closures. Ajelli echoes Christakis, saying that \"there is scientific evidence\" that closing schools can buy time and delay the peak of an epidemic. \"And it's really important to gain time at the moment,\" he says, \"because if you have a lot of people that get infected all at the same time, the hospitals and ICUs have not enough hospital beds.\"\u003c/p>\n\u003cp>But this understanding is based on the science of previous diseases. Ajelli and his colleagues point out that there's something new and different about COVID-19, namely that children appear to be less vulnerable to it. And it isn't clear how that fact could affect the usefulness of school closures.\u003c/p>\n\u003cp>The fact remains that canceling school is a difficult decision because no one knows better than educators just how much some children depend on the support they get there.\u003c/p>\n\u003cp>\"For a large number of our students, the safest place for them to be is actually in school,\" says Sonja Santelises, CEO of Baltimore City Public Schools. That's why, she says, she resists canceling school because of weather, too. \"It gets me some angry emails during snowstorms and inclement weather. ... I will just tell you, our mantra continues to be: Closing schools is a last resort.\"\u003c/p>\n\u003cp>One big concern for school leaders is that many kids would be going home to empty households.\u003c/p>\n\u003cp>\"Yeah, I think that's the hardest contemplation for our districts,\" says Chris Reykdal, the superintendent of public instruction for Washington state, which has been hit hard by coronavirus. He's concerned about sending \"a million Washington kids home knowing that for hundreds of thousands of them, they simply will not have any parents at home.\"\u003c/p>\n\u003cp>Reykdal says that when his schools take a snow day, parents can sometimes make do for a day or two, either taking the time off or working from home. But coronavirus isn't snow, and there's no way to know how long schools would have to close. Many employers may continue to require employees to come to work. (Think about the children of health care workers.) And without government intervention, \u003ca href=\"https://www.npr.org/2020/03/09/813792866/watch-live-trump-speaks-about-coronavirus-on-day-markets-dive\">which is on the table\u003c/a>, many low-wage workers won't be able to afford to stay home.\u003c/p>\n\u003cp>There's a further problem here: The effectiveness of school closures is based on the premise that kids stay home with their families and limit other contacts. Ajelli points out that if parents \"regroup\" children to meet child care needs or if teens congregate freely outside school, the closure won't be as effective.\u003c/p>\n\u003cp>One more big reason school leaders are so reluctant to close schools: Not only will many kids go home to no parents, but they also may not have ample food, either.\u003c/p>\n\u003cp>\"Food insecurity is a real challenge in our community, even without an emergency,\" says Alberto Carvalho, head of Miami-Dade County Public Schools. He says roughly three-quarters of his students live at or below the poverty level. Those children are among the nearly 30 million U.S. students who depend on schools' free and reduced-price meals for lunch, breakfast, snacks and, in some cases, dinner.\u003c/p>\n\u003cp>In Miami, Carvalho says, students will continue to eat — even if school is canceled. Food will be distributed at schools, similar to summer meal programs, or, if need be, the food can be taken out into the community.\u003c/p>\n\u003cp>And food insecurity isn't just a city problem, says Jillian Balow, Wyoming's state superintendent of public instruction. Many of her students live in remote, rural communities and have to spend an hour or more on a bus just to get to school. Balow says her districts are thinking of ways that schools could potentially transport bags of food out to these students in case of cancellation.\u003c/p>\n\u003cp>\"In a worst-case scenario, we have many Wyoming [school districts] that are rural that could look to local [food] producers for an additional food source if needed,\" Balow says.\u003c/p>\n\u003cp>In Baltimore, Santelises says her schools often send kids home on the weekend with a supplementary backpack full of food. She says the district could do something similar in the event of a coronavirus school closure, though \"that only typically gets a family through a weekend. So we have other ideas, we're just trying to see whether they will work in the current context.\"\u003c/p>\n\u003cp>Schools also offer a safe place for the \u003ca href=\"https://www.edweek.org/ew/articles/2020/02/12/number-of-homeless-students-hits-all-time-high.html\">1.5 million U.S. kids\u003c/a> who are housing-insecure, and in some cases, they provide medical care, dental care and even laundry services. It's unclear how schools would continue those services in the event of closures.