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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As we reflect on the experience of learning during COVID, a big question looms: What will schools look like after the pandemic?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Currently, two prevalent narratives are rising over the horizon. In the first, schools seek to return to “normal” and resume the familiar rhythms of teaching and learning much as they were before the COVID disruption. In the second scenario, schools intensify their programs to remediate learning loss with summer school, longer hours, tutoring and learning pods.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, both scenarios are problematic. Pre-pandemic schools, especially for underserved communities, left much to be desired, and \u003c/span>\u003ca href=\"https://www.the74million.org/article/analysis-tutoring-summer-school-pods-survey-finds-parents-arent-so-thrilled-about-most-k-12-covid-recovery-solutions-on-the-table/\">\u003cspan style=\"font-weight: 400\">families generally do not support increased instructional time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an approach that is found to have\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-could-more-time-in-school-help-students-after-the-pandemic/\">\u003cspan style=\"font-weight: 400\"> little positive effect on learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a third path is proposed in a new report from MIT, entitled \u003c/span>\u003ca href=\"https://edarxiv.org/nd52b/\">\u003cspan style=\"font-weight: 400\">Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of maintaining the status quo, the paper advocates for locally sourced reinvention while emphasizing community health and welfare over the stresses of remediation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Its findings were drawn from interviews with teachers and students across elementary, middle and high schools about their pandemic learning experience. The report’s co-authors, educational researchers Justin Reich of MIT and Jal Mehta of Harvard, also facilitated ten design charrettes with teachers, school leaders, students and parents to generate ideas about the future of schools. Charrettes are collaborative design sprints – originally used by architects and urban planners – that integrate the views of multiple stakeholders.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's important to listen to the voices of students and teachers – especially when you're in unprecedented times – not because they're always right, but because they're always there,” said Reich who described policies aimed to address learning during a pandemic often didn’t include voices from these two critical groups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Notably, not one of the 200 teachers interviewed for the report discussed remediation as a priority. Rather, respondents advocated an approach that favored reflection, healing, community and humane reinvention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative around learning loss was becoming the only narrative in which to think about schools and what students might need for next year, but there's a much broader set of questions about what's been lost this year, what strengths kids have gained this year and how we might build on that in a constructive way for next year,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connections and Autonomy: What Students Said They Lost and Found\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experiences shared by the 4,000 interviewed students ranged from being more focused and less distracted at home, to feeling completely disengaged and hating remote learning. Many expressed concern about the loss of irrecoverable chapters of their childhood and adolescence, while also lamenting the loss of social connections to their peers, and missed field trips, sports and extracurricular activities. A few even worried about the erosion of their interpersonal skills. Teachers attuned to their students’ needs stressed the importance of relationship and community building in the years ahead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one teacher said that, “I need to make so much more space for connecting with students, and for students to learn about each other. I have to stop thinking of community building as one ‘unit’ at the beginning that I rush through, and how community can play a much larger, systemic, role in my classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also valued the independence and autonomy they enjoyed while learning from home. They relished the freedom to wear comfortable clothes, nap, snack, access the bathroom at will and move around when restless. Living through an alternative way of doing school raised many questions about uncomfortable learning spaces, crowded curriculum at the expense of human connections and interest-based learning, undue policing of bodies and behavior and early start times that contribute to adolescent sleep deprivation. The report recommends that educators build on the positive aspects of their pandemic learning experience in the years ahead and support increased student independence to cultivate a safe and healthy environment that is more conducive to learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I might say to teachers who are struggling to give up control, that you're working too hard. You're working against students’ natural inclinations to contribute, act and make. You're expending a huge amount of energy policing what they're wearing, where they're going, etc. You could focus much more on the content if you change the relationship a little bit,” said Mehta.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neema Avashia, a Boston middle school teacher who works closely with Reich and Mehta also advocates for a shift to greater student autonomy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One issue that surfaced during the pandemic was how much time and energy we spend policing children's bodies, and how much of our day is spent on redirecting kids for what they're wearing, how they're sitting, etc. In urban public schools in America, there's a lot of focus on controlling kids,” said Avashia. “Kids realized during this pandemic, 'What the hell? Why does it matter what I wear if I'm learning? Does it really matter if I’m in pajamas?' Kids’ tolerance for policing is gone because they know that this is not about learning at all. We have to do a lot of reflecting on how much of that policing is actually about learning and how much of policing is actually just about an ugly mix of classism, racism and adultism.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why Resist a Return to Normalcy? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students, especially those who come from economically challenged and racialized communities, are apprehensive about the impulse to resume business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative of back to normal, which I feel has been so pervasive from so many policymakers, has felt really troubling to me because normal didn't work for too many of our kids,” said Avashia. “And so why would we go back to that? Why is that what people want to go back to? Are there things that we could learn during the pandemic? The notion of a return to normalcy I really think is a wrong headed approach to this moment. And I hope people resist it.”\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AvashiaNeema/status/1418193939379675136\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avashia’s concerns speak to the widely reported phenomenon that the fracture lines of inequity that have long plagued US schools became alarmingly pronounced during COVID, as \u003c/span>\u003ca href=\"https://news.harvard.edu/gazette/story/2021/07/how-covid-taught-america-about-inequity-in-education/\">\u003cspan style=\"font-weight: 400\">vulnerable groups were disproportionately harmed by the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Economic disparities widened while in-person school support systems in poorer schools – ranging from counseling to community support and food programs – disappeared when classes moved online, with direct consequences to mental health, racial achievement gaps and inaccessiblity due to technological limitations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases, already underfunded schools were left to try and support struggling students and families whose situations – due to evictions, job loss, overcrowding, mental health issues or illness – deteriorated during the pandemic. But family support from schools is significantly constrained by a scarcity of resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The pandemic really highlighted how easy it is to fall for vulnerable families and how fragile our safety nets are, and so schools were left to do a lot of sewing up of the safety nets, which is a tremendous amount of human capital,” said Avashia. “In our school, we would fundraise to get that cash to them from our pockets because there wasn't a structural way to do that. Our mechanisms for supporting families have to be a lot more robust and they have to be able to respond to the needs of families.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stability at home is a vital precondition for successful learning, and the pandemic underscored the urgency to better equip schools to support economically challenged families. A return to normal and/or intensified learning schemes would only further disenfranchise the most vulnerable sectors of society. But how can meaningful changes be enacted? According to Reich, the pandemic revealed how much things actually can change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are lots of things in our school system that previously looked totally fixed and completely immovable that now everybody realizes are contingent and changeable,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“A Pragmatic Strategy for Gradual Reinvention”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors view the learning loss and “back to normal” narratives as symptomatic of governance where policymakers issue broad directives without consulting those who are most directly affected by their decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The disconnect between the local level and the policy level has never felt more intense to me than it has been,” said Avashia. “It's like erasing your lived experience. It's not responding to it. It's not allowing schools to meet kids where they're at or support them. We're all being subjected to such intense institutional violence because the people making the decision have no willingness and no clue as to what it's like to be young in school today.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the authors argue that blanket policies are ineffective at addressing a mosaic of highly localized needs and circumstances, a reality made apparent by the sheer variety of divergent experiences shared by the report’s respondents. \u003c/span>\u003cspan style=\"font-weight: 400\">The myriad of views, opinions and experiences is not lost on school leaders, as many of those interviewed openly wondered how they might bring their fragmented communities on the same page. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In lieu of top-down centralized policy, such as one-size-fits-all learning loss remediation programs, the authors recommend leveraging their user-centred design charrettes. This approach enlists relevant stakeholders, including students, educators, families and school leaders to help articulate, identify and solve issues that directly address their unique needs and circumstances. Charrettes require a very small investment of time, energy and resources, but can yield powerful dividends. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58375\" class=\"wp-caption alignnone\" style=\"max-width: 2032px\">\u003cimg class=\"size-full wp-image-58375\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png\" alt=\"\" width=\"2032\" height=\"1126\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png 2032w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-800x443.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1020x565.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-768x426.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1536x851.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-672x372.png 672w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1038x576.png 1038w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1920x1064.png 1920w\" sizes=\"(max-width: 2032px) 100vw, 2032px\">\u003cfigcaption class=\"wp-caption-text\">The perspectives of stakeholders at school. \u003ccite>(From \"Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\" by Justin Reich and Jal Mehta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrettes run by the researchers for the report included an “amplify, hospice and create” activity, where participating stakeholders were asked to consider what pandemic learning experiences they would keep and grow (amplify), what experiences should be retired (hospice) and the “create” activity asked participants to chart a tangible courses for implementation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s important to delve a little bit into different people's perspectives,” said Mehta. “To that end, \u003ca href=\"https://edarxiv.org/nd52b/\">the amplify, hospice and create activity\u003c/a> is quite doable. It only takes 75 - 90 minutes, and all you really need is a meeting where you put people into manageable sized groups. If you're doing it with the whole faculty or a wide group of faculty and students, you probably want to do it in groups of eight to ten.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://edarxiv.org/nd52b/\">design charrettes\u003c/a> yielded a number of actionable initiatives that might help improve future schools. Some of these include implementing Zoom-style chat features in regular classes because they encouraged shy students to participate, continuing to hold parent-teacher conferences online, emphasizing depth over breadth by scheduling fewer but longer classes, increasing engagement through personalized learning programs, shifting from punitive to restorative disciplinary action, and building-in more time and space to reflect and connect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you're remote, you can run a charrette with Google Document or Google Slides,” said Mehta. Each group gets a slide with amplify, hospice and create. After an hour, have people look across the slides to see what things popped up again and again to decide what to move forward. Schools are just resuming, so while it's still fresh, while everybody still remembers what happened last year, I think that this exercise would be really powerful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A helpful toolkit in the appendix provides support material to effectively interview teachers and students, and guidelines to run a charrette with an amplify, hospice and create focus. These initiatives are contextualized by an acknowledgement that everybody is tired, and that change will not happen overnight. The upcoming year should be seen as an opportunity for reflection and recovery, and the charrettes can be used to support what the report terms a “pragmatic strategy for gradual reinvention.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Possibility of Making the Impossible, Possible \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the charrettes asked participants to think about metaphors that capture the future of schools, such as “school as temple” or “school as family reunions.” These conceptual frames can act as big picture “tentpoles” to help guide and synchronize the efforts of the learning community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of the early planning documents for this last pandemic year were organized as checklists. That was kind of like the dominant rhetorical structure of policy advice to schools. And we thought: you cannot communicate one hundred and seventy three point checklists to families,” said Reich. “It is better to communicate one, two, or maybe three big ideas about what the response to the pandemic might look like and let people organize themselves around those big ideas, so that a high school biology teacher and a first grade teacher can both find themselves in those ideas. We went to metaphors this time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unlike a contained checklist of bullet points, metaphors are generative and open a structured mental space to think creatively about practicable possibilities for building better schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The common thread that runs through all these voices, proposals, aspirations and visions for the pandemic-informed future of school is a resounding call for more humane schools. And, it is important to remember that, rather than being at odds with academic success and learning, an emotionally healthy and community-focused learning environment will only heighten engagement and make lessons learned more meaningful and consequential. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As one student put it, “I hope teachers approach whatever our return to normal looks like with the same degree of empathy as they have during the pandemic. People are just much more understanding of our lives and pressures.”\u003c/span>\u003c/p>\n\n",
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"excerpt": "The pandemic forced teachers and students into new ways of learning that can help improve the school experience for students moving forward. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As we reflect on the experience of learning during COVID, a big question looms: What will schools look like after the pandemic?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Currently, two prevalent narratives are rising over the horizon. In the first, schools seek to return to “normal” and resume the familiar rhythms of teaching and learning much as they were before the COVID disruption. In the second scenario, schools intensify their programs to remediate learning loss with summer school, longer hours, tutoring and learning pods.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, both scenarios are problematic. Pre-pandemic schools, especially for underserved communities, left much to be desired, and \u003c/span>\u003ca href=\"https://www.the74million.org/article/analysis-tutoring-summer-school-pods-survey-finds-parents-arent-so-thrilled-about-most-k-12-covid-recovery-solutions-on-the-table/\">\u003cspan style=\"font-weight: 400\">families generally do not support increased instructional time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an approach that is found to have\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-could-more-time-in-school-help-students-after-the-pandemic/\">\u003cspan style=\"font-weight: 400\"> little positive effect on learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, a third path is proposed in a new report from MIT, entitled \u003c/span>\u003ca href=\"https://edarxiv.org/nd52b/\">\u003cspan style=\"font-weight: 400\">Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of maintaining the status quo, the paper advocates for locally sourced reinvention while emphasizing community health and welfare over the stresses of remediation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Its findings were drawn from interviews with teachers and students across elementary, middle and high schools about their pandemic learning experience. The report’s co-authors, educational researchers Justin Reich of MIT and Jal Mehta of Harvard, also facilitated ten design charrettes with teachers, school leaders, students and parents to generate ideas about the future of schools. Charrettes are collaborative design sprints – originally used by architects and urban planners – that integrate the views of multiple stakeholders.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's important to listen to the voices of students and teachers – especially when you're in unprecedented times – not because they're always right, but because they're always there,” said Reich who described policies aimed to address learning during a pandemic often didn’t include voices from these two critical groups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Notably, not one of the 200 teachers interviewed for the report discussed remediation as a priority. Rather, respondents advocated an approach that favored reflection, healing, community and humane reinvention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative around learning loss was becoming the only narrative in which to think about schools and what students might need for next year, but there's a much broader set of questions about what's been lost this year, what strengths kids have gained this year and how we might build on that in a constructive way for next year,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Connections and Autonomy: What Students Said They Lost and Found\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experiences shared by the 4,000 interviewed students ranged from being more focused and less distracted at home, to feeling completely disengaged and hating remote learning. Many expressed concern about the loss of irrecoverable chapters of their childhood and adolescence, while also lamenting the loss of social connections to their peers, and missed field trips, sports and extracurricular activities. A few even worried about the erosion of their interpersonal skills. Teachers attuned to their students’ needs stressed the importance of relationship and community building in the years ahead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one teacher said that, “I need to make so much more space for connecting with students, and for students to learn about each other. I have to stop thinking of community building as one ‘unit’ at the beginning that I rush through, and how community can play a much larger, systemic, role in my classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also valued the independence and autonomy they enjoyed while learning from home. They relished the freedom to wear comfortable clothes, nap, snack, access the bathroom at will and move around when restless. Living through an alternative way of doing school raised many questions about uncomfortable learning spaces, crowded curriculum at the expense of human connections and interest-based learning, undue policing of bodies and behavior and early start times that contribute to adolescent sleep deprivation. The report recommends that educators build on the positive aspects of their pandemic learning experience in the years ahead and support increased student independence to cultivate a safe and healthy environment that is more conducive to learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I might say to teachers who are struggling to give up control, that you're working too hard. You're working against students’ natural inclinations to contribute, act and make. You're expending a huge amount of energy policing what they're wearing, where they're going, etc. You could focus much more on the content if you change the relationship a little bit,” said Mehta.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neema Avashia, a Boston middle school teacher who works closely with Reich and Mehta also advocates for a shift to greater student autonomy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One issue that surfaced during the pandemic was how much time and energy we spend policing children's bodies, and how much of our day is spent on redirecting kids for what they're wearing, how they're sitting, etc. In urban public schools in America, there's a lot of focus on controlling kids,” said Avashia. “Kids realized during this pandemic, 'What the hell? Why does it matter what I wear if I'm learning? Does it really matter if I’m in pajamas?' Kids’ tolerance for policing is gone because they know that this is not about learning at all. We have to do a lot of reflecting on how much of that policing is actually about learning and how much of policing is actually just about an ugly mix of classism, racism and adultism.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why Resist a Return to Normalcy? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students, especially those who come from economically challenged and racialized communities, are apprehensive about the impulse to resume business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The narrative of back to normal, which I feel has been so pervasive from so many policymakers, has felt really troubling to me because normal didn't work for too many of our kids,” said Avashia. “And so why would we go back to that? Why is that what people want to go back to? Are there things that we could learn during the pandemic? The notion of a return to normalcy I really think is a wrong headed approach to this moment. And I hope people resist it.”\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avashia’s concerns speak to the widely reported phenomenon that the fracture lines of inequity that have long plagued US schools became alarmingly pronounced during COVID, as \u003c/span>\u003ca href=\"https://news.harvard.edu/gazette/story/2021/07/how-covid-taught-america-about-inequity-in-education/\">\u003cspan style=\"font-weight: 400\">vulnerable groups were disproportionately harmed by the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Economic disparities widened while in-person school support systems in poorer schools – ranging from counseling to community support and food programs – disappeared when classes moved online, with direct consequences to mental health, racial achievement gaps and inaccessiblity due to technological limitations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases, already underfunded schools were left to try and support struggling students and families whose situations – due to evictions, job loss, overcrowding, mental health issues or illness – deteriorated during the pandemic. But family support from schools is significantly constrained by a scarcity of resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The pandemic really highlighted how easy it is to fall for vulnerable families and how fragile our safety nets are, and so schools were left to do a lot of sewing up of the safety nets, which is a tremendous amount of human capital,” said Avashia. “In our school, we would fundraise to get that cash to them from our pockets because there wasn't a structural way to do that. Our mechanisms for supporting families have to be a lot more robust and they have to be able to respond to the needs of families.