\u003c/p>\n\u003cp>Beyond the basic public health risks that vulnerable students face when schools close, there's one more big worry that has school leaders scrambling right now: equity.\u003c/p>\n\u003cp>If schools have to close for a while, superintendents want to be sure learning doesn't entirely stop. But educators have a legal obligation to make sure whatever education they do offer works for every child — and that can be expensive. In Washington state, Reykdal says some schools are exploring online learning. That means asking: How many of my students have a computer at home? Wi-Fi? What about appropriate support if they have a disability?\u003c/p>\n\u003cp>\"Those are paramount questions for our schools,\" Reykdal says. \"And if they can't deliver that when they choose to jump to an online model, it's unlikely they're providing a legal basis for an equitable education.\"\u003c/p>\n\u003cp>Of all the district leaders NPR spoke with, only one — Carvalho in Miami-Dade County — said he has the technology to keep kids learning, even at home.\u003c/p>\n\u003cp>\"Enabled by a bond referendum that goes back to 2012, we have acquired in excess of 200,000 personal devices,\" Carvalho says. Those are laptops, tablets and smartphones that kids in need can take home if schools close.\u003c/p>\n\u003cp>But that kind of access is unusual.\u003c/p>\n\u003cp>\"No, there will be no one-on-one technological option ready for every single student,\" says Santelises. Though that doesn't mean learning would stop for her students: She says teachers in Baltimore are putting together old-fashioned paper packets of work that they can send home.\u003c/p>\n\u003cp>\"It's certainly not optimal,\" Santelises says, but it's better than nothing.\u003c/p>\n\u003cp>Having laptops and Wi-Fi routers to loan out doesn't solve every equity problem. \"A growing body of evidence suggests that online learning works least well for our most vulnerable learners,\" Justin Reich, an educational technology expert at Massachusetts Institute of Technology, said \u003ca href=\"https://twitter.com/bjfr/status/1237396247180238849\">on Twitter.\u003c/a> He's recommending that public schools make up days rather than try to rely on tech-based teaching.\u003c/p>\n\u003cp>Moreover, some students with disabilities need specialized, one-on-one support. This help isn't optional; it's protected by federal law.\u003c/p>\n\u003cp>\"And this is where it really gets complicated,\" Reykdal says. \"How does a paraeducator get to their 20 or 30 students in their caseload if they're distributed all in their individual homes, trying to dial in online? It makes the bar for universal online learning very difficult to meet.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If schools decide they can't sufficiently help all kids, then many will likely decide they have no choice but to treat missed days like snow days. Meaning, they'll either have to make up the lost time later this year or simply write it off.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Should+Schools+Close+For+Coronavirus%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "To Prepare for Coronavirus, Simple Measures Are Often Most Effective",
"title": "To Prepare for Coronavirus, Simple Measures Are Often Most Effective",
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"content": "\u003cp>With confirmed and suspected cases of the novel coronavirus (SARS-CoV-2) spreading throughout the United States, school and district officials are starting to plan for school closures and shifts to online learning. Yet such measures are seriously costly and disruptive for schools, students, families, employers, and communities. They may also disproportionately harm lower-income families, who may lack the kind of protections — job security, sick days, opportunities to work remotely — that allow caregivers to stay home with children. These families may be less likely to have computers with broadband access for online learning, and they frequently depend on school breakfast and lunch programs to meet their children’s nutritional needs.\u003c/p>\n\u003cp>While future-oriented contingency planning is essential, schools and districts can take immediate action that is low-cost and highly effective: enabling all students and adults to wash their hands with soap and water frequently.\u003c/p>\n\u003cp>“Frequent handwashing with soap and hot water for 20 seconds is a proven way to reduce disease transmission,”\u003cstrong> \u003c/strong>said \u003ca href=\"https://www.hsph.harvard.edu/marc-lipsitch/\" rel=\"nofollow\">Marc Lipsitch\u003c/a>, professor of epidemiology and director of the Center for Communicable Disease Dynamics at \u003ca href=\"https://www.hsph.harvard.edu/\" rel=\"nofollow\">Harvard T.H. Chan School of Public Health\u003c/a>. “It is one of the simplest and most effective things we can do to prevent ourselves and our loved ones from getting infected.”\u003c/p>\n\u003cp>And yet well-stocked school restrooms and healthy handwashing habits are not always the norm. A \u003ca href=\"https://www.bostonglobe.com/metro/2019/12/07/school-bathrooms-are-first-class-mess/ZtG0ACuSPVgb0rPbyRKqlO/story.html\" rel=\"nofollow\">recent investigation\u003c/a> by the \u003cem>Boston Globe\u003c/em> revealed that public health inspectors had found problems in 89 of 111 Boston Public Schools bathrooms. In Detroit, students \u003ca href=\"http://www.publiccounsel.org/tools/assets/files/0812.pdf\" rel=\"nofollow\">filed a lawsuit\u003c/a> against the Michigan Department of Education noting nonworking sinks and lack of basic supplies such as toilet paper. The issues extend beyond infrastructure.\u003c/p>\n\u003cp>“New York City teachers have described elementary schools that refuse to allow students to use bathroom sinks because washing hands ‘wastes time’ and ‘causes incidents (such as water fights),’” says \u003ca href=\"https://www.gse.harvard.edu/\">Harvard Graduate School of Education\u003c/a> Professor \u003ca href=\"https://www.gse.harvard.edu/faculty/meira-levinson\">Meira Levinson\u003c/a>. “This is a good time to turn these approaches around. By investing in bathroom maintenance and improvements and by changing the culture around handwashing, schools have an opportunity to show students both that their health and wellbeing are critically important and that they can be part of a public health solution that will help others.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Indeed, the value of building a positive approach to hygiene in schools is clear. “The school setting is an ideal place to introduce and reinforce the importance of handwashing for long-term health,” says \u003ca href=\"http://www.childrenshospital.org/directory/physicians/m/richard-malley\" rel=\"nofollow\">Rick Malley\u003c/a>, professor of pediatrics at \u003ca href=\"https://hms.harvard.edu/\" rel=\"nofollow\">Harvard Medical School\u003c/a>, senior physician in the Division of Infectious Diseases and Director of the Travel Clinic at \u003ca href=\"https://www.childrenshospital.org/\" rel=\"nofollow\">Boston Children’s Hospital\u003c/a>. “Emphasizing healthy handwashing behavior early in life has significant long term benefits, including fewer days of school or work missed and reduction in transmission of disease.”\u003c/p>\n\u003ch3>Simple, Effective Measures Schools Can Take to Prevent Coronavirus\u003c/h3>\n\u003cp>When it comes to curbing the spread of coronavirus, the most effective response for schools and educators may be: Think globally, act locally. As public health responses to this emerging concern continue to take shape, schools and communities can monitor the global landscape, but they should focus their attention on their local, everyday settings — classrooms, cafeterias, bathrooms, the gym — where behavior and habits can help mitigate the effects of any disease outbreak.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Handwashing remains the single most effective way to prevent the spread of infection\u003c/strong>. Mandatory handwashing policies have been \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0196655309007536\" rel=\"nofollow\">linked\u003c/a> to reduced illness-related absences. Make sure students and all school staff are aware of the importance of washing hands. Adults should practice and model good public-health hygiene on their own: handwashing, cough-covering, staying home when sick or symptomatic.\n\u003cul>\n\u003cli>Teach \u003ca href=\"https://www.cdc.gov/handwashing/when-how-handwashing.html\" rel=\"nofollow\">best practices\u003c/a> like scrubbing for 20 seconds with soap and warm water and making sure to clean the backs of hands, between fingers, and under the fingernails.\u003c/li>\n\u003cli>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3797645/\" rel=\"nofollow\">Encourage handwashing\u003c/a> before meals; upon entering the building or classroom; after recess; after coughing, blowing your nose, or sneezing; and after using the bathroom.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Schools should build disease-prevention practices into daily schedules.\u003c/strong>\u003c/li>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>Add 5 minutes to lunch and recess periods to ensure students have time to wash their hands.\u003c/li>\n\u003cli>Build in the practice of handwashing throughout the day, during transition times.\u003c/li>\n\u003cli>Provide hand sanitizer at school entrances.