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stability at home is a vital precondition for successful learning, and the pandemic underscored the urgency to better equip schools to support economically challenged families. A return to normal and/or intensified learning schemes would only further disenfranchise the most vulnerable sectors of society. But how can meaningful changes be enacted? According to Reich, the pandemic revealed how much things actually can change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are lots of things in our school system that previously looked totally fixed and completely immovable that now everybody realizes are contingent and changeable,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“A Pragmatic Strategy for Gradual Reinvention”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors view the learning loss and “back to normal” narratives as symptomatic of governance where policymakers issue broad directives without consulting those who are most directly affected by their decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The disconnect between the local level and the policy level has never felt more intense to me than it has been,” said Avashia. “It's like erasing your lived experience. It's not responding to it. It's not allowing schools to meet kids where they're at or support them. We're all being subjected to such intense institutional violence because the people making the decision have no willingness and no clue as to what it's like to be young in school today.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the authors argue that blanket policies are ineffective at addressing a mosaic of highly localized needs and circumstances, a reality made apparent by the sheer variety of divergent experiences shared by the report’s respondents. \u003c/span>\u003cspan style=\"font-weight: 400\">The myriad of views, opinions and experiences is not lost on school leaders, as many of those interviewed openly wondered how they might bring their fragmented communities on the same page. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In lieu of top-down centralized policy, such as one-size-fits-all learning loss remediation programs, the authors recommend leveraging their user-centred design charrettes. This approach enlists relevant stakeholders, including students, educators, families and school leaders to help articulate, identify and solve issues that directly address their unique needs and circumstances. Charrettes require a very small investment of time, energy and resources, but can yield powerful dividends. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58375\" class=\"wp-caption alignnone\" style=\"max-width: 2032px\">\u003cimg class=\"size-full wp-image-58375\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png\" alt=\"\" width=\"2032\" height=\"1126\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders.png 2032w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-800x443.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1020x565.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-768x426.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1536x851.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-672x372.png 672w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1038x576.png 1038w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Stakeholders-1920x1064.png 1920w\" sizes=\"(max-width: 2032px) 100vw, 2032px\">\u003cfigcaption class=\"wp-caption-text\">The perspectives of stakeholders at school. \u003ccite>(From \"Healing, Community, and Humanity: How Students and Teachers Want to Reinvent Schools Post-COVID\" by Justin Reich and Jal Mehta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrettes run by the researchers for the report included an “amplify, hospice and create” activity, where participating stakeholders were asked to consider what pandemic learning experiences they would keep and grow (amplify), what experiences should be retired (hospice) and the “create” activity asked participants to chart a tangible courses for implementation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s important to delve a little bit into different people's perspectives,” said Mehta. “To that end, \u003ca href=\"https://edarxiv.org/nd52b/\">the amplify, hospice and create activity\u003c/a> is quite doable. It only takes 75 - 90 minutes, and all you really need is a meeting where you put people into manageable sized groups. If you're doing it with the whole faculty or a wide group of faculty and students, you probably want to do it in groups of eight to ten.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://edarxiv.org/nd52b/\">design charrettes\u003c/a> yielded a number of actionable initiatives that might help improve future schools. Some of these include implementing Zoom-style chat features in regular classes because they encouraged shy students to participate, continuing to hold parent-teacher conferences online, emphasizing depth over breadth by scheduling fewer but longer classes, increasing engagement through personalized learning programs, shifting from punitive to restorative disciplinary action, and building-in more time and space to reflect and connect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you're remote, you can run a charrette with Google Document or Google Slides,” said Mehta. Each group gets a slide with amplify, hospice and create. After an hour, have people look across the slides to see what things popped up again and again to decide what to move forward. Schools are just resuming, so while it's still fresh, while everybody still remembers what happened last year, I think that this exercise would be really powerful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A helpful toolkit in the appendix provides support material to effectively interview teachers and students, and guidelines to run a charrette with an amplify, hospice and create focus. These initiatives are contextualized by an acknowledgement that everybody is tired, and that change will not happen overnight. The upcoming year should be seen as an opportunity for reflection and recovery, and the charrettes can be used to support what the report terms a “pragmatic strategy for gradual reinvention.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Possibility of Making the Impossible, Possible \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Also, the charrettes asked participants to think about metaphors that capture the future of schools, such as “school as temple” or “school as family reunions.” These conceptual frames can act as big picture “tentpoles” to help guide and synchronize the efforts of the learning community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of the early planning documents for this last pandemic year were organized as checklists. That was kind of like the dominant rhetorical structure of policy advice to schools. And we thought: you cannot communicate one hundred and seventy three point checklists to families,” said Reich. “It is better to communicate one, two, or maybe three big ideas about what the response to the pandemic might look like and let people organize themselves around those big ideas, so that a high school biology teacher and a first grade teacher can both find themselves in those ideas. We went to metaphors this time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unlike a contained checklist of bullet points, metaphors are generative and open a structured mental space to think creatively about practicable possibilities for building better schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The common thread that runs through all these voices, proposals, aspirations and visions for the pandemic-informed future of school is a resounding call for more humane schools. And, it is important to remember that, rather than being at odds with academic success and learning, an emotionally healthy and community-focused learning environment will only heighten engagement and make lessons learned more meaningful and consequential. \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\">As one student put it, “I hope teachers approach whatever our return to normal looks like with the same degree of empathy as they have during the pandemic. People are just much more understanding of our lives and pressures.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Focusing on Healthy Habits, Not Weight Gain, Can Better Help Kids",
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"content": "\u003cp>It's a conversation I've had with many of my fellow parents in recent months, as our children have reunited at park play dates, and soccer matches: We've noticed our kids put on some extra weight during this pandemic, and we're not sure what, if anything, we should do about it.\u003c/p>\n\u003cp>\"You are not alone,\" says Dr. Sandra Hassink, medical director of the American Academy of Pediatrics Institute for Healthy Childhood Weight. \"This is happening to many, many people.\" She says the pandemic created \"the perfect storm for having issues with weight gain,\" with its mass disruption of school, sleep and physical activity schedules, as well as stress and social isolation.\u003c/p>\n\u003cp>\"I think everybody's shifting upward,\" she adds. \"Kids that were in the healthy weight range are shifting upward. Children with obesity are shifting upward and children with severe obesity are shifting upward.\"\u003c/p>\n\u003cp>Weight is an incredibly fraught topic — and an imperfect indicator of health. As parents, a kid's sudden weight gain can be hard to know how to tackle.\u003c/p>\n\u003cp>The last thing we'd want is to set the stage for poor body image or eating disorders for our children. \"If we focus on weight, that can cause so many other problems,\" says \u003ca href=\"https://sunnysideupnutrition.com/annalutz/\">Anna Lutz\u003c/a>, a registered dietitian in Raleigh, N.C., who specializes in family feeding issues.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead, Lutz and other experts say parents should focus on they're supporting healthy habits in their kids. Here are what doctors and specialists who work with kids say about what to do — and not to do — to get your family back on track.\u003c/p>\n\u003ch2>Do: Check in with your pediatrician to see whether the weight gain is outside the norm\u003c/h2>\n\u003cp>A pediatrician can help assess whether your child's weight gain is just part of their normal growth pattern, says Lutz.\u003c/p>\n\u003cp>Kids grow at different rates, and healthy kids come in all shapes and sizes, she explains. \"But where we might get concerned is when a child veers off of their growth pattern significantly.\" So, for instance, a kid who has been growing consistently along the 25th percentile and then suddenly jumps to the 90th, that might be a signal that something's going on.\u003c/p>\n\u003cp>If so, the pediatrician may suggest ways to slow the rate of weight gain so that a kid's height can catch up, Hassink adds.\u003c/p>\n\u003cp>Your child's doctor might also want to make sure that a child isn't developing health problems like elevated cholesterol, fatty liver disease or sleep apnea. Or, a sudden jump in weight could be a signal of other health issues. \"There could be something going on emotionally that's interfering with someone's eating or movement. It could be a change in medication,\" says Lutz.\u003c/p>\n\u003cp>\"A lot of things happened during COVID to maybe make us a little less healthy,\" says Hassink. She recommends that parents assess their family routines and figure out what got out of whack during the pandemic.\u003c/p>\n\u003ch2>Don't: Tell kids there's something wrong with their weight\u003c/h2>\n\u003cp>When you're talking to kids, focus on healthy habits, not weight, experts say. This is important because weight isn't as easily changed as behaviors, and \"we are not all supposed to look the same,\" says Lutz. \"Bodies do come in all shapes and sizes and bodies change over time.\"\u003c/p>\n\u003cp>Focusing on a number on the scale might lead a child to develop poor body image, says Lutz.\u003c/p>\n\u003cp>\"When we start to send our children the message that there's something wrong with their body, we're setting them up for all these health concerns and emotional concerns, self-esteem problems,\" she says. \"Really, focusing on behaviors is what supports health.\"\u003c/p>\n\u003cp>And ultimately, the goal is to foster healthy habits in children that they'll maintain throughout their lives, says Hassink.\u003c/p>\n\u003cp>\"This isn't a 10-week program. We're really aiming for these patterns that will start now and go across their lifespan.\" And it's about more than weight — good nutrition and physical activity are also key to preventing chronic illness, she says.\u003c/p>\n\u003cp>Sleep, regular meal times and physical activity are a good place to start.\u003c/p>\n\u003ch2>Do: Get bedtimes back on track\u003c/h2>\n\u003cp>In the chaos of the pandemic, and during summer breaks, sleep and wakeup times slid later and later for lots of kids, says \u003ca href=\"https://childrensnational.org/research/people/nazrat-mirza\">Dr. Nazrat Mirza\u003c/a>, medical director of the pediatric weight management clinic at Children's National Hospital in Washington, D.C.\u003c/p>\n\u003cp>\"I've had kids [going to sleep] at 1 a.m., 2 a.m., 3 a.m., 4 a.m. And then they nap during the day,\" she says — instead of engaging in physical activity. Research has linked regular, adequate sleep to improved mental and physical health in kids. \"So sleep is equally important,\" as nutrition and exercise, she says.\u003c/p>\n\u003cp>If sleep routines have become a problem in your household, Hassink suggests trying to move kids' bedtimes back by 15 minutes every two or three nights. Do the same thing with wake-up times, moving them 15 minutes earlier every few mornings, she says. \"Work your way back into a sleep routine that matches what you're going to need for school.\"\u003c/p>\n\u003ch2>Don't: Put your kids on a diet.\u003c/h2>\n\u003cp>Clinicians who work with kids are unanimous on this count: Restrictive eating is not for kids. \"We know that children and adolescents that engage in dieting behaviors are more likely to develop eating disorders,\" says Lutz.\u003c/p>\n\u003cp>And restrictive diets can also backfire. \"In the long run it actually leads to increased weight gain,\" she says, and it can set someone up for gaining and losing weight over and over again, which can have \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6489475/\">health consequences\u003c/a> of its own.\u003c/p>\n\u003ch2>Do: Create more structure around meal times.\u003c/h2>\n\u003cp>All-day-long, unsupervised grazing became a habit in many households in the early days of the pandemic — even for trained experts — as many parents found themselves on constant work Zooms.\u003c/p>\n\u003cp>\"It was sort of this buffet-style experience where they were noshing throughout the day,\" says Stacey Rosenfeld, a Miami-based psychologist who specializes in eating disorders. This was the case with her kids, twin 7-year-old boys, one of whom ended up gaining 20 pounds in six months.\u003c/p>\n\u003cp>As things calmed down, Rosenfeld decided it was time for a reset, including getting back to more structured eating. While putting kids on a restricted diet can lead to unintended consequences, creating and sticking to set meal and snack times can help kids regulate their appetites and develop sensible eating habits, experts say.\u003c/p>\n\u003cp>\"If a child's not sure if dinner is going to be five o'clock or eight o'clock and they get hungry at 4:30, they might just reach for a snack, not knowing exactly when dinner is coming,\" Hassink says. \"So regular meal and snack times of eating together is a very positive health behavior.\"\u003c/p>\n\u003cp>Lutz and Rosenfeld both embrace an approach known as the \u003ca href=\"https://www.ellynsatterinstitute.org/how-to-feed/the-division-of-responsibility-in-feeding/\">division of responsibility in feeding\u003c/a>: Basically, your job as a parent is to decide when and what kids eat, offering them a variety of healthful foods. The kids' job is to decide whether and how much to eat — so don't force them to clean their plate and don't be a short-order cook.\u003c/p>\n\u003cp>\"Provide the food, take a deep breath and let them listen to their body. Let them do their jobs,\" Lutz says. Ultimately, she says, you want to raise kids who are mindful eaters, in touch with their hunger and fullness.\u003c/p>\n\u003ch2>Do: Build movement breaks into the day.\u003c/h2>\n\u003cp>The pandemic has had us all glued to screens. Break up all that sitting — and cut back on screen time — with small and frequent bouts of movement, Hassink says. That could be a quick game of tag or an outdoor playdate or walking to the corner store with mom or dad.\u003c/p>\n\u003cp>Family walks are always a good idea. If you have a kid that is less than enthused about joining you for a stroll, Hassink has some suggestions. For smaller kids, she says a star chart might work. Give them a star for every walk they complete each day, and at the end of the week, they get to pick a fun family activity for you all to do.\u003c/p>\n\u003cp>For older kids, she suggests having them invite a friend over to play or join you in a family outing, such as a family bike ride. You could sign the kids up for an activity like soccer or swimming, pandemic permitting. Or take your child along for an errand and park far. \"The focus is on getting kids moving again,\" Hassink says, adding, \"Any activity is better than sitting at your computer or watching a screen.\"\u003c/p>\n\u003ch2>Don't: Try to overhaul everything all at once.\u003c/h2>\n\u003cp>It takes energy to make change, and tackling too many changes at once can be overwhelming, Hassink advises. Instead, pick one or two changes you want to make at first to get your family back to healthy habits.\u003c/p>\n\u003cp>\"If you take the first step and then you succeed at that, it gives you energy\" to keep moving in the right direction, she says.\u003c/p>\n\u003ch2>Do: Make changes as a family.\u003c/h2>\n\u003cp>No matter what changes you make, make sure you make them for the whole family, experts advise. Why? For starters, you need the support of the people around you, says Hassink. \"If you're living in the midst of your family and you're the only one trying to make the change or having to make the change, it's not going to work.\"\u003c/p>\n\u003cp>Even if you have multiple children, but only one child gained weight, don't single them out, says Rosenfeld. \"I hear so many stories about that backfiring,\" she says, \"stories of kids who say, 'I was the heavier person or I gained weight, and so I wasn't allowed to have desserts and my sibling or siblings were.' Or 'I had to do this exercise.' And I think that can be so damaging.\"\u003c/p>\n\u003cp>If the goal is to raise healthy children, then the changes you adopt should apply to everyone in the family, she says. She often encourages parents to ask themselves, \"Would I do this if my child were thin? And I use that as a litmus [test].\"\u003c/p>\n\u003ch2>Do: Have compassion for yourself, and model it for your kids.\u003c/h2>\n\u003cp>We've all been through an incredibly stressful and exhausting year and a half, and it's not over. And some families, particularly in low-income communities of color, have been especially hard hit by this pandemic, experiencing job losses, food and housing insecurity, as well as higher rates of COVID-19. All of these things can make it harder to get back on track with healthy habits.\u003c/p>\n\u003cp>\"We have to show ourselves a little compassion and realize we're going to work our way out of this, and it's not going to happen with a snap of the fingers,\" says Hassink.\u003c/p>\n\u003cp>That compassion is something we should also foster in our children. Even if your kid didn't gain excess weight, teach them not to tease others. Pediatrician Mirza says she's hearing these fears from her patients. \"We're having children who are scared to go back to school because they now realize that they have changed and they don't want to meet their classmates,\" she says.\u003c/p>\n\u003cp>If you hear these fears from your kid, experts say encourage them to talk about it. Validate their feelings and help them think ahead. If this happens to them, how will they respond?\u003c/p>\n\u003cp>Ultimately, \"we want to be building our kids up. We want to be focusing on who they are outside of their bodies,\" says Rosenfeld.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"We've survived this very serious time in our history,\" says Lutz. \"And if that meant that people gained more weight than they would have, it's a body's way of surviving.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Don%27t+Focus+On+Kids%27+Weight+Gain.+Focus+On+Healthy+Habits+Instead&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's a conversation I've had with many of my fellow parents in recent months, as our children have reunited at park play dates, and soccer matches: We've noticed our kids put on some extra weight during this pandemic, and we're not sure what, if anything, we should do about it.\u003c/p>\n\u003cp>\"You are not alone,\" says Dr. Sandra Hassink, medical director of the American Academy of Pediatrics Institute for Healthy Childhood Weight. \"This is happening to many, many people.\" She says the pandemic created \"the perfect storm for having issues with weight gain,\" with its mass disruption of school, sleep and physical activity schedules, as well as stress and social isolation.\u003c/p>\n\u003cp>\"I think everybody's shifting upward,\" she adds. \"Kids that were in the healthy weight range are shifting upward. Children with obesity are shifting upward and children with severe obesity are shifting upward.\"\u003c/p>\n\u003cp>Weight is an incredibly fraught topic — and an imperfect indicator of health. As parents, a kid's sudden weight gain can be hard to know how to tackle.\u003c/p>\n\u003cp>The last thing we'd want is to set the stage for poor body image or eating disorders for our children. \"If we focus on weight, that can cause so many other problems,\" says \u003ca href=\"https://sunnysideupnutrition.com/annalutz/\">Anna Lutz\u003c/a>, a registered dietitian in Raleigh, N.C., who specializes in family feeding issues.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead, Lutz and other experts say parents should focus on they're supporting healthy habits in their kids. Here are what doctors and specialists who work with kids say about what to do — and not to do — to get your family back on track.\u003c/p>\n\u003ch2>Do: Check in with your pediatrician to see whether the weight gain is outside the norm\u003c/h2>\n\u003cp>A pediatrician can help assess whether your child's weight gain is just part of their normal growth pattern, says Lutz.\u003c/p>\n\u003cp>Kids grow at different rates, and healthy kids come in all shapes and sizes, she explains. \"But where we might get concerned is when a child veers off of their growth pattern significantly.\" So, for instance, a kid who has been growing consistently along the 25th percentile and then suddenly jumps to the 90th, that might be a signal that something's going on.\u003c/p>\n\u003cp>If so, the pediatrician may suggest ways to slow the rate of weight gain so that a kid's height can catch up, Hassink adds.\u003c/p>\n\u003cp>Your child's doctor might also want to make sure that a child isn't developing health problems like elevated cholesterol, fatty liver disease or sleep apnea. Or, a sudden jump in weight could be a signal of other health issues. \"There could be something going on emotionally that's interfering with someone's eating or movement. It could be a change in medication,\" says Lutz.\u003c/p>\n\u003cp>\"A lot of things happened during COVID to maybe make us a little less healthy,\" says Hassink. She recommends that parents assess their family routines and figure out what got out of whack during the pandemic.\u003c/p>\n\u003ch2>Don't: Tell kids there's something wrong with their weight\u003c/h2>\n\u003cp>When you're talking to kids, focus on healthy habits, not weight, experts say. This is important because weight isn't as easily changed as behaviors, and \"we are not all supposed to look the same,\" says Lutz. \"Bodies do come in all shapes and sizes and bodies change over time.\"\u003c/p>\n\u003cp>Focusing on a number on the scale might lead a child to develop poor body image, says Lutz.\u003c/p>\n\u003cp>\"When we start to send our children the message that there's something wrong with their body, we're setting them up for all these health concerns and emotional concerns, self-esteem problems,\" she says. \"Really, focusing on behaviors is what supports health.\"\u003c/p>\n\u003cp>And ultimately, the goal is to foster healthy habits in children that they'll maintain throughout their lives, says Hassink.\u003c/p>\n\u003cp>\"This isn't a 10-week program. We're really aiming for these patterns that will start now and go across their lifespan.\" And it's about more than weight — good nutrition and physical activity are also key to preventing chronic illness, she says.\u003c/p>\n\u003cp>Sleep, regular meal times and physical activity are a good place to start.\u003c/p>\n\u003ch2>Do: Get bedtimes back on track\u003c/h2>\n\u003cp>In the chaos of the pandemic, and during summer breaks, sleep and wakeup times slid later and later for lots of kids, says \u003ca href=\"https://childrensnational.org/research/people/nazrat-mirza\">Dr. Nazrat Mirza\u003c/a>, medical director of the pediatric weight management clinic at Children's National Hospital in Washington, D.C.