\u003c/li>\n\u003cli>Set up hand-sanitizer stations in each classroom, so that each time children return to the classroom, they get a squirt. Students should be taught to spread the sanitizer evenly and entirely over both hands and to allow their hands to air-dry. (Note that public health guidance says that washing hands with soap and water is most effective, but hand sanitizers with at least 60 percent alcohol are a sound alternative when soap and water are unavailable.)\u003c/li>\n\u003cli>Post handwashing reminders around the school that reinforce proper handwashing techniques.\u003c/li>\n\u003cli>Make it a classroom habit to regularly clean or wipe surfaces that everyone touches often. Appoint students to a “clean squad,”and make it as special as being appointed line leader or any other classroom perk.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Schools should ensure that all restrooms are always well stocked with soap and paper towels.\u003c/strong> Sinks should all have hot and cold running water. Washrooms should be accessible — all students should be able to reach the sink.\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>\u003ca href=\"https://aricjournal.biomedcentral.com/articles/10.1186/s13756-019-0500-z\" rel=\"nofollow\">Clean public washrooms\u003c/a> frequently.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Schools can mobilize PTO and parent volunteers to equip schools and classrooms with cleaning supplies, as needed\u003c/strong>.\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>Smooth out processes to accept parent donations of soap, hand sanitizer, and cleaning supplies.\u003c/li>\n\u003cli>Take advantage of classroom representatives, if they exist at your school. These classroom-based parent volunteers can coordinate preparedness at a hyper-local level. These preparations can be fun and customized to each classroom.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Schools can empower middle- and high-school students to ge\u003c/strong>\u003cstrong>t active\u003c/strong> — through “soap drives,” by supporting or thanking maintenance staff, by student-created hygiene-awareness social media campaigns and posters, etc.\u003c/li>\n\u003cli>\u003cstrong>Schools can tap into young people’s desire to take leadership roles in causes they care about.\u003c/strong> Help them learn that handwashing and other preventive public health measures \u003cem>will help others\u003c/em> and \u003cem>will make a difference\u003c/em>.\u003c/li>\n\u003cli>\u003cstrong>Schools can use this opportunity to create relevant learning experiences.\u003c/strong> Encourage science teachers to create a mini-unit on viruses, \u003ca href=\"https://www.healthychildren.org/English/health-issues/conditions/prevention/Pages/Germ-Prevention-Strategies.aspx\" rel=\"nofollow\">germ-fighting\u003c/a>, or the science behind the spread of infections. Have students become epidemiologists, sleuthing out clues and finding patterns in how diseases spread.\u003c/li>\n\u003c/ul>\n\u003cp>Focusing on prevention alongside education not only can help control the present spread of disease but can also equip students to be responsible and responsive in the future. “All of these critical measures can support young people as they learn not only to protect themselves but also their communities in the midst of a global public health crisis. We need their action and commitment to become the prevention advocates of the future,” says Dr. \u003ca href=\"https://www.hsph.harvard.edu/howard-koh/\">Howard Koh\u003c/a>, 14th U.S. Assistant Secretary for Health and former Massachusetts Commissioner of Public Health.\u003c/p>\n\u003ch3>Protecting Public Health: The Importance of School-Community Partnerships\u003c/h3>\n\u003cp>Under-resourced schools are particularly vulnerable, raising broader questions around equity and funding for basic supplies and maintenance. For schools with scarce resources, a call to action that demands supplies and infrastructure could increase the burden. In such cases, communities — including health providers, community health organizations, and businesses — should step up to take responsibility, working with schools as partners to help address the problem.\u003c/p>\n\u003cp>“The coronavirus crisis presents an opportunity for various community partners to reach out to their school colleagues and offer various forms of support to mitigate the threats to children and families. Schools alone will be unable to solve this problem; a coordinated, community response is urgently needed,” says \u003ca href=\"https://www.gse.harvard.edu/faculty/paul-reville\">Paul Reville\u003c/a>, professor and founding director of the \u003ca href=\"https://edredesign.org/\" rel=\"nofollow\">Education Redesign Lab\u003c/a> at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Although schools will follow local guidance during this health crisis, the resources below offer information on building long-term, cross-sector partnerships between schools and community stakeholders:\u003c/p>\n\u003cul>\n\u003cli>The Education Redesign Lab: This initiative offers innovative funding solutions and a pathway to building coalitions of community stakeholders to support the growth of the whole child and the creation of a cradle-to-career pipeline of supports and opportunities for all children.\u003c/li>\n\u003cli>The California Endowment: A healthcare model that focuses on empowering communities to address the social determinants of health through collective action. Their Building Healthy Communities initiative focuses on local change designed for broader impact.\u003c/li>\n\u003cli>The Partnership for Resilience (PFR): A nonprofit focusing on integrating education, health, and community to empower the whole child. PFR’s communities in Chicago Southland and rural Southern Illinois are part of EdRedesign’s By All Means initiative.\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"field field-name-field-title field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003ch2 class=\"field-item even\">Resources from the Centers for Disease Control and Prevention\u003c/h2>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-collection-container clearfix\">\n\u003cdiv class=\"field field-name-field-resource field-type-field-collection field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Resources for K-12 Schools and Childcare Programs\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/handwashing/when-how-handwashing.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Guide to Proper Handwashing\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/handwashing/handwashing-family.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Handwashing Tips for Families\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/handwashing/materials.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Stickers, Posters, and Other Promotional Material for Healthy Schools\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full field-collection-view-final\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Developing a High-Quality School Emergency Operations Plan\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv class=\"field field-name-field-title field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv>\u003c/div>\n\u003ch2 class=\"field-item even\">Resources from the World Health Organization\u003c/h2>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-collection-container clearfix\">\n\u003cdiv class=\"field field-name-field-resource field-type-field-collection field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/myth-busters\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Myth Busters About Coronavirus Disease\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/videos\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Instructional Videos on the Virus and Prevention\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/docs/default-source/coronaviruse/helping-children-cope-with-stress-print.pdf?sfvrsn=f3a063ff_2\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Helping Children Cope with Stress Related to Coronavirus\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full field-collection-view-final\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/docs/default-source/coronaviruse/getting-workplace-ready-for-covid-19.pdf?sfvrsn=359a81e7_6\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Preparing a Workplace for Coronavirus Disease\u003cbr>\n\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n",
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"excerpt": "Public health experts and educators emphasize clear benefits of handwashing habits and well-stocked restrooms in schools",
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"nprByline": "\u003ca href=\"https://www.gse.harvard.edu/news/uk/20/03/prepare-coronavirus-simple-measures-are-often-most-effective\">Emily Boudreau, Usable Knowledge\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With confirmed and suspected cases of the novel coronavirus (SARS-CoV-2) spreading throughout the United States, school and district officials are starting to plan for school closures and shifts to online learning. Yet such measures are seriously costly and disruptive for schools, students, families, employers, and communities. They may also disproportionately harm lower-income families, who may lack the kind of protections — job security, sick days, opportunities to work remotely — that allow caregivers to stay home with children. These families may be less likely to have computers with broadband access for online learning, and they frequently depend on school breakfast and lunch programs to meet their children’s nutritional needs.