\u003c/p>\n\u003cp>\"I've had kids [going to sleep] at 1 a.m., 2 a.m., 3 a.m., 4 a.m. And then they nap during the day,\" she says — instead of engaging in physical activity. Research has linked regular, adequate sleep to improved mental and physical health in kids. \"So sleep is equally important,\" as nutrition and exercise, she says.\u003c/p>\n\u003cp>If sleep routines have become a problem in your household, Hassink suggests trying to move kids' bedtimes back by 15 minutes every two or three nights. Do the same thing with wake-up times, moving them 15 minutes earlier every few mornings, she says. \"Work your way back into a sleep routine that matches what you're going to need for school.\"\u003c/p>\n\u003ch2>Don't: Put your kids on a diet.\u003c/h2>\n\u003cp>Clinicians who work with kids are unanimous on this count: Restrictive eating is not for kids. \"We know that children and adolescents that engage in dieting behaviors are more likely to develop eating disorders,\" says Lutz.\u003c/p>\n\u003cp>And restrictive diets can also backfire. \"In the long run it actually leads to increased weight gain,\" she says, and it can set someone up for gaining and losing weight over and over again, which can have \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6489475/\">health consequences\u003c/a> of its own.\u003c/p>\n\u003ch2>Do: Create more structure around meal times.\u003c/h2>\n\u003cp>All-day-long, unsupervised grazing became a habit in many households in the early days of the pandemic — even for trained experts — as many parents found themselves on constant work Zooms.\u003c/p>\n\u003cp>\"It was sort of this buffet-style experience where they were noshing throughout the day,\" says Stacey Rosenfeld, a Miami-based psychologist who specializes in eating disorders. This was the case with her kids, twin 7-year-old boys, one of whom ended up gaining 20 pounds in six months.\u003c/p>\n\u003cp>As things calmed down, Rosenfeld decided it was time for a reset, including getting back to more structured eating. While putting kids on a restricted diet can lead to unintended consequences, creating and sticking to set meal and snack times can help kids regulate their appetites and develop sensible eating habits, experts say.\u003c/p>\n\u003cp>\"If a child's not sure if dinner is going to be five o'clock or eight o'clock and they get hungry at 4:30, they might just reach for a snack, not knowing exactly when dinner is coming,\" Hassink says. \"So regular meal and snack times of eating together is a very positive health behavior.\"\u003c/p>\n\u003cp>Lutz and Rosenfeld both embrace an approach known as the \u003ca href=\"https://www.ellynsatterinstitute.org/how-to-feed/the-division-of-responsibility-in-feeding/\">division of responsibility in feeding\u003c/a>: Basically, your job as a parent is to decide when and what kids eat, offering them a variety of healthful foods. The kids' job is to decide whether and how much to eat — so don't force them to clean their plate and don't be a short-order cook.\u003c/p>\n\u003cp>\"Provide the food, take a deep breath and let them listen to their body. Let them do their jobs,\" Lutz says. Ultimately, she says, you want to raise kids who are mindful eaters, in touch with their hunger and fullness.\u003c/p>\n\u003ch2>Do: Build movement breaks into the day.\u003c/h2>\n\u003cp>The pandemic has had us all glued to screens. Break up all that sitting — and cut back on screen time — with small and frequent bouts of movement, Hassink says. That could be a quick game of tag or an outdoor playdate or walking to the corner store with mom or dad.\u003c/p>\n\u003cp>Family walks are always a good idea. If you have a kid that is less than enthused about joining you for a stroll, Hassink has some suggestions. For smaller kids, she says a star chart might work. Give them a star for every walk they complete each day, and at the end of the week, they get to pick a fun family activity for you all to do.\u003c/p>\n\u003cp>For older kids, she suggests having them invite a friend over to play or join you in a family outing, such as a family bike ride. You could sign the kids up for an activity like soccer or swimming, pandemic permitting. Or take your child along for an errand and park far. \"The focus is on getting kids moving again,\" Hassink says, adding, \"Any activity is better than sitting at your computer or watching a screen.\"\u003c/p>\n\u003ch2>Don't: Try to overhaul everything all at once.\u003c/h2>\n\u003cp>It takes energy to make change, and tackling too many changes at once can be overwhelming, Hassink advises. Instead, pick one or two changes you want to make at first to get your family back to healthy habits.\u003c/p>\n\u003cp>\"If you take the first step and then you succeed at that, it gives you energy\" to keep moving in the right direction, she says.\u003c/p>\n\u003ch2>Do: Make changes as a family.\u003c/h2>\n\u003cp>No matter what changes you make, make sure you make them for the whole family, experts advise. Why? For starters, you need the support of the people around you, says Hassink. \"If you're living in the midst of your family and you're the only one trying to make the change or having to make the change, it's not going to work.\"\u003c/p>\n\u003cp>Even if you have multiple children, but only one child gained weight, don't single them out, says Rosenfeld. \"I hear so many stories about that backfiring,\" she says, \"stories of kids who say, 'I was the heavier person or I gained weight, and so I wasn't allowed to have desserts and my sibling or siblings were.' Or 'I had to do this exercise.' And I think that can be so damaging.\"\u003c/p>\n\u003cp>If the goal is to raise healthy children, then the changes you adopt should apply to everyone in the family, she says. She often encourages parents to ask themselves, \"Would I do this if my child were thin? And I use that as a litmus [test].\"\u003c/p>\n\u003ch2>Do: Have compassion for yourself, and model it for your kids.\u003c/h2>\n\u003cp>We've all been through an incredibly stressful and exhausting year and a half, and it's not over. And some families, particularly in low-income communities of color, have been especially hard hit by this pandemic, experiencing job losses, food and housing insecurity, as well as higher rates of COVID-19. All of these things can make it harder to get back on track with healthy habits.\u003c/p>\n\u003cp>\"We have to show ourselves a little compassion and realize we're going to work our way out of this, and it's not going to happen with a snap of the fingers,\" says Hassink.\u003c/p>\n\u003cp>That compassion is something we should also foster in our children. Even if your kid didn't gain excess weight, teach them not to tease others. Pediatrician Mirza says she's hearing these fears from her patients. \"We're having children who are scared to go back to school because they now realize that they have changed and they don't want to meet their classmates,\" she says.\u003c/p>\n\u003cp>If you hear these fears from your kid, experts say encourage them to talk about it. Validate their feelings and help them think ahead. If this happens to them, how will they respond?\u003c/p>\n\u003cp>Ultimately, \"we want to be building our kids up. We want to be focusing on who they are outside of their bodies,\" says Rosenfeld.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We've survived this very serious time in our history,\" says Lutz. \"And if that meant that people gained more weight than they would have, it's a body's way of surviving.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Don%27t+Focus+On+Kids%27+Weight+Gain.+Focus+On+Healthy+Habits+Instead&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Tools That Help English Language Learners Online and In Person | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Heather Bradley is an ESOL (English for Speakers of Other Languages) teacher in Silver Spring, Maryland, where she teaches adult ESOL students. When the English proficiency assessment her program uses moved online several years ago, many of its corresponding course materials also went virtual, making her program’s transition to distance learning less difficult materials-wise. Yet towards the end of their first semester of virtual learning, Bradley began encouraging her students to write their notes on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The action of writing down new words by hand from the reading, rather than copy-pasting from devices, allowed her students to more thoughtfully consider each term. She found that her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, it also seemed to lessen the technology fatigue of her students overall. She pointed to the mental load posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400;\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,” Bradley said. “I feel like their stress factor lowers. And when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During periods of note taking, Bradley would turn off her screen share so that her Zoom screen would only include the video feeds of her students and herself. To her, this replicated the classroom feeling of being surrounded by peers working. When her students discussed what they wrote as a group after these quiet, collective periods, she said they were more engaged. With their notes on paper, students were only looking at their screens to look at each other. They didn’t toggle between their notes on screen and the class Zoom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For guided and independent reading notes alike, her students utilize the \u003c/span>\u003ca href=\"https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/\">\u003cspan style=\"font-weight: 400;\">Cornell Note Taking System\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which Bradley modeled for them. One student proposed adding a section for new words, and as a class, they determined where that section would fall on the page.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://youtu.be/nX-xshA_0m8\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I have seen much improved reading skills, more applied reading skills, going back and rereading text, identifying those words that they don’t know,” Bradley said. “That dynamic of writing it down, thinking about it, having the opportunity to think about it very clearly and easily together in this session without having to navigate to multiple other tabs – yeah, it’s been really good.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bradley appreciated the ability to introduce her students to new types of technology or improve their technological skills, she also wanted to be cognizant of the potentially overwhelming effect of near-ceaseless technology on her students with less technological backgrounds. The comfort and cultural familiarity of paper for newcomers also played a role in her decision to encourage paper notes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It is a way for them if they are just learning that technology to feel competent and to feel good before transitioning to a computer, or just as an alternative way of showing what they know that’s more appropriate for them as learners,” Bradley said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Applying culturally competent techniques when teaching virtually is a priority for Efraín Tovar, an English Language Development (ELD) teacher in Selma, California. Tovar works specifically with newcomers — at his school, that’s students who have spent three years or less in the United States. His students predominantly speak Spanish, Punjabi or Arabic as their first language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual learning, Tovar taught his students how to enable closed captioning on Google Meet, as well as how to \u003c/span>\u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?lang=en\">\u003cspan style=\"font-weight: 400;\">translate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> those captions into a student’s primary language, with Google Meet providing instantaneous translation in more than 100 languages. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Translate closed captions in a Google Meet! Empower your \u003ca href=\"https://twitter.com/hashtag/newcomers?src=hash&ref_src=twsrc%5Etfw\">#newcomers\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ells?src=hash&ref_src=twsrc%5Etfw\">#ells\u003c/a>. \u003ca href=\"https://twitter.com/hashtag/CAellchat?src=hash&ref_src=twsrc%5Etfw\">#CAellchat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ELLchat?src=hash&ref_src=twsrc%5Etfw\">#ELLchat\u003c/a> .\u003ca href=\"https://twitter.com/CalTog?ref_src=twsrc%5Etfw\">@CalTog\u003c/a> ..\u003ca href=\"https://twitter.com/cueinc?ref_src=twsrc%5Etfw\">@cueinc\u003c/a> \u003ca href=\"https://twitter.com/WeAreCTA?ref_src=twsrc%5Etfw\">@WeAreCTA\u003c/a> .\u003ca href=\"https://twitter.com/CALSAfamilia?ref_src=twsrc%5Etfw\">@CALSAfamilia\u003c/a> \u003ca href=\"https://twitter.com/hashtag/WeAreCUE?src=hash&ref_src=twsrc%5Etfw\">#WeAreCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SomosCUE?src=hash&ref_src=twsrc%5Etfw\">#SomosCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/GoogleEI?src=hash&ref_src=twsrc%5Etfw\">#GoogleEI\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MEX16?src=hash&ref_src=twsrc%5Etfw\">#MEX16\u003c/a> .\u003ca href=\"https://twitter.com/GoogleForEdu?ref_src=twsrc%5Etfw\">@GoogleForEdu\u003c/a> \u003ca href=\"https://t.co/kBNg1Aw1gT\">pic.twitter.com/kBNg1Aw1gT\u003c/a>\u003c/p>\n\u003cp>— Efraín Tovar, M.A.Ed (@efraintovarjr) \u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?ref_src=twsrc%5Etfw\">August 15, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Closed captions in itself helps all students, regardless if they’re English language learners or not, because some students are visual learners,” said Tovar. “It’s definitely an accessibility feature that everyone can benefit from.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar instructs the teachers at his school to decrease their rates of speech and use standard or academic English. These techniques improve the accuracy of the captioning and its translation. He teaches the students he works with how to turn on the service: as a user-based, rather than teacher-based, function, students need to enable it on their own. This, Tovar said, encourages students to take agency in their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This agency also comes into play with \u003c/span>\u003ca href=\"https://www.onenote.com/learningtools\">\u003cspan style=\"font-weight: 400;\">Immersive Reader\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a tool on Microsoft devices with similar browser extensions. It offers the ability to read entire articles out loud, to translate them to multiple languages and to hear each language read with natural inflections. Students can select individual words and find their definitions, translations and parts of speech. They can also hear words read aloud to learn their pronunciations, and attempt to pronounce the words on their own to receive feedback on accuracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While some students learning English might be reticent to ask how to pronounce or read a word in a classroom setting, the discreteness and privacy of this extension allows them to practice the word on their own and grants them the security of knowing the word before reading it aloud in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That has empowered students to take ownership of their own learning as they become better readers,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Pronunciation also comes into play with the self-publishing ebook program Tovar’s students use, \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400;\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They create ebooks in both their native language and English. While he began using this program prior to March 2020, he believes that the creativity required by the project was crucial for engaging students during virtual education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s an effective way that I have seen this year to get kids to become creators of content rather than just consumers of ELD worksheets, or worksheets in general,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students describe topics ranging from a provided picture to their personal career goals. A sample book might include a line in a primary tongue, followed by the same line in English, with audio narration accompaniment in both languages. Students who are unable to write in their native tongues can use a speech-to-text function. The project allows students to continue practicing their native language, important for validating students’ histories, cultures and home languages development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Language is tied to identity,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar’s school, Abraham Lincoln Middle, began using the translation tool within \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400;\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during the COVID-19 pandemic. With this, all parents are able to reach out to their children’s teachers via cell — in their primary languages. Parent Square translates this message to English for teachers, whose responses are then translated to the parent’s predominant language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A Pew Research \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/08/20/smartphones-help-blacks-hispanics-bridge-some-but-not-all-digital-gaps-with-whites/\">\u003cspan style=\"font-weight: 400;\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from 2019 found that Latinx and Black adults in the U.S. are more likely to have smartphones than traditional computers or broadband internet at home than white adults. By allowing parents to utilize tools that they have, schools can ensure that language and digital divides don’t prohibit parents from taking active roles in their children’s education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parent Square’s translate-texting function not only enables a cross-language two-way conversation, it might be more accessible for parents who are essential workers. When students don’t log in to virtual classes, Parent Square allows teachers to quickly text parents to notify them of an absence. This way, whether or not they’re at home, parents are able to hold their children accountable for showing up to online classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I hope we don’t go back. I hope the way we teach is different moving forward,” Tovar said. “Every single teacher, I would say, in the United States has beefed up their tech tools. And I think they realized that teachers can be creative as well, that technology is not a scary thing and that they can actually incorporate technology into their teaching.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Heather Bradley is an ESOL (English for Speakers of Other Languages) teacher in Silver Spring, Maryland, where she teaches adult ESOL students. When the English proficiency assessment her program uses moved online several years ago, many of its corresponding course materials also went virtual, making her program’s transition to distance learning less difficult materials-wise. Yet towards the end of their first semester of virtual learning, Bradley began encouraging her students to write their notes on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The action of writing down new words by hand from the reading, rather than copy-pasting from devices, allowed her students to more thoughtfully consider each term. She found that her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, it also seemed to lessen the technology fatigue of her students overall. She pointed to the mental load posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400;\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,” Bradley said. “I feel like their stress factor lowers. And when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During periods of note taking, Bradley would turn off her screen share so that her Zoom screen would only include the video feeds of her students and herself. To her, this replicated the classroom feeling of being surrounded by peers working. When her students discussed what they wrote as a group after these quiet, collective periods, she said they were more engaged. With their notes on paper, students were only looking at their screens to look at each other. They didn’t toggle between their notes on screen and the class Zoom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For guided and independent reading notes alike, her students utilize the \u003c/span>\u003ca href=\"https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/\">\u003cspan style=\"font-weight: 400;\">Cornell Note Taking System\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which Bradley modeled for them. One student proposed adding a section for new words, and as a class, they determined where that section would fall on the page.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/nX-xshA_0m8'\n title='//www.youtube.com/embed/nX-xshA_0m8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“I have seen much improved reading skills, more applied reading skills, going back and rereading text, identifying those words that they don’t know,” Bradley said. “That dynamic of writing it down, thinking about it, having the opportunity to think about it very clearly and easily together in this session without having to navigate to multiple other tabs – yeah, it’s been really good.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bradley appreciated the ability to introduce her students to new types of technology or improve their technological skills, she also wanted to be cognizant of the potentially overwhelming effect of near-ceaseless technology on her students with less technological backgrounds. The comfort and cultural familiarity of paper for newcomers also played a role in her decision to encourage paper notes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It is a way for them if they are just learning that technology to feel competent and to feel good before transitioning to a computer, or just as an alternative way of showing what they know that’s more appropriate for them as learners,” Bradley said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Applying culturally competent techniques when teaching virtually is a priority for Efraín Tovar, an English Language Development (ELD) teacher in Selma, California. Tovar works specifically with newcomers — at his school, that’s students who have spent three years or less in the United States. His students predominantly speak Spanish, Punjabi or Arabic as their first language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual learning, Tovar taught his students how to enable closed captioning on Google Meet, as well as how to \u003c/span>\u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?lang=en\">\u003cspan style=\"font-weight: 400;\">translate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> those captions into a student’s primary language, with Google Meet providing instantaneous translation in more than 100 languages. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Translate closed captions in a Google Meet! Empower your \u003ca href=\"https://twitter.com/hashtag/newcomers?src=hash&ref_src=twsrc%5Etfw\">#newcomers\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ells?src=hash&ref_src=twsrc%5Etfw\">#ells\u003c/a>. \u003ca href=\"https://twitter.com/hashtag/CAellchat?src=hash&ref_src=twsrc%5Etfw\">#CAellchat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ELLchat?src=hash&ref_src=twsrc%5Etfw\">#ELLchat\u003c/a> .\u003ca href=\"https://twitter.com/CalTog?ref_src=twsrc%5Etfw\">@CalTog\u003c/a> ..\u003ca href=\"https://twitter.com/cueinc?ref_src=twsrc%5Etfw\">@cueinc\u003c/a> \u003ca href=\"https://twitter.com/WeAreCTA?ref_src=twsrc%5Etfw\">@WeAreCTA\u003c/a> .\u003ca href=\"https://twitter.com/CALSAfamilia?ref_src=twsrc%5Etfw\">@CALSAfamilia\u003c/a> \u003ca href=\"https://twitter.com/hashtag/WeAreCUE?src=hash&ref_src=twsrc%5Etfw\">#WeAreCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SomosCUE?src=hash&ref_src=twsrc%5Etfw\">#SomosCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/GoogleEI?src=hash&ref_src=twsrc%5Etfw\">#GoogleEI\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MEX16?src=hash&ref_src=twsrc%5Etfw\">#MEX16\u003c/a> .\u003ca href=\"https://twitter.com/GoogleForEdu?ref_src=twsrc%5Etfw\">@GoogleForEdu\u003c/a> \u003ca href=\"https://t.co/kBNg1Aw1gT\">pic.twitter.com/kBNg1Aw1gT\u003c/a>\u003c/p>\n\u003cp>— Efraín Tovar, M.A.Ed (@efraintovarjr) \u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?ref_src=twsrc%5Etfw\">August 15, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Closed captions in itself helps all students, regardless if they’re English language learners or not, because some students are visual learners,” said Tovar. “It’s definitely an accessibility feature that everyone can benefit from.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar instructs the teachers at his school to decrease their rates of speech and use standard or academic English. These techniques improve the accuracy of the captioning and its translation. He teaches the students he works with how to turn on the service: as a user-based, rather than teacher-based, function, students need to enable it on their own. This, Tovar said, encourages students to take agency in their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This agency also comes into play with \u003c/span>\u003ca href=\"https://www.onenote.com/learningtools\">\u003cspan style=\"font-weight: 400;\">Immersive Reader\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a tool on Microsoft devices with similar browser extensions. It offers the ability to read entire articles out loud, to translate them to multiple languages and to hear each language read with natural inflections. Students can select individual words and find their definitions, translations and parts of speech. They can also hear words read aloud to learn their pronunciations, and attempt to pronounce the words on their own to receive feedback on accuracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While some students learning English might be reticent to ask how to pronounce or read a word in a classroom setting, the discreteness and privacy of this extension allows them to practice the word on their own and grants them the security of knowing the word before reading it aloud in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That has empowered students to take ownership of their own learning as they become better readers,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Pronunciation also comes into play with the self-publishing ebook program Tovar’s students use, \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400;\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They create ebooks in both their native language and English. While he began using this program prior to March 2020, he believes that the creativity required by the project was crucial for engaging students during virtual education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s an effective way that I have seen this year to get kids to become creators of content rather than just consumers of ELD worksheets, or worksheets in general,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students describe topics ranging from a provided picture to their personal career goals. A sample book might include a line in a primary tongue, followed by the same line in English, with audio narration accompaniment in both languages. Students who are unable to write in their native tongues can use a speech-to-text function. The project allows students to continue practicing their native language, important for validating students’ histories, cultures and home languages development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Language is tied to identity,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar’s school, Abraham Lincoln Middle, began using the translation tool within \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400;\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during the COVID-19 pandemic. With this, all parents are able to reach out to their children’s teachers via cell — in their primary languages. Parent Square translates this message to English for teachers, whose responses are then translated to the parent’s predominant language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A Pew Research \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/08/20/smartphones-help-blacks-hispanics-bridge-some-but-not-all-digital-gaps-with-whites/\">\u003cspan style=\"font-weight: 400;\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from 2019 found that Latinx and Black adults in the U.S. are more likely to have smartphones than traditional computers or broadband internet at home than white adults. By allowing parents to utilize tools that they have, schools can ensure that language and digital divides don’t prohibit parents from taking active roles in their children’s education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parent Square’s translate-texting function not only enables a cross-language two-way conversation, it might be more accessible for parents who are essential workers. When students don’t log in to virtual classes, Parent Square allows teachers to quickly text parents to notify them of an absence. This way, whether or not they’re at home, parents are able to hold their children accountable for showing up to online classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I hope we don’t go back. I hope the way we teach is different moving forward,” Tovar said. “Every single teacher, I would say, in the United States has beefed up their tech tools. And I think they realized that teachers can be creative as well, that technology is not a scary thing and that they can actually incorporate technology into their teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "At Summer Camp: More Anxiety, More Learning, More Hugs — Same Fun",