\u003c/p>\n\u003cp>While future-oriented contingency planning is essential, schools and districts can take immediate action that is low-cost and highly effective: enabling all students and adults to wash their hands with soap and water frequently.\u003c/p>\n\u003cp>“Frequent handwashing with soap and hot water for 20 seconds is a proven way to reduce disease transmission,”\u003cstrong> \u003c/strong>said \u003ca href=\"https://www.hsph.harvard.edu/marc-lipsitch/\" rel=\"nofollow\">Marc Lipsitch\u003c/a>, professor of epidemiology and director of the Center for Communicable Disease Dynamics at \u003ca href=\"https://www.hsph.harvard.edu/\" rel=\"nofollow\">Harvard T.H. Chan School of Public Health\u003c/a>. “It is one of the simplest and most effective things we can do to prevent ourselves and our loved ones from getting infected.”\u003c/p>\n\u003cp>And yet well-stocked school restrooms and healthy handwashing habits are not always the norm. A \u003ca href=\"https://www.bostonglobe.com/metro/2019/12/07/school-bathrooms-are-first-class-mess/ZtG0ACuSPVgb0rPbyRKqlO/story.html\" rel=\"nofollow\">recent investigation\u003c/a> by the \u003cem>Boston Globe\u003c/em> revealed that public health inspectors had found problems in 89 of 111 Boston Public Schools bathrooms. In Detroit, students \u003ca href=\"http://www.publiccounsel.org/tools/assets/files/0812.pdf\" rel=\"nofollow\">filed a lawsuit\u003c/a> against the Michigan Department of Education noting nonworking sinks and lack of basic supplies such as toilet paper. The issues extend beyond infrastructure.\u003c/p>\n\u003cp>“New York City teachers have described elementary schools that refuse to allow students to use bathroom sinks because washing hands ‘wastes time’ and ‘causes incidents (such as water fights),’” says \u003ca href=\"https://www.gse.harvard.edu/\">Harvard Graduate School of Education\u003c/a> Professor \u003ca href=\"https://www.gse.harvard.edu/faculty/meira-levinson\">Meira Levinson\u003c/a>. “This is a good time to turn these approaches around. By investing in bathroom maintenance and improvements and by changing the culture around handwashing, schools have an opportunity to show students both that their health and wellbeing are critically important and that they can be part of a public health solution that will help others.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Indeed, the value of building a positive approach to hygiene in schools is clear. “The school setting is an ideal place to introduce and reinforce the importance of handwashing for long-term health,” says \u003ca href=\"http://www.childrenshospital.org/directory/physicians/m/richard-malley\" rel=\"nofollow\">Rick Malley\u003c/a>, professor of pediatrics at \u003ca href=\"https://hms.harvard.edu/\" rel=\"nofollow\">Harvard Medical School\u003c/a>, senior physician in the Division of Infectious Diseases and Director of the Travel Clinic at \u003ca href=\"https://www.childrenshospital.org/\" rel=\"nofollow\">Boston Children’s Hospital\u003c/a>. “Emphasizing healthy handwashing behavior early in life has significant long term benefits, including fewer days of school or work missed and reduction in transmission of disease.”\u003c/p>\n\u003ch3>Simple, Effective Measures Schools Can Take to Prevent Coronavirus\u003c/h3>\n\u003cp>When it comes to curbing the spread of coronavirus, the most effective response for schools and educators may be: Think globally, act locally. As public health responses to this emerging concern continue to take shape, schools and communities can monitor the global landscape, but they should focus their attention on their local, everyday settings — classrooms, cafeterias, bathrooms, the gym — where behavior and habits can help mitigate the effects of any disease outbreak.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Handwashing remains the single most effective way to prevent the spread of infection\u003c/strong>. Mandatory handwashing policies have been \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0196655309007536\" rel=\"nofollow\">linked\u003c/a> to reduced illness-related absences. Make sure students and all school staff are aware of the importance of washing hands. Adults should practice and model good public-health hygiene on their own: handwashing, cough-covering, staying home when sick or symptomatic.\n\u003cul>\n\u003cli>Teach \u003ca href=\"https://www.cdc.gov/handwashing/when-how-handwashing.html\" rel=\"nofollow\">best practices\u003c/a> like scrubbing for 20 seconds with soap and warm water and making sure to clean the backs of hands, between fingers, and under the fingernails.\u003c/li>\n\u003cli>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3797645/\" rel=\"nofollow\">Encourage handwashing\u003c/a> before meals; upon entering the building or classroom; after recess; after coughing, blowing your nose, or sneezing; and after using the bathroom.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Schools should build disease-prevention practices into daily schedules.\u003c/strong>\u003c/li>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>Add 5 minutes to lunch and recess periods to ensure students have time to wash their hands.\u003c/li>\n\u003cli>Build in the practice of handwashing throughout the day, during transition times.\u003c/li>\n\u003cli>Provide hand sanitizer at school entrances.\u003c/li>\n\u003cli>Set up hand-sanitizer stations in each classroom, so that each time children return to the classroom, they get a squirt. Students should be taught to spread the sanitizer evenly and entirely over both hands and to allow their hands to air-dry. (Note that public health guidance says that washing hands with soap and water is most effective, but hand sanitizers with at least 60 percent alcohol are a sound alternative when soap and water are unavailable.)\u003c/li>\n\u003cli>Post handwashing reminders around the school that reinforce proper handwashing techniques.\u003c/li>\n\u003cli>Make it a classroom habit to regularly clean or wipe surfaces that everyone touches often. Appoint students to a “clean squad,”and make it as special as being appointed line leader or any other classroom perk.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Schools should ensure that all restrooms are always well stocked with soap and paper towels.\u003c/strong> Sinks should all have hot and cold running water. Washrooms should be accessible — all students should be able to reach the sink.\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>\u003ca href=\"https://aricjournal.biomedcentral.com/articles/10.1186/s13756-019-0500-z\" rel=\"nofollow\">Clean public washrooms\u003c/a> frequently.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Schools can mobilize PTO and parent volunteers to equip schools and classrooms with cleaning supplies, as needed\u003c/strong>.\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>Smooth out processes to accept parent donations of soap, hand sanitizer, and cleaning supplies.\u003c/li>\n\u003cli>Take advantage of classroom representatives, if they exist at your school. These classroom-based parent volunteers can coordinate preparedness at a hyper-local level. These preparations can be fun and customized to each classroom.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Schools can empower middle- and high-school students to ge\u003c/strong>\u003cstrong>t active\u003c/strong> — through “soap drives,” by supporting or thanking maintenance staff, by student-created hygiene-awareness social media campaigns and posters, etc.\u003c/li>\n\u003cli>\u003cstrong>Schools can tap into young people’s desire to take leadership roles in causes they care about.\u003c/strong> Help them learn that handwashing and other preventive public health measures \u003cem>will help others\u003c/em> and \u003cem>will make a difference\u003c/em>.\u003c/li>\n\u003cli>\u003cstrong>Schools can use this opportunity to create relevant learning experiences.\u003c/strong> Encourage science teachers to create a mini-unit on viruses, \u003ca href=\"https://www.healthychildren.org/English/health-issues/conditions/prevention/Pages/Germ-Prevention-Strategies.aspx\" rel=\"nofollow\">germ-fighting\u003c/a>, or the science behind the spread of infections. Have students become epidemiologists, sleuthing out clues and finding patterns in how diseases spread.\u003c/li>\n\u003c/ul>\n\u003cp>Focusing on prevention alongside education not only can help control the present spread of disease but can also equip students to be responsible and responsive in the future. “All of these critical measures can support young people as they learn not only to protect themselves but also their communities in the midst of a global public health crisis. We need their action and commitment to become the prevention advocates of the future,” says Dr. \u003ca href=\"https://www.hsph.harvard.edu/howard-koh/\">Howard Koh\u003c/a>, 14th U.S. Assistant Secretary for Health and former Massachusetts Commissioner of Public Health.\u003c/p>\n\u003ch3>Protecting Public Health: The Importance of School-Community Partnerships\u003c/h3>\n\u003cp>Under-resourced schools are particularly vulnerable, raising broader questions around equity and funding for basic supplies and maintenance. For schools with scarce resources, a call to action that demands supplies and infrastructure could increase the burden. In such cases, communities — including health providers, community health organizations, and businesses — should step up to take responsibility, working with schools as partners to help address the problem.