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"content": "\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/summer-camp-2021-more-anxiety-more-learning-more-hugs-same-fun/\">\u003cem>summer \u003c/em>\u003cem>camp\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Allison Perez, 11, and on the cusp of sixth grade in the Elmsford Union Free School District in New York, had been working all morning to build a rocket she would launch as soon as it was fit to fly.\u003c/p>\n\u003cp>After more than a year of interrupted learning, she was eager to see her project through. She shot the colorful 12-inch missile into the air with abandon on the last day of summer camp. “Whoa!” she said through her mask as the rocket soared overhead before crashing to the pavement. After adjusting her glasses and retrieving her projectile, she lined up behind her peers, anxious to try again.\u003c/p>\n\u003cp>Before the program started, Allison worried it would feel too much like school. A brand-new joint venture between the district, located some 20 miles north of Manhattan, and a local educational enrichment organization, it promised a far more academic focus than a typical summer camp. But after learning from home for nearly the entire school year — Allison attended class for only two weeks at the end of last semester — she knew she would benefit from the experience.\u003c/p>\n\u003cp>“After my mom told me all we are learning and that it would help me in sixth grade, I was like, ‘Yeah, I’ll do it,” she said. “If I am already prepared, the grade will be easier for me.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For many children who descended on the nation’s public parks and schools this summer, camp was their first taste of normalcy in well more than a year. Educators, parents and camp directors embraced the experience as a way to support student mental health as children isolated by the pandemic re-entered the outside world, in some cases for the first time since schools were shuttered.\u003c/p>\n\u003cp>And, while some camps stayed true to their core mission of outdoor fun, focusing on sports, crafts and teambuilding exercises, others, like the one Allison attended, infused math, science, literacy and other core subjects into hands-on, project-based programs meant to help spark kids’ enthusiasm for learning.\u003c/p>\n\u003cp>Summer camps, many of which remain financially fragile after last year’s closures, could see an influx of cash: The American Rescue Plan Elementary and Secondary School Emergency Relief Fund earmarked $1.2 billion specifically for \u003ca href=\"https://www.ed.gov/news/press-releases/us-department-education-launches-national-summer-learning-enrichment-collaborative-help-students-most-impacted-pandemic\">evidence-based summer enrichment\u003c/a>.\u003c/p>\n\u003cp>Federal guidelines also required school districts to use at least $21 billion in aid to fund initiatives meant to blunt the pandemic’s impact on learning. These can include summer programs, which White House officials say are key to addressing lost instructional and extracurricular time.\u003c/p>\n\u003cp>Ian Rosenblum, acting assistant secretary for the Office of Elementary and Secondary Education, said quality summer programming, the type that often emerges from partnerships between schools and community groups, will go far to re-engage students.\u003c/p>\n\u003cp>“That really helps them get geared up for the new school year,” he said during a recent press briefing on the topic.\u003c/p>\n\u003cp>While some camps were shuttered for \u003ca href=\"https://www.nytimes.com/2021/07/24/us/summer-camp-reopen-counselors.html\">lack of staff\u003c/a>, or because of \u003ca href=\"https://www.cbsnews.com/news/covid-outbreaks-summer-camps/\">Covid outbreaks\u003c/a>, the federal money has allowed schools and camps across the nation to open their doors to a wider swath of children. Before the pandemic, Elmsford’s summer program was offered only to students who needed reading intervention or who were just beginning to learn English.\u003c/p>\n\u003cp>Concerns about learning loss and a desire for a seamless return to in-person instruction in the fall prompted school officials to create an entirely new program, meant to help any child who wished to participate: 80 attended this summer.\u003c/p>\n\u003cp>The district, which serves nearly 1,000 students across three campuses, partnered with a long-established enrichment group called \u003ca href=\"https://curiousonhudson.com/\">Curious-on-Hudson\u003c/a> to incorporate math and literacy into engaging, hands-on learning projects for elementary-aged participants.\u003c/p>\n\u003cp>The academics were subtle by design: The youngest kids — the program was open to children from kindergarten through fifth grade — learned about lift and drag by making kites. They wrote about their experience and drew pictures of their creations, activities that tied in other aspects of science, technology, engineering, the arts and math (STEAM).\u003c/p>\n\u003cp>Older students performed a number of design challenges by building parachutes, windmills, rockets, model space shuttles and simple roller coasters.\u003c/p>\n\u003cp>Many of the projects called for running and jumping, giving children a chance to burn energy through physical activity.\u003c/p>\n\u003cp>The program, which operated on school grounds, paired the district’s classroom teachers with Curious-on-Hudson staff, many of whom also have extensive experience in education. The union proved fruitful: Mary Ann Maric, a special education teacher in the district who works with first graders, said the alliance gave her new tools and ideas with which to engage students.\u003c/p>\n\u003cp>“It catches everything an early childhood learner needs,” she said after conducting a game in which children tossed oversized dice to solve simple math problems before sprinting across the classroom to pin their answers on a black board.\u003c/p>\n\u003cp>Elmsford schools received some $1.1 million in Covid-related federal funding, with roughly $220,000 earmarked for summer programs. School superintendent Marc Baiocco said the district wanted to build students’ skills ahead of the new school year by offering more than the local municipal summer camp, which focused largely on games, crafts and field trips.\u003c/p>\n\u003cp>“The other thing we wanted to make certain of was that students were having fun,” he said. “The two were equally important.”\u003c/p>\n\u003cp>It’s not unusual to link camping and schools. The first camp directors in the late 1800s were teachers, according to Tom Rosenberg, president of the American Camp Association. That bond has only grown stronger during the shutdowns as camps have been invited to host myriad programs meant to supplement in-school learning, he said.\u003c/p>\n\u003cp>Rosenberg’s organization, which sets the standards for the field and issues accreditations, serves more than 15,000 camps attended by more than 26 million children in a typical year. That figure nosedived last summer, he said, because of closures and safety precautions, but is expected to rise by the end of the season — though not nearly to pre-pandemic levels.\u003c/p>\n\u003cp>“There is nothing about this summer that is the same as always,” Rosenberg said.\u003c/p>\n\u003cp>Some camps have adapted new curriculum or invested more money into existing programs.\u003c/p>\n\u003cp>Those who led the summer camp in Elsmford knew it couldn’t undo a year of interrupted schooling, but hoped that it might help kids this fall.\u003c/p>\n\u003cp>“You can’t make up for an entire year in four weeks, but you can get them excited for what’s to come,” said Elizabeth McQuaid, director of curriculum development for Curious-on-Hudson. “They will have had a great experience … creating an enthusiasm and excitement for September.”\u003c/p>\n\u003cp>Marckez Moncada, 11, and headed to sixth grade in the fall, was initially unsure about coming to a camp run by his school. “But when my mom said, ‘You don’t have to do homework, but you get to do fun projects,’ I said ‘I’ll go.’”\u003c/p>\n\u003cfigure id=\"attachment_58265\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58265\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Jo-Napolitano-IMG_9731-e1628552344761.jpg\" alt=\"Two students display their rockets prior to launch.\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Zenaya Moncada, 10, and her brother, Marckez Moncada, 11, also of the Elmsford Union Free School District, get ready to launch their own rockets on the last day of summer camp. Both were sad to see the program come to an end. \u003ccite>( Jo Napolitano for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Marckez’ sister, Zenaya, 10, and soon to enter fifth grade, didn’t want to spend her summer watching television. “Being at home last year, it wasn’t that much fun,” she said. “When we went virtual, it was kind of boring to not be in class.”\u003c/p>\n\u003cp>Their mother, Sandra Moncada, said she was glad to see a school-based program that didn’t focus on standardized testing. Her children were thrilled to attend each morning and seemed to absorb their lessons with ease because of the fun delivery.\u003c/p>\n\u003cp>“They came home with lots of projects,” she said. “They were so excited to share with me what they were learning.”\u003c/p>\n\u003cp>Many camp leaders eschewed adding academics, however. Joshua J. Phillips is Chief Executive Officer of Change Summer, an organization that aims to provide children from under-resourced communities with more equal access to high-quality summer programming. His group partners with Uncommon Schools, a nonprofit charter with campuses in six cities and three states, and Achievement First, which runs charter schools in New York, Connecticut and Rhode Island. Phillips said the camps affiliated with both groups serve approximately 1,000 children per summer and are focused on nonacademic skills: independence, curiosity, responsibility and confidence.\u003c/p>\n\u003cp>Change Summer offers arts and crafts, dance, theater, music and sports as well as nature and adventure programming. Phillips, who worked as a teacher for more than 15 years before switching to summer camps, considered building more academics into the camp’s offerings, and raised it with the board of trustees and school partners, he said.\u003c/p>\n\u003cp>“The reactions from both were that we should not,” he said. “We should stick to what we know. There is a need on the social emotional and trauma side. That’s what we do and we do it extremely well.”\u003c/p>\n\u003cp>Both of his school partners are running separate summer academic programs.\u003c/p>\n\u003cp>Christie Ko, executive director of Fiver Children’s Foundation, a comprehensive youth development organization that works with kids from some of the most underserved communities in New York City and central New York, said students have been in social isolation for so long that fostering a sense of connectedness seemed more pressing than focusing on academics.\u003c/p>\n\u003cp>Though her summer program includes literacy and environmental education — allowing kids to learn by exploring lakes and creeks — it did not ramp up these efforts in response to the pandemic.\u003c/p>\n\u003cp>“I have not heard the demand for them to be sitting behind computers or doing some rote academic work while at camp,” Ko said. “Social- emotional support is what we are hearing loud and clear.”\u003c/p>\n\u003cp>While her summer camp is staying the course, her students’ needs have changed: Her camp director, a licensed social worker, has fielded more questions from students related to mental health than ever before, she said.\u003c/p>\n\u003cp>Rosenberg, of the American Camp Association, said counselors throughout the country are observing the same phenomenon.\u003c/p>\n\u003cp>Older campers, for example, are more homesick.\u003c/p>\n\u003cp>“They are working through it, but it’s taking longer,” Rosenberg said. “They’re more emotionally fragile, reactive and maybe have forgotten some subtleties of developing friendships.”\u003c/p>\n\u003cp>Samantha Razook, founder and CEO of Curious Jane, a project- and classroom-based program for girls ages 6 to 11, works with hundreds of children each summer in Manhattan, Brooklyn and Denver. “We’ve seen significant social and emotional struggles, which is very different from previous years,” she said, adding that anxiety and uncertainty are among girls’ greatest challenges.\u003c/p>\n\u003cp>She said younger campers craved one-on-one physical contact; they often asked for hugs from their counselors. Older participants were more easily agitated by their peers, and needed more mediation to help solve disputes.\u003c/p>\n\u003cp>Her camp, which was largely unchanged this year, except for Covid-related precautions, helped students address some social-emotional problems that stemmed from long isolation, Razook said. It was a critical service; one she did not anticipate at the start of the summer.\u003c/p>\n\u003cp>“Parents are so in need of having out-of-the-house, socialized, and non-screen-based opportunities for their children — and their sanity — and children are so in need of being in a social setting, with lots of tactile materials at their finger-tips, and the chance to learn and experiment with their hands,” she said.\u003c/p>\n\u003cp>Mia Slivinski, 10, was so enthusiastic about her experience at Curious Jane that she hopes to become a counselor-in-training next summer. Her sister, Gianna, 7, cannot wait to return to the program.\u003c/p>\n\u003cp>“It’s really fun to make all of the crafts,” Gianna said. “And I really liked the teachers, too.”\u003c/p>\n\u003cp>Parents, happy to see their daughters enjoy such a positive outlet, asked if their sons could participate. Curious Jane developed a few “CJ for All” classes that served some boys earlier this summer.\u003c/p>\n\u003cp>“When parents come back to us and say, ‘I’m seeing my child become more comfortable around other children for the first time in more than a year,’” Razook said, “I feel very, very good about that.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about summer camp was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Some school district-run and traditional summer camps infused more academics into their programs, while others doubled down on arts, crafts and physical activity — but all focused on fun. Summer camp is seeing a massive influx of cash: The American Rescue Plan Elementary and Secondary School Emergency Relief Fund earmarked $1.2 billion specifically for summer enrichment. Federal guidelines also required school districts to use at least $21 billion in aid for evidence-based initiatives to blunt the impact of the pandemic, some of which also went to summer camp programs.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/summer-camp-2021-more-anxiety-more-learning-more-hugs-same-fun/\">\u003cem>summer \u003c/em>\u003cem>camp\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Allison Perez, 11, and on the cusp of sixth grade in the Elmsford Union Free School District in New York, had been working all morning to build a rocket she would launch as soon as it was fit to fly.\u003c/p>\n\u003cp>After more than a year of interrupted learning, she was eager to see her project through. She shot the colorful 12-inch missile into the air with abandon on the last day of summer camp. “Whoa!” she said through her mask as the rocket soared overhead before crashing to the pavement. After adjusting her glasses and retrieving her projectile, she lined up behind her peers, anxious to try again.\u003c/p>\n\u003cp>Before the program started, Allison worried it would feel too much like school. A brand-new joint venture between the district, located some 20 miles north of Manhattan, and a local educational enrichment organization, it promised a far more academic focus than a typical summer camp. But after learning from home for nearly the entire school year — Allison attended class for only two weeks at the end of last semester — she knew she would benefit from the experience.\u003c/p>\n\u003cp>“After my mom told me all we are learning and that it would help me in sixth grade, I was like, ‘Yeah, I’ll do it,” she said. “If I am already prepared, the grade will be easier for me.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For many children who descended on the nation’s public parks and schools this summer, camp was their first taste of normalcy in well more than a year. Educators, parents and camp directors embraced the experience as a way to support student mental health as children isolated by the pandemic re-entered the outside world, in some cases for the first time since schools were shuttered.\u003c/p>\n\u003cp>And, while some camps stayed true to their core mission of outdoor fun, focusing on sports, crafts and teambuilding exercises, others, like the one Allison attended, infused math, science, literacy and other core subjects into hands-on, project-based programs meant to help spark kids’ enthusiasm for learning.\u003c/p>\n\u003cp>Summer camps, many of which remain financially fragile after last year’s closures, could see an influx of cash: The American Rescue Plan Elementary and Secondary School Emergency Relief Fund earmarked $1.2 billion specifically for \u003ca href=\"https://www.ed.gov/news/press-releases/us-department-education-launches-national-summer-learning-enrichment-collaborative-help-students-most-impacted-pandemic\">evidence-based summer enrichment\u003c/a>.\u003c/p>\n\u003cp>Federal guidelines also required school districts to use at least $21 billion in aid to fund initiatives meant to blunt the pandemic’s impact on learning. These can include summer programs, which White House officials say are key to addressing lost instructional and extracurricular time.\u003c/p>\n\u003cp>Ian Rosenblum, acting assistant secretary for the Office of Elementary and Secondary Education, said quality summer programming, the type that often emerges from partnerships between schools and community groups, will go far to re-engage students.\u003c/p>\n\u003cp>“That really helps them get geared up for the new school year,” he said during a recent press briefing on the topic.\u003c/p>\n\u003cp>While some camps were shuttered for \u003ca href=\"https://www.nytimes.com/2021/07/24/us/summer-camp-reopen-counselors.html\">lack of staff\u003c/a>, or because of \u003ca href=\"https://www.cbsnews.com/news/covid-outbreaks-summer-camps/\">Covid outbreaks\u003c/a>, the federal money has allowed schools and camps across the nation to open their doors to a wider swath of children. Before the pandemic, Elmsford’s summer program was offered only to students who needed reading intervention or who were just beginning to learn English.\u003c/p>\n\u003cp>Concerns about learning loss and a desire for a seamless return to in-person instruction in the fall prompted school officials to create an entirely new program, meant to help any child who wished to participate: 80 attended this summer.\u003c/p>\n\u003cp>The district, which serves nearly 1,000 students across three campuses, partnered with a long-established enrichment group called \u003ca href=\"https://curiousonhudson.com/\">Curious-on-Hudson\u003c/a> to incorporate math and literacy into engaging, hands-on learning projects for elementary-aged participants.\u003c/p>\n\u003cp>The academics were subtle by design: The youngest kids — the program was open to children from kindergarten through fifth grade — learned about lift and drag by making kites. They wrote about their experience and drew pictures of their creations, activities that tied in other aspects of science, technology, engineering, the arts and math (STEAM).\u003c/p>\n\u003cp>Older students performed a number of design challenges by building parachutes, windmills, rockets, model space shuttles and simple roller coasters.\u003c/p>\n\u003cp>Many of the projects called for running and jumping, giving children a chance to burn energy through physical activity.\u003c/p>\n\u003cp>The program, which operated on school grounds, paired the district’s classroom teachers with Curious-on-Hudson staff, many of whom also have extensive experience in education. The union proved fruitful: Mary Ann Maric, a special education teacher in the district who works with first graders, said the alliance gave her new tools and ideas with which to engage students.\u003c/p>\n\u003cp>“It catches everything an early childhood learner needs,” she said after conducting a game in which children tossed oversized dice to solve simple math problems before sprinting across the classroom to pin their answers on a black board.\u003c/p>\n\u003cp>Elmsford schools received some $1.1 million in Covid-related federal funding, with roughly $220,000 earmarked for summer programs. School superintendent Marc Baiocco said the district wanted to build students’ skills ahead of the new school year by offering more than the local municipal summer camp, which focused largely on games, crafts and field trips.\u003c/p>\n\u003cp>“The other thing we wanted to make certain of was that students were having fun,” he said. “The two were equally important.”\u003c/p>\n\u003cp>It’s not unusual to link camping and schools. The first camp directors in the late 1800s were teachers, according to Tom Rosenberg, president of the American Camp Association. That bond has only grown stronger during the shutdowns as camps have been invited to host myriad programs meant to supplement in-school learning, he said.\u003c/p>\n\u003cp>Rosenberg’s organization, which sets the standards for the field and issues accreditations, serves more than 15,000 camps attended by more than 26 million children in a typical year. That figure nosedived last summer, he said, because of closures and safety precautions, but is expected to rise by the end of the season — though not nearly to pre-pandemic levels.\u003c/p>\n\u003cp>“There is nothing about this summer that is the same as always,” Rosenberg said.\u003c/p>\n\u003cp>Some camps have adapted new curriculum or invested more money into existing programs.\u003c/p>\n\u003cp>Those who led the summer camp in Elsmford knew it couldn’t undo a year of interrupted schooling, but hoped that it might help kids this fall.\u003c/p>\n\u003cp>“You can’t make up for an entire year in four weeks, but you can get them excited for what’s to come,” said Elizabeth McQuaid, director of curriculum development for Curious-on-Hudson. “They will have had a great experience … creating an enthusiasm and excitement for September.”\u003c/p>\n\u003cp>Marckez Moncada, 11, and headed to sixth grade in the fall, was initially unsure about coming to a camp run by his school. “But when my mom said, ‘You don’t have to do homework, but you get to do fun projects,’ I said ‘I’ll go.’”\u003c/p>\n\u003cfigure id=\"attachment_58265\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58265\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Jo-Napolitano-IMG_9731-e1628552344761.jpg\" alt=\"Two students display their rockets prior to launch.\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Zenaya Moncada, 10, and her brother, Marckez Moncada, 11, also of the Elmsford Union Free School District, get ready to launch their own rockets on the last day of summer camp. Both were sad to see the program come to an end. \u003ccite>( Jo Napolitano for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Marckez’ sister, Zenaya, 10, and soon to enter fifth grade, didn’t want to spend her summer watching television. “Being at home last year, it wasn’t that much fun,” she said. “When we went virtual, it was kind of boring to not be in class.”\u003c/p>\n\u003cp>Their mother, Sandra Moncada, said she was glad to see a school-based program that didn’t focus on standardized testing. Her children were thrilled to attend each morning and seemed to absorb their lessons with ease because of the fun delivery.\u003c/p>\n\u003cp>“They came home with lots of projects,” she said. “They were so excited to share with me what they were learning.”\u003c/p>\n\u003cp>Many camp leaders eschewed adding academics, however. Joshua J. Phillips is Chief Executive Officer of Change Summer, an organization that aims to provide children from under-resourced communities with more equal access to high-quality summer programming. His group partners with Uncommon Schools, a nonprofit charter with campuses in six cities and three states, and Achievement First, which runs charter schools in New York, Connecticut and Rhode Island. Phillips said the camps affiliated with both groups serve approximately 1,000 children per summer and are focused on nonacademic skills: independence, curiosity, responsibility and confidence.\u003c/p>\n\u003cp>Change Summer offers arts and crafts, dance, theater, music and sports as well as nature and adventure programming. Phillips, who worked as a teacher for more than 15 years before switching to summer camps, considered building more academics into the camp’s offerings, and raised it with the board of trustees and school partners, he said.\u003c/p>\n\u003cp>“The reactions from both were that we should not,” he said. “We should stick to what we know. There is a need on the social emotional and trauma side. That’s what we do and we do it extremely well.”\u003c/p>\n\u003cp>Both of his school partners are running separate summer academic programs.\u003c/p>\n\u003cp>Christie Ko, executive director of Fiver Children’s Foundation, a comprehensive youth development organization that works with kids from some of the most underserved communities in New York City and central New York, said students have been in social isolation for so long that fostering a sense of connectedness seemed more pressing than focusing on academics.\u003c/p>\n\u003cp>Though her summer program includes literacy and environmental education — allowing kids to learn by exploring lakes and creeks — it did not ramp up these efforts in response to the pandemic.\u003c/p>\n\u003cp>“I have not heard the demand for them to be sitting behind computers or doing some rote academic work while at camp,” Ko said. “Social- emotional support is what we are hearing loud and clear.”\u003c/p>\n\u003cp>While her summer camp is staying the course, her students’ needs have changed: Her camp director, a licensed social worker, has fielded more questions from students related to mental health than ever before, she said.\u003c/p>\n\u003cp>Rosenberg, of the American Camp Association, said counselors throughout the country are observing the same phenomenon.\u003c/p>\n\u003cp>Older campers, for example, are more homesick.\u003c/p>\n\u003cp>“They are working through it, but it’s taking longer,” Rosenberg said. “They’re more emotionally fragile, reactive and maybe have forgotten some subtleties of developing friendships.”\u003c/p>\n\u003cp>Samantha Razook, founder and CEO of Curious Jane, a project- and classroom-based program for girls ages 6 to 11, works with hundreds of children each summer in Manhattan, Brooklyn and Denver. “We’ve seen significant social and emotional struggles, which is very different from previous years,” she said, adding that anxiety and uncertainty are among girls’ greatest challenges.\u003c/p>\n\u003cp>She said younger campers craved one-on-one physical contact; they often asked for hugs from their counselors. Older participants were more easily agitated by their peers, and needed more mediation to help solve disputes.\u003c/p>\n\u003cp>Her camp, which was largely unchanged this year, except for Covid-related precautions, helped students address some social-emotional problems that stemmed from long isolation, Razook said. It was a critical service; one she did not anticipate at the start of the summer.\u003c/p>\n\u003cp>“Parents are so in need of having out-of-the-house, socialized, and non-screen-based opportunities for their children — and their sanity — and children are so in need of being in a social setting, with lots of tactile materials at their finger-tips, and the chance to learn and experiment with their hands,” she said.\u003c/p>\n\u003cp>Mia Slivinski, 10, was so enthusiastic about her experience at Curious Jane that she hopes to become a counselor-in-training next summer. Her sister, Gianna, 7, cannot wait to return to the program.\u003c/p>\n\u003cp>“It’s really fun to make all of the crafts,” Gianna said. “And I really liked the teachers, too.”\u003c/p>\n\u003cp>Parents, happy to see their daughters enjoy such a positive outlet, asked if their sons could participate. Curious Jane developed a few “CJ for All” classes that served some boys earlier this summer.\u003c/p>\n\u003cp>“When parents come back to us and say, ‘I’m seeing my child become more comfortable around other children for the first time in more than a year,’” Razook said, “I feel very, very good about that.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about summer camp was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Serious Cases Remain Rare, But Coronavirus Infections In Children Are On The Rise",
"title": "Serious Cases Remain Rare, But Coronavirus Infections In Children Are On The Rise",
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"content": "\u003cp>As coronavirus cases climb worryingly across the United States, a recent study shows that the number of children contracting the virus \"steadily increased\" in July.\u003c/p>\n\u003cp>In the last week alone, \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/children-and-covid-19-state-level-data-report/\">according to the report\u003c/a> from the American Academy of Pediatrics and the Children's Hospital Association, nearly 72,000 cases were reported in children, roughly 19% of the total number of new cases nationwide. And while hospitalizations and deaths remain low, the number of child coronavirus infections increased by 3% over the last two weeks of the month after declining earlier in the summer.\u003c/p>\n\u003cp>Since the pandemic began a year and a half ago, approximately 4.2 million children have tested positive for the coronavirus. The good news is that severe illness and death are still uncommon for children who contract the virus. In states reporting, children accounted for fewer than one-quarter of 1% of all COVID-19 deaths. Seven states reported no child deaths, while other states reported 0-0.03% of all child coronavirus cases resulting in death. As of July 29, a total of 358 children have reportedly been killed by COVID-19 in the U.S.\u003c/p>\n\u003ch3>Long-term health of children needs to be studied\u003c/h3>\n\u003cp>\"However, there is an urgent need to collect more data on longer-term impacts of the pandemic on children, including ways the virus may harm the long-term physical health of infected children, as well as its emotional and mental health effects,\" the report reads.\u003c/p>\n\u003cp>That said, the report acknowledged that the figures could be inaccurate for a handful of reasons. The ages designated as a \"child\" vary from state to state, ranging from newborns to 20, and some states altered their definition of a child during the pandemic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Further complicating things, the most up-to-date numbers include testing figures from only 11 states, according to the report. Only 23 states and New York City reported hospitalizations and 43 states — along with New York City, Puerto Rico and Guam — reported mortality rates. Florida stopped reporting child hospitalizations in late June and Iowa stopped updating child testing data shortly after. And in Nebraska, the COVID-19 dashboard has been unavailable since the end of June.\u003c/p>\n\u003cp>Parts of the country are considering reimplementing protective measures as cases climb. With the start of the school year just around the corner, the same organization that conducted the report is recommending that students over the age of 2 and all staff — vaccinated or not — mask up.\u003c/p>\n\u003cp>Some states though, including Arkansas, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/08/01/1023396466/florida-new-covid-case-record\">Florida\u003c/a>, South Carolina and Texas, have implemented \u003ca href=\"https://www.npr.org/2021/07/20/1018380783/everyone-should-wear-a-mask-in-schools-vaccinated-or-not-u-s-pediatricians-say\">laws prohibiting mask mandates in schools\u003c/a>.\u003c/p>\n\u003cp>With cases running rampant across his state, Arkansas Gov. Asa Hutchinson is caught in a bind. The governor is still not in favor of a statewide mandate, but he wants the \u003ca href=\"https://www.npr.org/2021/08/04/1024939859/arkansas-governor-reverse-law-let-schools-require-masks\">law banning state and local mask mandates overturned\u003c/a> to give schools the opportunity to implement mask mandates.\u003c/p>\n\u003cp>\"In hindsight, I wish that it had not become law,\" Hutchinson said at a news conference Tuesday. \"But it is the law, and the only chance we have is either to amend it or for the courts to say that it has an unconstitutional foundation.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>To date, the coronavirus has claimed the lives of more than 612,000 people. The Centers for Disease Control and Prevention recently walked back its previous message that most vaccinated persons could engage in nearly all activities mask-free. It is now recommending that everyone, regardless of vaccine status, \u003ca href=\"https://www.cdc.gov/media/releases/2021/s0730-mmwr-covid-19.html\">return to wearing masks indoors\u003c/a> in areas where transmission rates are high.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Serious+Cases+Remain+Rare%2C+But+Coronavirus+Infections+In+Children+Are+On+The+Rise&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As coronavirus cases climb worryingly across the United States, a recent study shows that the number of children contracting the virus \"steadily increased\" in July.\u003c/p>\n\u003cp>In the last week alone, \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/children-and-covid-19-state-level-data-report/\">according to the report\u003c/a> from the American Academy of Pediatrics and the Children's Hospital Association, nearly 72,000 cases were reported in children, roughly 19% of the total number of new cases nationwide. And while hospitalizations and deaths remain low, the number of child coronavirus infections increased by 3% over the last two weeks of the month after declining earlier in the summer.\u003c/p>\n\u003cp>Since the pandemic began a year and a half ago, approximately 4.2 million children have tested positive for the coronavirus. The good news is that severe illness and death are still uncommon for children who contract the virus. In states reporting, children accounted for fewer than one-quarter of 1% of all COVID-19 deaths. Seven states reported no child deaths, while other states reported 0-0.03% of all child coronavirus cases resulting in death. As of July 29, a total of 358 children have reportedly been killed by COVID-19 in the U.S.\u003c/p>\n\u003ch3>Long-term health of children needs to be studied\u003c/h3>\n\u003cp>\"However, there is an urgent need to collect more data on longer-term impacts of the pandemic on children, including ways the virus may harm the long-term physical health of infected children, as well as its emotional and mental health effects,\" the report reads.\u003c/p>\n\u003cp>That said, the report acknowledged that the figures could be inaccurate for a handful of reasons. The ages designated as a \"child\" vary from state to state, ranging from newborns to 20, and some states altered their definition of a child during the pandemic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Further complicating things, the most up-to-date numbers include testing figures from only 11 states, according to the report. Only 23 states and New York City reported hospitalizations and 43 states — along with New York City, Puerto Rico and Guam — reported mortality rates. Florida stopped reporting child hospitalizations in late June and Iowa stopped updating child testing data shortly after. And in Nebraska, the COVID-19 dashboard has been unavailable since the end of June.\u003c/p>\n\u003cp>Parts of the country are considering reimplementing protective measures as cases climb. With the start of the school year just around the corner, the same organization that conducted the report is recommending that students over the age of 2 and all staff — vaccinated or not — mask up.\u003c/p>\n\u003cp>Some states though, including Arkansas, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/08/01/1023396466/florida-new-covid-case-record\">Florida\u003c/a>, South Carolina and Texas, have implemented \u003ca href=\"https://www.npr.org/2021/07/20/1018380783/everyone-should-wear-a-mask-in-schools-vaccinated-or-not-u-s-pediatricians-say\">laws prohibiting mask mandates in schools\u003c/a>.\u003c/p>\n\u003cp>With cases running rampant across his state, Arkansas Gov. Asa Hutchinson is caught in a bind. The governor is still not in favor of a statewide mandate, but he wants the \u003ca href=\"https://www.npr.org/2021/08/04/1024939859/arkansas-governor-reverse-law-let-schools-require-masks\">law banning state and local mask mandates overturned\u003c/a> to give schools the opportunity to implement mask mandates.\u003c/p>\n\u003cp>\"In hindsight, I wish that it had not become law,\" Hutchinson said at a news conference Tuesday. \"But it is the law, and the only chance we have is either to amend it or for the courts to say that it has an unconstitutional foundation.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>To date, the coronavirus has claimed the lives of more than 612,000 people. The Centers for Disease Control and Prevention recently walked back its previous message that most vaccinated persons could engage in nearly all activities mask-free. It is now recommending that everyone, regardless of vaccine status, \u003ca href=\"https://www.cdc.gov/media/releases/2021/s0730-mmwr-covid-19.html\">return to wearing masks indoors\u003c/a> in areas where transmission rates are high.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Serious+Cases+Remain+Rare%2C+But+Coronavirus+Infections+In+Children+Are+On+The+Rise&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>U.S. Education Secretary Miguel Cardona has a message for schools across the country ahead of the new school year: Students need to be in classrooms.\u003c/p>\n\u003cp>\"That's where students learn best,\" Cardona told NPR's A Martínez. \"Schools are more than just places where students learn how to read and write — they're communities. They're like second families to our students.\"\u003c/p>\n\u003cp>On Monday, the U.S. Education Department will release \u003ca href=\"https://sites.ed.gov/roadmap/\">a roadmap for the return to school\u003c/a>, encouraging districts to invest in social and emotional support for students and outlining ways to \"accelerate academic achievement.\"\u003c/p>\n\u003cp>The roadmap also recommends that school systems follow the Centers for Disease Control and Prevention's masking guidance for K-12 schools, which the agency revised last week, \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/vaccines/fully-vaccinated-guidance.html\">recommending\u003c/a> \"universal indoor masking for all teachers, staff, students, and visitors to schools, regardless of vaccination status.\"\u003c/p>\n\u003cp>\u003cstrong>Mask mandate bans will make it hard for some schools to follow the roadmap\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Following those masking recommendations will be next to impossible for some districts where state legislators have stepped in. Texas, South Carolina and Iowa have all passed laws banning schools from requiring students and staff to wear masks. Iowa Gov. Kim Reynolds \u003ca href=\"https://governor.iowa.gov/press-release/reynolds-statement-on-new-covid-19-guidance-from-the-biden-administration%C2%A0%C2%A0\">said last week\u003c/a> that the CDC's recommendations wouldn't change that. In South Carolina, Gov. Henry McMaster \u003ca href=\"https://twitter.com/henrymcmaster/status/1420111066630082568?s=20\">tweeted\u003c/a> that \"personal responsibility\" was the answer.\u003c/p>\n\u003cp>\"I know that there are some folks making decisions that are less based on science and more on their ideology,\" Cardona said. \"But at the end of the day, our educators, their job is to make sure our students are OK. We have to make sure that we're following mitigation strategies and creating safe learning environments for students.\"\u003c/p>\n\u003cp>It's on schools to communicate with hesitant families about the steps they're taking, Cardona said. If they're not taking the right steps, \"what's going to happen is those families that don't feel comfortable will not be sending their children to school.\"\u003c/p>\n\u003cp>Cardona added that he knows some school leaders are \"going to be running up against challenges from elected officials. And that's sad and that's unfortunate.\"\u003c/p>\n\u003cp>South Carolina's largest school district, Greenville County Schools, is strongly encouraging mask wearing — but district spokesperson Tim Waller said that's about all they can do to get students and staff to use face coverings. \"The legislature has passed a number of provisos which have tied the hands of school districts in South Carolina,\" he said. If cases rise or high numbers of students and staff must quarantine, \"It is my hope that elected officials who have placed these restrictions on public school districts in South Carolina will do the right thing and ease up on some of those restrictions.\"\u003c/p>\n\u003cp>Cardona said the department is having daily conversations with governors and elected officials about best practices — but \"in those places where they're most resistant, that's where we're seeing the most spread of COVID-19.\"\u003c/p>\n\u003cp>Meanwhile, public health leaders are warning Americans about the fast-spreading delta variant of the coronavirus. On Friday, the CDC \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7031e2.htm?s_cid=mm7031e2_w\">published data\u003c/a> showing that vaccinated people infected with the delta variant are just as likely as unvaccinated people to spread the virus to others.\u003c/p>\n\u003cp>\"I don't have to tell you, the rising delta variant is creating some concern across the country,\" Cardona said. But he added, \"We know that mask wearing and mitigation strategies allow [schools] to reopen safely.\" If increased spread of the virus prohibits schools from reopening in person, he said, \"to me, that's a failure of adults.\"\u003c/p>\n\u003cp>\u003cstrong>Schools should \"hit the reset button\" this fall \u003c/strong>\u003c/p>\n\u003cp>The roadmap also recommends that school leaders encourage and provide access to vaccination for all eligible students and staff members.\u003c/p>\n\u003cp>Vaccines are currently approved for children 12 years old and up — so, regardless of how many students and families heed public health advice, elementary schools will be filled with unvaccinated students at the start of school. And while most middle school-age students are eligible for the vaccine, \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#vaccinations-cases-trends\">just 28% of the country's 12- to 15-year-olds\u003c/a> were fully vaccinated as of Thursday, according to data from the CDC.\u003c/p>\n\u003cp>Vaccinated or not, Cardona said students need to be able to return to classrooms, where they have access to school meals and \"where they can access the social and emotional support and mental health support professionals that are available in the school.\"\u003c/p>\n\u003cp>That social-emotional support is another area the department is encouraging schools to invest in with the pandemic relief funding provided by the federal government. \"I would be as concerned about the social and emotional well-being of our students as much as the academic loss,\" Cardona said.\u003c/p>\n\u003cp>Schools have an opportunity \"to hit the reset button\" — but he worried the one thing holding them back is \"complacency.\"\u003c/p>\n\u003cp>\"You know, before the pandemic, we had wide opportunity gaps in our country,\" Cardona said. \"We had the cost of college preventing people from thinking about college because they didn't want to be buried in debt. We must do better.\"\u003c/p>\n\u003cp>For Cardona, that future might include some expanded remote learning options for students. \"But post pandemic, I really feel like students need to be in a classroom learning with their peers, engaging with an educator in person.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That's what many school leaders are focused on right now. Still, in-person school is a complicated goal when, in many places, the desires of state leaders, public health officials and families all look different.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Students+Need+To+Be+In+Classrooms%2C+With+Masks%2C+This+Fall%2C+Education+Secretary+Says&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>U.S. Education Secretary Miguel Cardona has a message for schools across the country ahead of the new school year: Students need to be in classrooms.\u003c/p>\n\u003cp>\"That's where students learn best,\" Cardona told NPR's A Martínez. \"Schools are more than just places where students learn how to read and write — they're communities. They're like second families to our students.\"\u003c/p>\n\u003cp>On Monday, the U.S. Education Department will release \u003ca href=\"https://sites.ed.gov/roadmap/\">a roadmap for the return to school\u003c/a>, encouraging districts to invest in social and emotional support for students and outlining ways to \"accelerate academic achievement.\"\u003c/p>\n\u003cp>The roadmap also recommends that school systems follow the Centers for Disease Control and Prevention's masking guidance for K-12 schools, which the agency revised last week, \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/vaccines/fully-vaccinated-guidance.html\">recommending\u003c/a> \"universal indoor masking for all teachers, staff, students, and visitors to schools, regardless of vaccination status.\"\u003c/p>\n\u003cp>\u003cstrong>Mask mandate bans will make it hard for some schools to follow the roadmap\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Following those masking recommendations will be next to impossible for some districts where state legislators have stepped in. Texas, South Carolina and Iowa have all passed laws banning schools from requiring students and staff to wear masks. Iowa Gov. Kim Reynolds \u003ca href=\"https://governor.iowa.gov/press-release/reynolds-statement-on-new-covid-19-guidance-from-the-biden-administration%C2%A0%C2%A0\">said last week\u003c/a> that the CDC's recommendations wouldn't change that. In South Carolina, Gov. Henry McMaster \u003ca href=\"https://twitter.com/henrymcmaster/status/1420111066630082568?s=20\">tweeted\u003c/a> that \"personal responsibility\" was the answer.\u003c/p>\n\u003cp>\"I know that there are some folks making decisions that are less based on science and more on their ideology,\" Cardona said. \"But at the end of the day, our educators, their job is to make sure our students are OK. We have to make sure that we're following mitigation strategies and creating safe learning environments for students.\"\u003c/p>\n\u003cp>It's on schools to communicate with hesitant families about the steps they're taking, Cardona said. If they're not taking the right steps, \"what's going to happen is those families that don't feel comfortable will not be sending their children to school.\"\u003c/p>\n\u003cp>Cardona added that he knows some school leaders are \"going to be running up against challenges from elected officials. And that's sad and that's unfortunate.\"\u003c/p>\n\u003cp>South Carolina's largest school district, Greenville County Schools, is strongly encouraging mask wearing — but district spokesperson Tim Waller said that's about all they can do to get students and staff to use face coverings. \"The legislature has passed a number of provisos which have tied the hands of school districts in South Carolina,\" he said. If cases rise or high numbers of students and staff must quarantine, \"It is my hope that elected officials who have placed these restrictions on public school districts in South Carolina will do the right thing and ease up on some of those restrictions.\"\u003c/p>\n\u003cp>Cardona said the department is having daily conversations with governors and elected officials about best practices — but \"in those places where they're most resistant, that's where we're seeing the most spread of COVID-19.\"\u003c/p>\n\u003cp>Meanwhile, public health leaders are warning Americans about the fast-spreading delta variant of the coronavirus. On Friday, the CDC \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7031e2.htm?s_cid=mm7031e2_w\">published data\u003c/a> showing that vaccinated people infected with the delta variant are just as likely as unvaccinated people to spread the virus to others.\u003c/p>\n\u003cp>\"I don't have to tell you, the rising delta variant is creating some concern across the country,\" Cardona said. But he added, \"We know that mask wearing and mitigation strategies allow [schools] to reopen safely.\" If increased spread of the virus prohibits schools from reopening in person, he said, \"to me, that's a failure of adults.\"\u003c/p>\n\u003cp>\u003cstrong>Schools should \"hit the reset button\" this fall \u003c/strong>\u003c/p>\n\u003cp>The roadmap also recommends that school leaders encourage and provide access to vaccination for all eligible students and staff members.\u003c/p>\n\u003cp>Vaccines are currently approved for children 12 years old and up — so, regardless of how many students and families heed public health advice, elementary schools will be filled with unvaccinated students at the start of school. And while most middle school-age students are eligible for the vaccine, \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#vaccinations-cases-trends\">just 28% of the country's 12- to 15-year-olds\u003c/a> were fully vaccinated as of Thursday, according to data from the CDC.\u003c/p>\n\u003cp>Vaccinated or not, Cardona said students need to be able to return to classrooms, where they have access to school meals and \"where they can access the social and emotional support and mental health support professionals that are available in the school.\"\u003c/p>\n\u003cp>That social-emotional support is another area the department is encouraging schools to invest in with the pandemic relief funding provided by the federal government. \"I would be as concerned about the social and emotional well-being of our students as much as the academic loss,\" Cardona said.\u003c/p>\n\u003cp>Schools have an opportunity \"to hit the reset button\" — but he worried the one thing holding them back is \"complacency.\"\u003c/p>\n\u003cp>\"You know, before the pandemic, we had wide opportunity gaps in our country,\" Cardona said. \"We had the cost of college preventing people from thinking about college because they didn't want to be buried in debt. We must do better.\"\u003c/p>\n\u003cp>For Cardona, that future might include some expanded remote learning options for students. \"But post pandemic, I really feel like students need to be in a classroom learning with their peers, engaging with an educator in person.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That's what many school leaders are focused on right now. Still, in-person school is a complicated goal when, in many places, the desires of state leaders, public health officials and families all look different.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Students+Need+To+Be+In+Classrooms%2C+With+Masks%2C+This+Fall%2C+Education+Secretary+Says&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Some Districts Are Trying To Get Anxious Families Back Into School Buildings",