\u003c/p>\n\u003cp>“The coronavirus crisis presents an opportunity for various community partners to reach out to their school colleagues and offer various forms of support to mitigate the threats to children and families. Schools alone will be unable to solve this problem; a coordinated, community response is urgently needed,” says \u003ca href=\"https://www.gse.harvard.edu/faculty/paul-reville\">Paul Reville\u003c/a>, professor and founding director of the \u003ca href=\"https://edredesign.org/\" rel=\"nofollow\">Education Redesign Lab\u003c/a> at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although schools will follow local guidance during this health crisis, the resources below offer information on building long-term, cross-sector partnerships between schools and community stakeholders:\u003c/p>\n\u003cul>\n\u003cli>The Education Redesign Lab: This initiative offers innovative funding solutions and a pathway to building coalitions of community stakeholders to support the growth of the whole child and the creation of a cradle-to-career pipeline of supports and opportunities for all children.\u003c/li>\n\u003cli>The California Endowment: A healthcare model that focuses on empowering communities to address the social determinants of health through collective action. Their Building Healthy Communities initiative focuses on local change designed for broader impact.\u003c/li>\n\u003cli>The Partnership for Resilience (PFR): A nonprofit focusing on integrating education, health, and community to empower the whole child. PFR’s communities in Chicago Southland and rural Southern Illinois are part of EdRedesign’s By All Means initiative.\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"field field-name-field-title field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003ch2 class=\"field-item even\">Resources from the Centers for Disease Control and Prevention\u003c/h2>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-collection-container clearfix\">\n\u003cdiv class=\"field field-name-field-resource field-type-field-collection field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Resources for K-12 Schools and Childcare Programs\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/handwashing/when-how-handwashing.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Guide to Proper Handwashing\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/handwashing/handwashing-family.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Handwashing Tips for Families\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/handwashing/materials.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Stickers, Posters, and Other Promotional Material for Healthy Schools\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full field-collection-view-final\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Developing a High-Quality School Emergency Operations Plan\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv class=\"field field-name-field-title field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv>\u003c/div>\n\u003ch2 class=\"field-item even\">Resources from the World Health Organization\u003c/h2>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-collection-container clearfix\">\n\u003cdiv class=\"field field-name-field-resource field-type-field-collection field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/myth-busters\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Myth Busters About Coronavirus Disease\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/videos\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Instructional Videos on the Virus and Prevention\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/docs/default-source/coronaviruse/helping-children-cope-with-stress-print.pdf?sfvrsn=f3a063ff_2\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Helping Children Cope with Stress Related to Coronavirus\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full field-collection-view-final\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/docs/default-source/coronaviruse/getting-workplace-ready-for-covid-19.pdf?sfvrsn=359a81e7_6\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Preparing a Workplace for Coronavirus Disease\u003cbr>\n\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"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.",
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"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"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.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
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