"title": "How Some Districts Are Trying To Get Anxious Families Back Into School Buildings",
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"content": "\u003cp>Paullette Healy isn't sure yet where her 13-year-old son, Lucas, will go to school this fall.\u003c/p>\n\u003cp>She lives in Brooklyn, New York, and says New York City school buildings are in \"disarray,\" with overcrowded classrooms and windows that barely open. She worries about classroom ventilation and social distancing.\u003c/p>\n\u003cp>The city has announced it will \u003ca href=\"https://www.npr.org/2021/05/24/999825807/new-york-city-schools-will-fully-reopen-with-no-remote-option-this-fall\">not offer a remote learning option\u003c/a> in the coming school year. In a statement to NPR, a NYC schools spokesperson said the district's buildings are \"some of the safest places to be during the pandemic,\" adding that classroom ventilation systems are fully operational.\u003c/p>\n\u003cp>But Healy isn't convinced.\u003c/p>\n\u003cp>\"It serves no purpose for [the district] to tell us that the schools are safe when we have lost parents and families to COVID during this time,\" she explains. \"To be forced to send your child into a building that you know is not safe — that feels like a death sentence.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For Healy and her family, the back-to-school season comes at the end of a year marked by grief. Last August, Lucas lost his great-aunt to COVID-19 — she was the first of several family members to die from the disease.\u003c/p>\n\u003cp>Lucas is fully vaccinated, but just the thought of sending her son to in-person classes raises Healy's stress levels.\u003c/p>\n\u003cp>\"Whenever we hear of another friend or another family member who has contracted COVID, it's kind of a coldness that goes across us all,\" Healy explains.\u003c/p>\n\u003cfigure id=\"attachment_58211\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58211\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/20210712-npr-districts-work-to-gain-trust-026_slide-fa2719eacd88298e8f2fbb36b2693469b0577743-1-scaled-e1627400608510.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Paullette Healy holds a memorial photo of her aunt MaryAnne Doyle, who died from COVID-19 in August 2020. \u003ccite>(Laylah Amatullah Barrayn for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This summer, parents across the country are weighing whether to send their children back to in-person school. Some are anxious about old ventilation systems and how well schools will enforce social distancing. Many parents of younger students are concerned because their children can't be vaccinated yet.\u003c/p>\n\u003cp>School leaders, meanwhile, are desperate to get students back. They're worried those who stay home will miss out on important social-emotional and academic development. In some states, low, in-person enrollment can also put a school's funding at risk.\u003c/p>\n\u003cp>Now, some districts are getting creative to try to win back the trust of hesitant families like Healy's.\u003c/p>\n\u003ch3>A Texas superintendent goes knocking on doors\u003c/h3>\n\u003cp>In Texas, for example, Stephanie Elizalde, head of the Austin Independent School District, has been \u003ca href=\"https://www.kut.org/education/2021-07-01/austin-isd-lost-thousands-of-students-during-the-pandemic-its-going-door-to-door-to-bring-them-back\">going door-to-door this summer\u003c/a>, trying to get residents with school-aged children to register for fall in-person classes.\u003c/p>\n\u003cp>When parents ask what school is going to look like in the fall, Elizalde says she shows them video clips on her phone of the classroom set-up. \"We're able to actually show parents, and have the conversation right then and there,\" she explains.\u003c/p>\n\u003cp>Austin ISD will not offer families a remote option this fall, after Texas lawmakers \u003ca href=\"https://www.kut.org/education/2021-06-04/a-bill-that-could-have-funded-virtual-learning-died-in-the-texas-legislature-now-school-districts-are-weighing-their-options\">failed to pass a bill\u003c/a> that would have funded virtual instruction. Texas has also \u003ca href=\"https://www.npr.org/2021/05/18/997990835/no-masks-are-required-at-most-texas-state-facilities-anymore\">banned mask mandates\u003c/a>, including in public schools. That means Elizalde can't require masks in classrooms, which she says has increased anxiety among some parents — and she respects those concerns.\u003c/p>\n\u003cp>\"The first thing is to acknowledge that while we will always do our very, very best, we also cannot take this lightly and just say, 'Oh don't worry, everything is going to be just fine,' \" she explains.\u003c/p>\n\u003cp>Over the past year, the nation's Black and Latino communities have seen some of the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8248751/\">highest rates\u003c/a> of COVID-19 infection. And a \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1393-1.html\">new survey\u003c/a> from the RAND Corporation found Black and Latino families are also more hesitant to send their children back to in-person school.\u003c/p>\n\u003cp>Those numbers are in line with what Elizalde has seen in her district. Fifty-five percent of Austin ISD students are Latino, and she says many of their parents are worried about the possibility of children exposing older relatives to the virus.\u003c/p>\n\u003cp>\"We tend to be multi-generational in our homes,\" explains Elizalde, who is herself Latina. \"It's a very complex kind of anxiety for our families.\"\u003c/p>\n\u003cp>She uses her visits with parents to talk through their concerns — about students taking off masks to eat lunch, or crowding on the school bus. Then she works with families and their school to try to find a solution.\u003c/p>\n\u003cp>Elizalde says building trust begins with one-on-one relationships and organic, unscripted conversations. She understands some families may not be ready to send children back — but with no remote learning option, Austin schools \u003cem>need \u003c/em>students in their classrooms. In Texas, state funding for schools is tied, in part, to attendance. Poor attendance could lead to less money, Elizalde says, and that could lead to layoffs.\u003c/p>\n\u003cp>\"A rock and a hard place doesn't even begin to describe how I feel.\"\u003c/p>\n\u003ch3>Summer programs lay the groundwork for the fall\u003c/h3>\n\u003cp>Teffannie J. Hale's two daughters are the third generation of her family to enroll in Cleveland public schools. This summer, Hale is one of 19 parent ambassadors the district hired to act as liaisons between schools and families.\u003c/p>\n\u003cp>As an ambassador, she spends time talking to parents at the district's summer programs, answering their questions about summer learning and the new school year. Three days a week, she also fields phone calls from parents and caregivers.\u003c/p>\n\u003cp>She says when families ask about the safety of in-person programs, she tells them about the school secretary who requires everyone to practice social distancing and wear a mask.\u003c/p>\n\u003cp>\"That first encounter with her makes me feel safe,\" Hale tells families.\u003c/p>\n\u003cp>Tracy Hill, the executive director of family and community engagement at Cleveland Metropolitan Schools, says she hopes these conversations lay the groundwork for caregivers to feel more comfortable sending kids back to classrooms in the fall.\u003c/p>\n\u003cp>\"We do have families and students who are still a little hesitant about returning back to the in-person experience,\" Hill says. \"These ambassadors ... are connecting with them and sharing their stories and relaying [to the district] whatever feelings of apprehension they might have.\"\u003c/p>\n\u003cp>District leaders in Portland, Ore., are taking a similar approach. Jonathan Garcia, chief of staff for the city's public schools, says summer programs offer students and families a chance to \"dip their toes into the unknown.\"\u003c/p>\n\u003cp>This year, the district asked local community groups to host day camps to help families ease into in-person learning.\u003c/p>\n\u003cp>\"When families are able to see the people they know coming back to the in-person normal, you start to build that sense of 'We got this. We're moving forward together,' \" Garcia explains.\u003c/p>\n\u003cp>Hale, in Cleveland, says she understands why families might hesitate to send their children into classrooms. Her fiancé was hospitalized with COVID-19 earlier this year, and she says remote learning made her feel like she had control over her daughters' safety. But she knew her children needed to have a normal life again. In June, she decided to send her oldest, 10-year-old London, back to her school's campus for a summer program.\u003c/p>\n\u003cp>\"I try to shield my kids, but I don't believe that we're designed to be in isolation,\" Hale says.\u003c/p>\n\u003cp>One big reason Hale felt comfortable sending her daughter back was because she trusted her school district. She says Cleveland schools regularly communicated with families throughout the pandemic, through social media, mail and voice calls.\u003c/p>\n\u003cp>\"Because of the level of communication,\" Hale says, \"I'm choosing to keep my kids in-person [in the fall].\"\u003c/p>\n\u003cfigure id=\"attachment_58213\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58213\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/20210712-npr-districts-work-to-gain-trust-012_slide-bc840cc9791b9474b96e99284b84575f51d1f1b0-1-scaled-e1627400984637.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Healy sits with her 13-year-old son, Lucas, in their Brooklyn backyard while he receives remote instruction. \u003ccite>(Laylah Amatullah Barrayn for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>In-person public school versus remote private school\u003c/h3>\n\u003cp>Back in New York, Healy says communication was one way her district fell short, adding uncertainty and frustration to an already challenging year.\u003c/p>\n\u003cp>Healy is still weighing where to send Lucas this fall. She's collecting enrollment pamphlets from private schools that, unlike New York City public schools, are offering a remote option.\u003c/p>\n\u003cp>She says she's holding out hope that the city will change its mind about remote learning before the school year begins. If it doesn't? \"I very well see myself pulling my child out of public schools.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Sneha Dey is an intern on NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Some+Districts+Are+Trying+To+Get+Anxious+Families+Back+Into+School+Buildings&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Paullette Healy isn't sure yet where her 13-year-old son, Lucas, will go to school this fall.\u003c/p>\n\u003cp>She lives in Brooklyn, New York, and says New York City school buildings are in \"disarray,\" with overcrowded classrooms and windows that barely open. She worries about classroom ventilation and social distancing.\u003c/p>\n\u003cp>The city has announced it will \u003ca href=\"https://www.npr.org/2021/05/24/999825807/new-york-city-schools-will-fully-reopen-with-no-remote-option-this-fall\">not offer a remote learning option\u003c/a> in the coming school year. In a statement to NPR, a NYC schools spokesperson said the district's buildings are \"some of the safest places to be during the pandemic,\" adding that classroom ventilation systems are fully operational.\u003c/p>\n\u003cp>But Healy isn't convinced.\u003c/p>\n\u003cp>\"It serves no purpose for [the district] to tell us that the schools are safe when we have lost parents and families to COVID during this time,\" she explains. \"To be forced to send your child into a building that you know is not safe — that feels like a death sentence.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Healy and her family, the back-to-school season comes at the end of a year marked by grief. Last August, Lucas lost his great-aunt to COVID-19 — she was the first of several family members to die from the disease.\u003c/p>\n\u003cp>Lucas is fully vaccinated, but just the thought of sending her son to in-person classes raises Healy's stress levels.\u003c/p>\n\u003cp>\"Whenever we hear of another friend or another family member who has contracted COVID, it's kind of a coldness that goes across us all,\" Healy explains.\u003c/p>\n\u003cfigure id=\"attachment_58211\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58211\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/20210712-npr-districts-work-to-gain-trust-026_slide-fa2719eacd88298e8f2fbb36b2693469b0577743-1-scaled-e1627400608510.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Paullette Healy holds a memorial photo of her aunt MaryAnne Doyle, who died from COVID-19 in August 2020. \u003ccite>(Laylah Amatullah Barrayn for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This summer, parents across the country are weighing whether to send their children back to in-person school. Some are anxious about old ventilation systems and how well schools will enforce social distancing. Many parents of younger students are concerned because their children can't be vaccinated yet.\u003c/p>\n\u003cp>School leaders, meanwhile, are desperate to get students back. They're worried those who stay home will miss out on important social-emotional and academic development. In some states, low, in-person enrollment can also put a school's funding at risk.\u003c/p>\n\u003cp>Now, some districts are getting creative to try to win back the trust of hesitant families like Healy's.\u003c/p>\n\u003ch3>A Texas superintendent goes knocking on doors\u003c/h3>\n\u003cp>In Texas, for example, Stephanie Elizalde, head of the Austin Independent School District, has been \u003ca href=\"https://www.kut.org/education/2021-07-01/austin-isd-lost-thousands-of-students-during-the-pandemic-its-going-door-to-door-to-bring-them-back\">going door-to-door this summer\u003c/a>, trying to get residents with school-aged children to register for fall in-person classes.\u003c/p>\n\u003cp>When parents ask what school is going to look like in the fall, Elizalde says she shows them video clips on her phone of the classroom set-up. \"We're able to actually show parents, and have the conversation right then and there,\" she explains.\u003c/p>\n\u003cp>Austin ISD will not offer families a remote option this fall, after Texas lawmakers \u003ca href=\"https://www.kut.org/education/2021-06-04/a-bill-that-could-have-funded-virtual-learning-died-in-the-texas-legislature-now-school-districts-are-weighing-their-options\">failed to pass a bill\u003c/a> that would have funded virtual instruction. Texas has also \u003ca href=\"https://www.npr.org/2021/05/18/997990835/no-masks-are-required-at-most-texas-state-facilities-anymore\">banned mask mandates\u003c/a>, including in public schools. That means Elizalde can't require masks in classrooms, which she says has increased anxiety among some parents — and she respects those concerns.\u003c/p>\n\u003cp>\"The first thing is to acknowledge that while we will always do our very, very best, we also cannot take this lightly and just say, 'Oh don't worry, everything is going to be just fine,' \" she explains.\u003c/p>\n\u003cp>Over the past year, the nation's Black and Latino communities have seen some of the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8248751/\">highest rates\u003c/a> of COVID-19 infection. And a \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1393-1.html\">new survey\u003c/a> from the RAND Corporation found Black and Latino families are also more hesitant to send their children back to in-person school.\u003c/p>\n\u003cp>Those numbers are in line with what Elizalde has seen in her district. Fifty-five percent of Austin ISD students are Latino, and she says many of their parents are worried about the possibility of children exposing older relatives to the virus.\u003c/p>\n\u003cp>\"We tend to be multi-generational in our homes,\" explains Elizalde, who is herself Latina. \"It's a very complex kind of anxiety for our families.\"\u003c/p>\n\u003cp>She uses her visits with parents to talk through their concerns — about students taking off masks to eat lunch, or crowding on the school bus. Then she works with families and their school to try to find a solution.\u003c/p>\n\u003cp>Elizalde says building trust begins with one-on-one relationships and organic, unscripted conversations. She understands some families may not be ready to send children back — but with no remote learning option, Austin schools \u003cem>need \u003c/em>students in their classrooms. In Texas, state funding for schools is tied, in part, to attendance. Poor attendance could lead to less money, Elizalde says, and that could lead to layoffs.\u003c/p>\n\u003cp>\"A rock and a hard place doesn't even begin to describe how I feel.\"\u003c/p>\n\u003ch3>Summer programs lay the groundwork for the fall\u003c/h3>\n\u003cp>Teffannie J. Hale's two daughters are the third generation of her family to enroll in Cleveland public schools. This summer, Hale is one of 19 parent ambassadors the district hired to act as liaisons between schools and families.\u003c/p>\n\u003cp>As an ambassador, she spends time talking to parents at the district's summer programs, answering their questions about summer learning and the new school year. Three days a week, she also fields phone calls from parents and caregivers.\u003c/p>\n\u003cp>She says when families ask about the safety of in-person programs, she tells them about the school secretary who requires everyone to practice social distancing and wear a mask.\u003c/p>\n\u003cp>\"That first encounter with her makes me feel safe,\" Hale tells families.\u003c/p>\n\u003cp>Tracy Hill, the executive director of family and community engagement at Cleveland Metropolitan Schools, says she hopes these conversations lay the groundwork for caregivers to feel more comfortable sending kids back to classrooms in the fall.\u003c/p>\n\u003cp>\"We do have families and students who are still a little hesitant about returning back to the in-person experience,\" Hill says. \"These ambassadors ... are connecting with them and sharing their stories and relaying [to the district] whatever feelings of apprehension they might have.\"\u003c/p>\n\u003cp>District leaders in Portland, Ore., are taking a similar approach. Jonathan Garcia, chief of staff for the city's public schools, says summer programs offer students and families a chance to \"dip their toes into the unknown.\"\u003c/p>\n\u003cp>This year, the district asked local community groups to host day camps to help families ease into in-person learning.\u003c/p>\n\u003cp>\"When families are able to see the people they know coming back to the in-person normal, you start to build that sense of 'We got this. We're moving forward together,' \" Garcia explains.\u003c/p>\n\u003cp>Hale, in Cleveland, says she understands why families might hesitate to send their children into classrooms. Her fiancé was hospitalized with COVID-19 earlier this year, and she says remote learning made her feel like she had control over her daughters' safety. But she knew her children needed to have a normal life again. In June, she decided to send her oldest, 10-year-old London, back to her school's campus for a summer program.\u003c/p>\n\u003cp>\"I try to shield my kids, but I don't believe that we're designed to be in isolation,\" Hale says.\u003c/p>\n\u003cp>One big reason Hale felt comfortable sending her daughter back was because she trusted her school district. She says Cleveland schools regularly communicated with families throughout the pandemic, through social media, mail and voice calls.\u003c/p>\n\u003cp>\"Because of the level of communication,\" Hale says, \"I'm choosing to keep my kids in-person [in the fall].\"\u003c/p>\n\u003cfigure id=\"attachment_58213\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58213\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/20210712-npr-districts-work-to-gain-trust-012_slide-bc840cc9791b9474b96e99284b84575f51d1f1b0-1-scaled-e1627400984637.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Healy sits with her 13-year-old son, Lucas, in their Brooklyn backyard while he receives remote instruction. \u003ccite>(Laylah Amatullah Barrayn for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>In-person public school versus remote private school\u003c/h3>\n\u003cp>Back in New York, Healy says communication was one way her district fell short, adding uncertainty and frustration to an already challenging year.\u003c/p>\n\u003cp>Healy is still weighing where to send Lucas this fall. She's collecting enrollment pamphlets from private schools that, unlike New York City public schools, are offering a remote option.\u003c/p>\n\u003cp>She says she's holding out hope that the city will change its mind about remote learning before the school year begins. If it doesn't? \"I very well see myself pulling my child out of public schools.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Sneha Dey is an intern on NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Some+Districts+Are+Trying+To+Get+Anxious+Families+Back+Into+School+Buildings&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Kindergarten Enrollment Fell Last Year. Now Schools Wonder How Many Kids Are Coming",
"title": "Kindergarten Enrollment Fell Last Year. Now Schools Wonder How Many Kids Are Coming",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Elia Garrison was already considering holding her son Dominic back from starting kindergarten before the pandemic hit in 2020.\u003c/p>\n\u003cp>Coronavirus, she says, cemented that choice.\u003c/p>\n\u003cp>Dominic is the fifth of six children, and Garrison, a blogger in Perkasie, Pa., watched how tumultuous classes were for her older ones when the pandemic started. \"I didn't want Dominic to have that experience with kindergarten, because kindergarten is such an important year for them,\" she says.\u003c/p>\n\u003cp>On top of that, Dominic already had a speech delay. \"If they had to wear masks, would his speech be even more delayed?\" she wondered. Learning online might present other issues, too.\u003c/p>\n\u003cp>So she enrolled him in a local pre-K, where she says he's spent the year learning his colors and numbers and playing with kids his age. He'll start kindergarten at the end of August.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Garrison's family is one of many around the country who kept their kids out of school last year.\u003c/p>\n\u003cp>Public school enrollment dipped across the board, \u003ca href=\"https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021122REV\">preliminary federal data \u003c/a>shows, and the youngest grades saw the largest changes. Kindergarten enrollment fell 9%, and pre-K enrollment fell 22%.\u003c/p>\n\u003cp>Now, schools are preparing for a year of unknowns: Should they brace for a surge if those students show up in large numbers? \"Are we expecting those kids to return this fall? And if so, what is that going to do to this next cohort?\" asks Beth Tarasawa, executive vice president of research at the education nonprofit NWEA.\u003c/p>\n\u003cp>It's not exactly clear where all those students went: Some would-be kindergarteners, such as Dominic, stayed in pre-K. Others were home-schooled. (\u003ca href=\"https://www.census.gov/library/stories/2021/03/homeschooling-on-the-rise-during-covid-19-pandemic.html#:~:text=By%20fall%2C%2011.1%25%20of%20households,30%2DOct.&text=That%20change%20represents%20an%20increase,compared%20to%20the%20prior%20year\">According to census data\u003c/a>, home-schooling doubled in popularity between the start of the pandemic and fall 2020.) Some children went to private school, and lots of kids didn't have much structured learning at all.\u003c/p>\n\u003cp>Early data suggests that in many places, the reasoning behind these choices depended on the resources available to families. In multiple states, for example, \u003ca href=\"https://edpolicy.umich.edu/files/EPI-UI-Covid%20Synthesis%20Brief%20June%202021.pdf\">preschool enrollment drops were highest\u003c/a> among families with lower incomes.\u003c/p>\n\u003cp>And so, as they ramp up for the coming school year, districts are watching out for a possible boost in enrollment, but many say it's too soon to tell if that will happen. In Portland, Ore., for example, where numbers dipped last year, officials say early enrollment is higher than average, though the actual numbers won't be available until the fall. In Indianapolis, officials report preliminary numbers aren't significantly higher than a normal school year.\u003c/p>\n\u003cp>The same goes for Nashville, Tenn., where Brittany Larsen is a kindergarten teacher. She says kids always enter kindergarten with a range of skills. Experts predict that this year, that range will be even wider. (In the states where kindergarten isn't mandatory, Tarasawa notes, these patterns could play out in first grade, too.)\u003c/p>\n\u003cp>Asking students to write their own name, Larsen says, can be a litmus test for the experience they're bringing to school. \"That tells me their fine motor [skills], that tells me their letter ID recognition. ... Sometimes you ask them to write their name and they write their whole name or they write a sentence, or they draw themselves,\" she says.\u003c/p>\n\u003cp>She and her colleagues are also planning to focus heavily on social-emotional learning after such a turbulent year.\u003c/p>\n\u003cp>She's picked out books to help her 5- and 6-year-olds sort out the complicated feelings they might have about coming to school. Students didn't get much read-aloud time last year, but it's important, she says, to teach them how to sit on the carpet, how to be good listeners and how to start making connections with literature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Larsen says she noticed that when her students finally came to school in person last year, that they lacked some of the social skills they might have picked up in a normal school year: \"We had to focus a lot more on those soft skills ... like communicating with their peers, tattling vs. telling, how to advocate for yourself, how to stand up for yourself.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kindergarten+Enrollment+Fell+Last+Year.+Now+Schools+Wonder+How+Many+Kids+Are+Coming&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Elia Garrison was already considering holding her son Dominic back from starting kindergarten before the pandemic hit in 2020.\u003c/p>\n\u003cp>Coronavirus, she says, cemented that choice.\u003c/p>\n\u003cp>Dominic is the fifth of six children, and Garrison, a blogger in Perkasie, Pa., watched how tumultuous classes were for her older ones when the pandemic started. \"I didn't want Dominic to have that experience with kindergarten, because kindergarten is such an important year for them,\" she says.\u003c/p>\n\u003cp>On top of that, Dominic already had a speech delay. \"If they had to wear masks, would his speech be even more delayed?\" she wondered. Learning online might present other issues, too.\u003c/p>\n\u003cp>So she enrolled him in a local pre-K, where she says he's spent the year learning his colors and numbers and playing with kids his age. He'll start kindergarten at the end of August.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Garrison's family is one of many around the country who kept their kids out of school last year.\u003c/p>\n\u003cp>Public school enrollment dipped across the board, \u003ca href=\"https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021122REV\">preliminary federal data \u003c/a>shows, and the youngest grades saw the largest changes. Kindergarten enrollment fell 9%, and pre-K enrollment fell 22%.\u003c/p>\n\u003cp>Now, schools are preparing for a year of unknowns: Should they brace for a surge if those students show up in large numbers? \"Are we expecting those kids to return this fall? And if so, what is that going to do to this next cohort?\" asks Beth Tarasawa, executive vice president of research at the education nonprofit NWEA.\u003c/p>\n\u003cp>It's not exactly clear where all those students went: Some would-be kindergarteners, such as Dominic, stayed in pre-K. Others were home-schooled. (\u003ca href=\"https://www.census.gov/library/stories/2021/03/homeschooling-on-the-rise-during-covid-19-pandemic.html#:~:text=By%20fall%2C%2011.1%25%20of%20households,30%2DOct.&text=That%20change%20represents%20an%20increase,compared%20to%20the%20prior%20year\">According to census data\u003c/a>, home-schooling doubled in popularity between the start of the pandemic and fall 2020.) Some children went to private school, and lots of kids didn't have much structured learning at all.\u003c/p>\n\u003cp>Early data suggests that in many places, the reasoning behind these choices depended on the resources available to families. In multiple states, for example, \u003ca href=\"https://edpolicy.umich.edu/files/EPI-UI-Covid%20Synthesis%20Brief%20June%202021.pdf\">preschool enrollment drops were highest\u003c/a> among families with lower incomes.\u003c/p>\n\u003cp>And so, as they ramp up for the coming school year, districts are watching out for a possible boost in enrollment, but many say it's too soon to tell if that will happen. In Portland, Ore., for example, where numbers dipped last year, officials say early enrollment is higher than average, though the actual numbers won't be available until the fall. In Indianapolis, officials report preliminary numbers aren't significantly higher than a normal school year.\u003c/p>\n\u003cp>The same goes for Nashville, Tenn., where Brittany Larsen is a kindergarten teacher. She says kids always enter kindergarten with a range of skills. Experts predict that this year, that range will be even wider. (In the states where kindergarten isn't mandatory, Tarasawa notes, these patterns could play out in first grade, too.)\u003c/p>\n\u003cp>Asking students to write their own name, Larsen says, can be a litmus test for the experience they're bringing to school. \"That tells me their fine motor [skills], that tells me their letter ID recognition. ... Sometimes you ask them to write their name and they write their whole name or they write a sentence, or they draw themselves,\" she says.\u003c/p>\n\u003cp>She and her colleagues are also planning to focus heavily on social-emotional learning after such a turbulent year.\u003c/p>\n\u003cp>She's picked out books to help her 5- and 6-year-olds sort out the complicated feelings they might have about coming to school. Students didn't get much read-aloud time last year, but it's important, she says, to teach them how to sit on the carpet, how to be good listeners and how to start making connections with literature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Larsen says she noticed that when her students finally came to school in person last year, that they lacked some of the social skills they might have picked up in a normal school year: \"We had to focus a lot more on those soft skills ... like communicating with their peers, tattling vs. telling, how to advocate for yourself, how to stand up for yourself.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kindergarten+Enrollment+Fell+Last+Year.+Now+Schools+Wonder+How+Many+Kids+Are+Coming&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The American Academy of Pediatrics released \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/\">updated guidance\u003c/a> for schools Monday, recommending that all students over 2 years old, along with staff, wear masks, regardless of whether they have been vaccinated against COVID-19.\u003c/p>\n\u003cp>The new AAP guidance comes less than two weeks after the Centers for Disease Control and Prevention updated its own\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/k-12-guidance.html#mask-use\"> recommendations\u003c/a>, calling for indoor mask-wearing for unvaccinated students ages 2 and up, as well as staff. (Children under 12 are not yet eligible for vaccination.) The CDC notes, however, that schools might find universal masking necessary in areas with low vaccination rates, increasing community transmission or a number of other factors.\u003c/p>\n\u003cp>Both sets of guidance focus on getting students back into classrooms.\u003c/p>\n\u003cp>\"Given what we know about low rates of in-school transmission when proper prevention measures are used, together with the availability of effective vaccines for those age 12 years and up,\" the AAP says, \"the benefits of in-person school outweigh the risks in almost all circumstances.\"\u003c/p>\n\u003cp>Despite these recommendations, many schools won't be able to require masks for the coming school year. \u003ca href=\"https://ed.sc.gov/newsroom/school-district-memoranda-archive/proviso-1-108-guidance-and-face-coverings-on-school-buses-update/proviso-1-108-guidance-and-face-coverings-on-school-buses-update-memo/\">South Carolina\u003c/a>, for example, has prohibited districts from mandating masks for students or staff. In \u003ca href=\"https://gov.texas.gov/uploads/files/press/EO-GA-36_prohibition_on_mandating_face_coverings_response_to_COVID-19_disaster_IMAGE_05-18-2021.pdf\">Texas\u003c/a>, districts can't require anyone, including parents and other visitors, to wear masks. Meanwhile, other states are requiring the opposite: In \u003ca href=\"https://www.doh.wa.gov/Portals/1/Documents/1600/coronavirus/820-105-K12Schools2021-2022.pdf\">Washington\u003c/a>, schools \u003cem>must \u003c/em>mandate masks or face coverings indoors regardless of vaccination status.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In its guidance, the AAP says it recommends universal masking because enforcing masking only for unvaccinated students, as well as tracking the vaccination status of students and staff, might be difficult for schools to do. The organization also notes that mask-wearing protects unvaccinated individuals and could reduce transmission of other respiratory illnesses that tend to keep students and staff home sick. The guidance provides exceptions for students and staff with developmental or medical conditions that make mask-wearing difficult.\u003c/p>\n\u003cp>The AAP's guidelines note that all eligible individuals should get vaccinated and that \"it may become necessary for schools to collect COVID-19 vaccine information of staff and students and for schools to require COVID-19 vaccination for in-person learning.\"\u003c/p>\n\u003cp>As of Sunday, 38% of 16- to 17-year-olds were fully vaccinated, \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#vaccinations-cases-trends\">according to CDC data\u003c/a>, and 26% of 12- to 15-year-olds were.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The AAP's recommendations come as COVID-19 cases rise across the U.S. in what the \u003ca href=\"https://www.npr.org/2021/07/16/1017002907/u-s-covid-deaths-are-rising-again-experts-call-it-a-pandemic-of-the-unvaccinated\">head of the CDC has called\u003c/a> a \"pandemic of the unvaccinated.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Everyone+Should+Wear+A+Mask+In+Schools%2C+Vaccinated+Or+Not%2C+U.S.+Pediatricians+Say&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The American Academy of Pediatrics released \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/\">updated guidance\u003c/a> for schools Monday, recommending that all students over 2 years old, along with staff, wear masks, regardless of whether they have been vaccinated against COVID-19.\u003c/p>\n\u003cp>The new AAP guidance comes less than two weeks after the Centers for Disease Control and Prevention updated its own\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/k-12-guidance.html#mask-use\"> recommendations\u003c/a>, calling for indoor mask-wearing for unvaccinated students ages 2 and up, as well as staff. (Children under 12 are not yet eligible for vaccination.) The CDC notes, however, that schools might find universal masking necessary in areas with low vaccination rates, increasing community transmission or a number of other factors.\u003c/p>\n\u003cp>Both sets of guidance focus on getting students back into classrooms.\u003c/p>\n\u003cp>\"Given what we know about low rates of in-school transmission when proper prevention measures are used, together with the availability of effective vaccines for those age 12 years and up,\" the AAP says, \"the benefits of in-person school outweigh the risks in almost all circumstances.\"\u003c/p>\n\u003cp>Despite these recommendations, many schools won't be able to require masks for the coming school year. \u003ca href=\"https://ed.sc.gov/newsroom/school-district-memoranda-archive/proviso-1-108-guidance-and-face-coverings-on-school-buses-update/proviso-1-108-guidance-and-face-coverings-on-school-buses-update-memo/\">South Carolina\u003c/a>, for example, has prohibited districts from mandating masks for students or staff. In \u003ca href=\"https://gov.texas.gov/uploads/files/press/EO-GA-36_prohibition_on_mandating_face_coverings_response_to_COVID-19_disaster_IMAGE_05-18-2021.pdf\">Texas\u003c/a>, districts can't require anyone, including parents and other visitors, to wear masks. Meanwhile, other states are requiring the opposite: In \u003ca href=\"https://www.doh.wa.gov/Portals/1/Documents/1600/coronavirus/820-105-K12Schools2021-2022.pdf\">Washington\u003c/a>, schools \u003cem>must \u003c/em>mandate masks or face coverings indoors regardless of vaccination status.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>This story is a part of \u003ca href=\"https://protect-us.mimecast.com/s/cIoTCJ6PLruB21yEfVdAAD?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Dawn Lineberry, a sixth grade math teacher at Jackson Middle School in Guilford County, North Carolina, noticed that some of her students were struggling with long division.\u003c/p>\n\u003cp>Principal Angela McNeill of Eastern Guilford Middle School said that students had lost ground in multiplication, division and problem solving.\u003c/p>\n\u003cp>And Shayla Savage, a middle school principal, said that when her students returned to in-person learning this spring, she noticed differences beyond just their math and reading progress compared to previous years.\u003c/p>\n\u003cp>“We go to PE now and they can barely run a lap,” she said. “Even with the physical aspect of school, the learning loss is real all across the board.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thousands of American students were able to return to class in person during the last weeks of spring, after a year of remote or hybrid learning. When the kids showed up, educators could see even more clearly how uneven their learning has been during the pandemic.\u003c/p>\n\u003cp>Last year, researchers at NWEA, an independent nonprofit assessment company, published an analysis of \u003ca href=\"https://www.nwea.org/content/uploads/2020/11/Collaborative-brief-Learning-during-COVID-19.NOV2020.pdf\">data from the autumn 2020 MAP Growth tests\u003c/a> of more than 4 million public school students. They found that students’ reading scores were mainly on track compared to the previous year, but their math scores were five to 10 percentage points lower on average.\u003c/p>\n\u003cp>“Frankly, students didn’t lose anything, they just never had the opportunity to learn it,” said Allison Socol, an assistant director at The Education Trust, a nonprofit education research and advocacy organization. “When given the opportunity, then they will succeed. And so we always talk about it as ‘unfinished learning.’ ”\u003c/p>\n\u003cp>Now, as schools launch summer programs and plan for the fall, they’re left with a tremendous responsibility (and a windfall of federal money) to try to fill in the gaps for students who have spent a year trying to learn through a computer screen.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/the-simple-intervention-that-could-lift-kids-out-of-covid-slide/\">\u003cstrong>The simple intervention that could lift kids out of ‘Covid slide’\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Researchers and educators are considering various methods to fill these gaps, including small-group instruction, extended school hours and summer programs. But, while the results of research on what might work to catch kids up is not always clear-cut, many education experts point to tutoring as a tried-and-true method.\u003c/p>\n\u003cp>One-to-one and small group tutoring are “by far the most effective things we have that are practical to use in schools that scale,” said Robert Slavin, an education researcher and director at the Johns Hopkins Center for Research and Reform in Education, in an interview \u003ca href=\"https://hechingerreport.org/proof-points-robert-slavin-championed-the-use-of-scientific-evidence-to-figure-out-what-works-in-education/\">before his death this spring\u003c/a>. “We compared tutoring to summer school, after school, extended day, technology and other things. And it’s [a] night and day difference.”\u003c/p>\n\u003cp>Guilford County Schools turned to tutors early in the pandemic to confront unfinished learning. The district, with 126 schools (including two virtual academies) and nearly 70,000 K-12 students, created an ambitious districtwide tutoring program using a combination of graduate, undergraduate and high school students to serve as math tutors. Now, over the next few months, the district hopes to expand their program to include English language arts and other subject areas and plans to continue it for at least the next several years.\u003c/p>\n\u003cp>“What we know is that learning loss is going to look different from student to student,” said Dr. Whitney Oakley, the chief academic officer for the district. “And that it’s not something we’re going to make up in a summer or in a year. It’s a long road of recovery.”\u003c/p>\n\u003cp>Devanhi, 12, recently finished sixth grade at Jackson Middle School in the Guilford County district. She lives in Greensboro, North Carolina, with her two parents and two younger siblings.\u003c/p>\n\u003cp>She learned remotely either full time or part time for more than a year. Although math is one of her favorite subjects, she found some parts of her coursework challenging when she was learning online. For example, she had trouble finding the area of a triangle and other math involving shapes.\u003c/p>\n\u003cp>Devanhi got an email this spring asking if she wanted to sign up for tutoring, and she quickly replied.\u003c/p>\n\u003cp>“I’d just get frustrated because I’m just like, OK, I don’t get this problem,” Devanhi said. “But then with my tutor, Natalia, she would help me with breaking it down and helping me, actually being there.”\u003c/p>\n\u003cp>Devanhi said that her math teacher, Ms. Lineberry, often asked how her tutoring was going.\u003c/p>\n\u003cp>“She saw how much I improved in math with the shapes and stuff,” said Devanhi. “She would ask a question, and I would be the first one to raise my hand.”\u003c/p>\n\u003cp>Research suggests that intensive tutoring is one of the most effective ways for kids to catch up on learning. A \u003ca href=\"https://www.nber.org/papers/w22130\">Harvard study from 2016\u003c/a> sorted through almost 200 well-designed experiments in improving education, and found that frequent one-to-one tutoring with research-proven instruction was especially effective in increasing the learning rates of low-performing students. But less frequent tutoring, such as having sessions once a week, was not. A \u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">2020 review of nearly 100 tutoring programs\u003c/a> found that intensive tutoring was particularly helpful in reading during the early elementary years, and most effective in math for slightly older children. And another study found that intensive tutoring had major positive impacts on math \u003ca href=\"https://www.nber.org/system/files/working_papers/w28531/w28531.pdf\">gains\u003c/a> among high school students.\u003c/p>\n\u003cp>“Research is emerging that says, if you can provide a high-quality but achievable level of support … you can start to get them accelerating learning,” said David Rosenberg, a partner at Education Resource Strategies, an education nonprofit that assists school districts. “So systems are really trying to figure out, ‘How do we do that?’ ”\u003c/p>\n\u003cp>“The biggest bang for your buck is tutoring. It’s a little hard to map out an exact perfect scenario, but ensure that those kids have a tutor, ideally, a certified and experienced teacher, and if not, someone who’s getting a lot of training and support, and that those tutors are meeting with those kids from day one of the school year, if not before, to help them catch up,” said Socol.\u003c/p>\n\u003cp>Rosenberg and others are quick to point out, however, that the other conditions that must go along with that kind of tutoring, like a good curriculum, tailored instruction and teacher support, are crucial.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\">\u003cstrong>Takeaways from research on tutoring to address coronavirus learning loss\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Guilford County Schools started recruiting their first tutors from local colleges and universities in September 2020 and got them started with the students by November. They focused on recruiting engineering, math and education majors from local schools, including historically Black colleges and universities (HBCUs).\u003c/p>\n\u003cp>“A&T State University graduates more Black engineers than any other HBCU in the world,” said Oakley. “We are about 70 percent Black and brown in our district, and so it’s very powerful to have tutors serving students who look like them.”\u003c/p>\n\u003cp>The district decided to focus on math because “research has shown that middle school and high school math ... that’s where the greatest learning loss has been,” said Dr. Faith Freeman, the director of STEM at Guilford County Schools, and the head of their tutoring initiative. “Kids were falling behind in math before the pandemic. It’s just gotten worse.”\u003c/p>\n\u003cp>The first group of tutors was placed in Title I middle schools, in which low-income families make up at least 40 percent of enrollment. The district prioritized students who were English language learners, students with disabilities, students with a history of chronic absenteeism and students who were struggling in coursework before the pandemic.\u003c/p>\n\u003cp>On average, Guilford students in the tutoring program received two hours of tutoring each week.\u003c/p>\n\u003cp>In January, the district expanded the tutoring program by hiring high-achieving high school students to work with the middle school students. Guilford administrators did not disclose their total budget for the program, but it is funded through \u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">federal\u003c/a> ESSER legislation passed earlier this year to address the impact of Covid-19 in schools. When the district started their program in 2020, they were able to use Title I funding because they focused on Title I schools. Over the course of the 2020-21 school year, 15 graduate students worked up to 20 hours a week, with some earning $14.70 per hour and others nearly $20,000 per semester. The district also had 35 undergraduates, paid $14.70 an hour, and about 140 high school students, paid $10 an hour.\u003c/p>\n\u003cp>In February, students at Eastern Guilford Middle School took a test, created by NWEA and used by schools across the country, to see where their learning gaps were.\u003c/p>\n\u003cp>“They took it again in April,” said Principal McNeill. “That showed teachers exactly where students need the most help, because it was able to pinpoint down to skill and standard. So teachers were able to diagnose what was going on with that student in order to prescribe what is needed to make this student more successful and to address those learning gaps.”\u003c/p>\n\u003cp>After the tutoring, 12-year-old Devanhi said, “I don’t really second-guess myself a lot like I did before. And that’s something that I’ve noticed about myself, because I remember I used to second-guess myself a lot with math or with other subjects. I got more confident with my answers.”\u003c/p>\n\u003cp>Although there have been early positive signs from Guilford’s tutoring program, historically, not all tutoring efforts have been successful. After the No Child Left Behind law was first passed in 2001, schools got extra money to tutor struggling students, but several\u003ca href=\"http://www.schoolsmatter.info/2007/06/latest-on-tutoring-fraud.html?m=1\"> frauds and fiascos\u003c/a>\u003cu> led to concerns about \u003c/u>\u003ca href=\"https://www.nytimes.com/2005/04/04/education/a-lucrative-brand-of-tutoring-grows-unchecked.html\">lax oversight\u003c/a>. There were disappointments in other years, too. A 2018 report about a randomized control trial of math tutoring for fourth through eighth grade students in \u003ca href=\"https://www.arnoldventures.org/stories/a-randomized-controlled-trial-of-minnesota-math-corps-a-tutoring-program-for-4th-8th-grade-students-who-are-struggling-in-math\">Minnesota found no significant effect on state test scores.\u003c/a>\u003c/p>\n\u003cp>Alexis Obimma, 17, recently finished her junior year at Dudley High School in Guilford County. She took an AP statistics class and also worked about 12 to 15 hours a week at the restaurant chain Papa John’s. She plans to one day go to medical school.\u003c/p>\n\u003cp>Obimma said that she returned to school in person this spring, but found that she preferred learning online, so finished up the school year online.\u003c/p>\n\u003cp>Her mom got an email from her high school last December asking if any students were interested in becoming math tutors. When Obimma found out that her ninth grade math teacher was running the program, she applied and was accepted to work as a tutor. She had three students: two sixth graders and a seventh grader.\u003c/p>\n\u003cp>“I love math. I always was good at math. So it’s easy for me to show them how to do it, show them my way,” said Obimma. “And they usually understand it more easily.”\u003c/p>\n\u003cp>She spent about two hours a week with each student one-on-one, over the course of two different tutoring sessions, usually during evenings or weekends. One student is studying surface area and three-digit multiplication. Another is studying inequalities.\u003c/p>\n\u003cp>“What I found easy about it is, when you get to know them, it’s really easier to communicate with the student,” Obimma said. “You’re able to have one-on-one sessions, able to talk about what you like about math, what you don’t like about math, so you can make it interesting for them.”\u003c/p>\n\u003cp>Koen VonSeggen, 17, just finished his junior year at Page High School. He was in honors precalculus and tutored math through Guilford’s tutoring program. His previous jobs included lifeguarding and working yard service during the summers.\u003c/p>\n\u003cp>VonSeggen said he did well in his own remote learning studies and described himself as someone who’s “never really struggled with procrastination.” Though he didn’t describe his junior year as easy, he said he got all A’s in his fourth quarter, and added that AP psychology kept him interested.\u003c/p>\n\u003cp>He started tutoring four students in April: two seventh grade girls and two eighth grade boys.\u003c/p>\n\u003cp>Like other tutors, he debriefed with his students’ teacher at the beginning and end of each week.\u003c/p>\n\u003cp>“It’s usually like, ‘They did good, everything is all well.’ Or, if a student has a problem, such as, like, isn’t understanding the material as well, I can like, talk to [the students’ teacher] Ms. Magee and say, ‘Hey, you know, so and so might have had a problem with this math problem. So if you see them struggling in your class, maybe they might need to go a little bit slower.’\u003c/p>\n\u003cp>“It doesn’t usually come to that,” he added.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cstrong>Research evidence increases for intensive tutoring\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Both Obimma and VonSeggen tutored remotely, but some tutors have come back into the classroom along with the students. Dawn Lineberry, the sixth grade math teacher, has a tutor who does both remote and in-person tutoring four days a week.\u003c/p>\n\u003cp>“I couldn’t have asked for a better person. The kids see her as a teacher,” said Lineberry. “They don’t see her as, you know, as an assistant, they don’t see her as just a tutor. It’s somebody that they know they can trust and get their education from.”\u003c/p>\n\u003cp>Guilford educators think of the tutoring program as a long-term endeavor for a pandemic that created long-term learning impacts. Administrators hope to triple their current number of trained tutors to serve more students and plan to hire 500 more tutors within the next year with federal funding that will last through 2024.\u003c/p>\n\u003cp>Some administrators have noticed a difference already.\u003c/p>\n\u003cp>Freeman said that some math teachers have told her that the performance of students who are in tutoring has increased significantly. Principal McNeill said that a teacher told her that students who had been working with tutors for several weeks scored higher on their NWEA math assessments.\u003c/p>\n\u003cp>“You know, we haven’t been doing this for that long, right? So I think that we’ll really see even greater growth, not just I think toward the end of the school year, but also the summer and going into this fall,” said Freeman.\u003c/p>\n\u003cp>One tutor, Kingsley Esezobor, 38, is a graduate student in computational data science and engineering at North Carolina A&T State University. He’s been working with “about 15” students. He says three just need to be reminded about what they already know, three are really struggling, and the rest fall somewhere in the middle — they understand a concept after about two sessions, after which they can solve those questions by themselves.\u003c/p>\n\u003cp>“Out of the 15 students that I have, I can say confidently that I saw improvements in about 10 students after working with them week on week,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up/\">unfinished learning\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is a part of \u003ca href=\"https://protect-us.mimecast.com/s/cIoTCJ6PLruB21yEfVdAAD?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Dawn Lineberry, a sixth grade math teacher at Jackson Middle School in Guilford County, North Carolina, noticed that some of her students were struggling with long division.\u003c/p>\n\u003cp>Principal Angela McNeill of Eastern Guilford Middle School said that students had lost ground in multiplication, division and problem solving.\u003c/p>\n\u003cp>And Shayla Savage, a middle school principal, said that when her students returned to in-person learning this spring, she noticed differences beyond just their math and reading progress compared to previous years.\u003c/p>\n\u003cp>“We go to PE now and they can barely run a lap,” she said. “Even with the physical aspect of school, the learning loss is real all across the board.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thousands of American students were able to return to class in person during the last weeks of spring, after a year of remote or hybrid learning. When the kids showed up, educators could see even more clearly how uneven their learning has been during the pandemic.\u003c/p>\n\u003cp>Last year, researchers at NWEA, an independent nonprofit assessment company, published an analysis of \u003ca href=\"https://www.nwea.org/content/uploads/2020/11/Collaborative-brief-Learning-during-COVID-19.NOV2020.pdf\">data from the autumn 2020 MAP Growth tests\u003c/a> of more than 4 million public school students. They found that students’ reading scores were mainly on track compared to the previous year, but their math scores were five to 10 percentage points lower on average.\u003c/p>\n\u003cp>“Frankly, students didn’t lose anything, they just never had the opportunity to learn it,” said Allison Socol, an assistant director at The Education Trust, a nonprofit education research and advocacy organization. “When given the opportunity, then they will succeed. And so we always talk about it as ‘unfinished learning.’ ”\u003c/p>\n\u003cp>Now, as schools launch summer programs and plan for the fall, they’re left with a tremendous responsibility (and a windfall of federal money) to try to fill in the gaps for students who have spent a year trying to learn through a computer screen.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/the-simple-intervention-that-could-lift-kids-out-of-covid-slide/\">\u003cstrong>The simple intervention that could lift kids out of ‘Covid slide’\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Researchers and educators are considering various methods to fill these gaps, including small-group instruction, extended school hours and summer programs. But, while the results of research on what might work to catch kids up is not always clear-cut, many education experts point to tutoring as a tried-and-true method.\u003c/p>\n\u003cp>One-to-one and small group tutoring are “by far the most effective things we have that are practical to use in schools that scale,” said Robert Slavin, an education researcher and director at the Johns Hopkins Center for Research and Reform in Education, in an interview \u003ca href=\"https://hechingerreport.org/proof-points-robert-slavin-championed-the-use-of-scientific-evidence-to-figure-out-what-works-in-education/\">before his death this spring\u003c/a>. “We compared tutoring to summer school, after school, extended day, technology and other things. And it’s [a] night and day difference.”\u003c/p>\n\u003cp>Guilford County Schools turned to tutors early in the pandemic to confront unfinished learning. The district, with 126 schools (including two virtual academies) and nearly 70,000 K-12 students, created an ambitious districtwide tutoring program using a combination of graduate, undergraduate and high school students to serve as math tutors. Now, over the next few months, the district hopes to expand their program to include English language arts and other subject areas and plans to continue it for at least the next several years.\u003c/p>\n\u003cp>“What we know is that learning loss is going to look different from student to student,” said Dr. Whitney Oakley, the chief academic officer for the district. “And that it’s not something we’re going to make up in a summer or in a year. It’s a long road of recovery.”\u003c/p>\n\u003cp>Devanhi, 12, recently finished sixth grade at Jackson Middle School in the Guilford County district. She lives in Greensboro, North Carolina, with her two parents and two younger siblings.\u003c/p>\n\u003cp>She learned remotely either full time or part time for more than a year. Although math is one of her favorite subjects, she found some parts of her coursework challenging when she was learning online. For example, she had trouble finding the area of a triangle and other math involving shapes.\u003c/p>\n\u003cp>Devanhi got an email this spring asking if she wanted to sign up for tutoring, and she quickly replied.\u003c/p>\n\u003cp>“I’d just get frustrated because I’m just like, OK, I don’t get this problem,” Devanhi said. “But then with my tutor, Natalia, she would help me with breaking it down and helping me, actually being there.”\u003c/p>\n\u003cp>Devanhi said that her math teacher, Ms. Lineberry, often asked how her tutoring was going.\u003c/p>\n\u003cp>“She saw how much I improved in math with the shapes and stuff,” said Devanhi. “She would ask a question, and I would be the first one to raise my hand.”\u003c/p>\n\u003cp>Research suggests that intensive tutoring is one of the most effective ways for kids to catch up on learning. A \u003ca href=\"https://www.nber.org/papers/w22130\">Harvard study from 2016\u003c/a> sorted through almost 200 well-designed experiments in improving education, and found that frequent one-to-one tutoring with research-proven instruction was especially effective in increasing the learning rates of low-performing students. But less frequent tutoring, such as having sessions once a week, was not. A \u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">2020 review of nearly 100 tutoring programs\u003c/a> found that intensive tutoring was particularly helpful in reading during the early elementary years, and most effective in math for slightly older children. And another study found that intensive tutoring had major positive impacts on math \u003ca href=\"https://www.nber.org/system/files/working_papers/w28531/w28531.pdf\">gains\u003c/a> among high school students.\u003c/p>\n\u003cp>“Research is emerging that says, if you can provide a high-quality but achievable level of support … you can start to get them accelerating learning,” said David Rosenberg, a partner at Education Resource Strategies, an education nonprofit that assists school districts. “So systems are really trying to figure out, ‘How do we do that?’ ”\u003c/p>\n\u003cp>“The biggest bang for your buck is tutoring. It’s a little hard to map out an exact perfect scenario, but ensure that those kids have a tutor, ideally, a certified and experienced teacher, and if not, someone who’s getting a lot of training and support, and that those tutors are meeting with those kids from day one of the school year, if not before, to help them catch up,” said Socol.\u003c/p>\n\u003cp>Rosenberg and others are quick to point out, however, that the other conditions that must go along with that kind of tutoring, like a good curriculum, tailored instruction and teacher support, are crucial.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\">\u003cstrong>Takeaways from research on tutoring to address coronavirus learning loss\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Guilford County Schools started recruiting their first tutors from local colleges and universities in September 2020 and got them started with the students by November. They focused on recruiting engineering, math and education majors from local schools, including historically Black colleges and universities (HBCUs).\u003c/p>\n\u003cp>“A&T State University graduates more Black engineers than any other HBCU in the world,” said Oakley. “We are about 70 percent Black and brown in our district, and so it’s very powerful to have tutors serving students who look like them.”\u003c/p>\n\u003cp>The district decided to focus on math because “research has shown that middle school and high school math ... that’s where the greatest learning loss has been,” said Dr. Faith Freeman, the director of STEM at Guilford County Schools, and the head of their tutoring initiative. “Kids were falling behind in math before the pandemic. It’s just gotten worse.”\u003c/p>\n\u003cp>The first group of tutors was placed in Title I middle schools, in which low-income families make up at least 40 percent of enrollment. The district prioritized students who were English language learners, students with disabilities, students with a history of chronic absenteeism and students who were struggling in coursework before the pandemic.\u003c/p>\n\u003cp>On average, Guilford students in the tutoring program received two hours of tutoring each week.\u003c/p>\n\u003cp>In January, the district expanded the tutoring program by hiring high-achieving high school students to work with the middle school students. Guilford administrators did not disclose their total budget for the program, but it is funded through \u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">federal\u003c/a> ESSER legislation passed earlier this year to address the impact of Covid-19 in schools. When the district started their program in 2020, they were able to use Title I funding because they focused on Title I schools. Over the course of the 2020-21 school year, 15 graduate students worked up to 20 hours a week, with some earning $14.70 per hour and others nearly $20,000 per semester. The district also had 35 undergraduates, paid $14.70 an hour, and about 140 high school students, paid $10 an hour.\u003c/p>\n\u003cp>In February, students at Eastern Guilford Middle School took a test, created by NWEA and used by schools across the country, to see where their learning gaps were.\u003c/p>\n\u003cp>“They took it again in April,” said Principal McNeill. “That showed teachers exactly where students need the most help, because it was able to pinpoint down to skill and standard. So teachers were able to diagnose what was going on with that student in order to prescribe what is needed to make this student more successful and to address those learning gaps.”\u003c/p>\n\u003cp>After the tutoring, 12-year-old Devanhi said, “I don’t really second-guess myself a lot like I did before. And that’s something that I’ve noticed about myself, because I remember I used to second-guess myself a lot with math or with other subjects. I got more confident with my answers.”\u003c/p>\n\u003cp>Although there have been early positive signs from Guilford’s tutoring program, historically, not all tutoring efforts have been successful. After the No Child Left Behind law was first passed in 2001, schools got extra money to tutor struggling students, but several\u003ca href=\"http://www.schoolsmatter.info/2007/06/latest-on-tutoring-fraud.html?m=1\"> frauds and fiascos\u003c/a>\u003cu> led to concerns about \u003c/u>\u003ca href=\"https://www.nytimes.com/2005/04/04/education/a-lucrative-brand-of-tutoring-grows-unchecked.html\">lax oversight\u003c/a>. There were disappointments in other years, too. A 2018 report about a randomized control trial of math tutoring for fourth through eighth grade students in \u003ca href=\"https://www.arnoldventures.org/stories/a-randomized-controlled-trial-of-minnesota-math-corps-a-tutoring-program-for-4th-8th-grade-students-who-are-struggling-in-math\">Minnesota found no significant effect on state test scores.\u003c/a>\u003c/p>\n\u003cp>Alexis Obimma, 17, recently finished her junior year at Dudley High School in Guilford County. She took an AP statistics class and also worked about 12 to 15 hours a week at the restaurant chain Papa John’s. She plans to one day go to medical school.\u003c/p>\n\u003cp>Obimma said that she returned to school in person this spring, but found that she preferred learning online, so finished up the school year online.\u003c/p>\n\u003cp>Her mom got an email from her high school last December asking if any students were interested in becoming math tutors. When Obimma found out that her ninth grade math teacher was running the program, she applied and was accepted to work as a tutor. She had three students: two sixth graders and a seventh grader.\u003c/p>\n\u003cp>“I love math. I always was good at math. So it’s easy for me to show them how to do it, show them my way,” said Obimma. “And they usually understand it more easily.”\u003c/p>\n\u003cp>She spent about two hours a week with each student one-on-one, over the course of two different tutoring sessions, usually during evenings or weekends. One student is studying surface area and three-digit multiplication. Another is studying inequalities.\u003c/p>\n\u003cp>“What I found easy about it is, when you get to know them, it’s really easier to communicate with the student,” Obimma said. “You’re able to have one-on-one sessions, able to talk about what you like about math, what you don’t like about math, so you can make it interesting for them.”\u003c/p>\n\u003cp>Koen VonSeggen, 17, just finished his junior year at Page High School. He was in honors precalculus and tutored math through Guilford’s tutoring program. His previous jobs included lifeguarding and working yard service during the summers.\u003c/p>\n\u003cp>VonSeggen said he did well in his own remote learning studies and described himself as someone who’s “never really struggled with procrastination.” Though he didn’t describe his junior year as easy, he said he got all A’s in his fourth quarter, and added that AP psychology kept him interested.\u003c/p>\n\u003cp>He started tutoring four students in April: two seventh grade girls and two eighth grade boys.\u003c/p>\n\u003cp>Like other tutors, he debriefed with his students’ teacher at the beginning and end of each week.\u003c/p>\n\u003cp>“It’s usually like, ‘They did good, everything is all well.’ Or, if a student has a problem, such as, like, isn’t understanding the material as well, I can like, talk to [the students’ teacher] Ms. Magee and say, ‘Hey, you know, so and so might have had a problem with this math problem. So if you see them struggling in your class, maybe they might need to go a little bit slower.’\u003c/p>\n\u003cp>“It doesn’t usually come to that,” he added.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cstrong>Research evidence increases for intensive tutoring\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Both Obimma and VonSeggen tutored remotely, but some tutors have come back into the classroom along with the students. Dawn Lineberry, the sixth grade math teacher, has a tutor who does both remote and in-person tutoring four days a week.\u003c/p>\n\u003cp>“I couldn’t have asked for a better person. The kids see her as a teacher,” said Lineberry. “They don’t see her as, you know, as an assistant, they don’t see her as just a tutor. It’s somebody that they know they can trust and get their education from.”\u003c/p>\n\u003cp>Guilford educators think of the tutoring program as a long-term endeavor for a pandemic that created long-term learning impacts. Administrators hope to triple their current number of trained tutors to serve more students and plan to hire 500 more tutors within the next year with federal funding that will last through 2024.\u003c/p>\n\u003cp>Some administrators have noticed a difference already.\u003c/p>\n\u003cp>Freeman said that some math teachers have told her that the performance of students who are in tutoring has increased significantly. Principal McNeill said that a teacher told her that students who had been working with tutors for several weeks scored higher on their NWEA math assessments.\u003c/p>\n\u003cp>“You know, we haven’t been doing this for that long, right? So I think that we’ll really see even greater growth, not just I think toward the end of the school year, but also the summer and going into this fall,” said Freeman.\u003c/p>\n\u003cp>One tutor, Kingsley Esezobor, 38, is a graduate student in computational data science and engineering at North Carolina A&T State University. He’s been working with “about 15” students. He says three just need to be reminded about what they already know, three are really struggling, and the rest fall somewhere in the middle — they understand a concept after about two sessions, after which they can solve those questions by themselves.\u003c/p>\n\u003cp>“Out of the 15 students that I have, I can say confidently that I saw improvements in about 10 students after working with them week on week,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up/\">unfinished learning\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Help Students Succeed in Algebra 1 This Year",
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"content": "\u003cp>\u003cem>This story is a part of \u003ca href=\"https://hechingerreport.org/lessons-learned/\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Ishmael Brown Jr. is a stickler for notes when he teaches algebra I to ninth graders at Spring Valley High School in Columbia, South Carolina. After he gives students a problem, he typically walks around and watches how they’re solving it; he wants to see their reasoning with the answer. Not so this year: As of May, only about a sixth of his students were in person and the rest online.\u003c/p>\n\u003cp>With so many web tools out there that solve math problems, it’s easy for Brown’s online students to find a shortcut to answers and the calculations that go with them. So he has no idea if they’re learning.\u003c/p>\n\u003cp>Connecting with kids has been a struggle, too. Brown’s virtual students aren’t required to turn on their cameras, so he can’t tell whether they’re paying attention. Few speak up. In person, his classes are fun, and the students engaged: “I relate whatever it is that we're doing to something closer to real life,” he said.\u003c/p>\n\u003cp>The effects are showing up in test scores. In his intermediate algebra class — the second semester of algebra I — 30 percent of his students are passing tests, compared with close to 70 percent in previous years. “I really don’t think that they’re growing,” said Brown, who’s also president of the National Tutoring Association. “I think this is a lost school year for most kids.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Similar stories are coming in from all over the country. Educators and school leaders are scrambling to figure out how to regain ground next year in a course that often makes or breaks students’ life chances.\u003c/p>\n\u003cp>Later, math is what most often keeps students from graduating from college, experts say. Only half of students who take college algebra score C or higher in the course, a 2015 \u003ca href=\"https://www.maa.org/sites/default/files/pdf/CommonVisionFinal.pdf\">report\u003c/a> by the Mathematical Association of America noted. Math courses are “the most significant barrier to degree completion in both STEM and non-STEM fields,” the authors concluded.\u003c/p>\n\u003cp>That means algebra I is also the class that decides whether students get jobs involving science, technology, engineering or math. “Algebra I is the air you breathe to be in STEM,” said Nathan Levenson, a former CEO of a crane-manufacturing company and later a school superintendent in Massachusetts.\u003c/p>\n\u003cp>For many students it’s been a lonely year, and algebra is tougher to learn while peering at a screen, say teachers and researchers.\u003c/p>\n\u003cfigure id=\"attachment_58093\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58093 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. introduces a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>(Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School leaders and teachers are puzzling through a tough equation: how to keep students who missed out on a lot of algebra I content moving through grade-level math next year, usually geometry. Teaching experts say that will mean slowing down to fill in knowledge gaps —detouring from lesson plans, adding extra periods for tutoring, and more. Schools will need to put in “quality time this fall understanding what kids know and what they're able to do” and then building on that, says Michael Steele, a professor of mathematics education at the University of Wisconsin-Milwaukee.\u003c/p>\n\u003cp>At Jackson City School in Kentucky, teacher Jeffrey Coots has had about two-thirds of his algebra I students online all year. Even some of his strongest math students from prior years have struggled to stay motivated working virtually and have gotten behind. He doesn’t know what’s happening at home, and connections are often spotty — the district is located in Breathitt County, one of the nation’s poorest.\u003c/p>\n\u003cp>“It’s really hard essentially losing a student who you know has just great things ahead of them,” he said. “I’m very worried. I think of math like Legos — you can't build a house if you don't have that first foundation.”\u003c/p>\n\u003cp>Keeping kids connected is just one problem. Teachers don’t get enough training to begin with and certainly haven’t been trained to teach math remotely, said Mark Goldstein, vice president of curriculum and instruction at the nonprofit Center for Mathematics and Teaching. So teachers have been learning new software platforms on the go. In a group of 30 students in an online platform, they can’t watch everyone and check their students’ body language as in the classroom, he said. Breakout rooms are even harder to monitor.\u003c/p>\n\u003cp>And often teachers haven’t had time to cover anything in depth. Heuvelton Central School in northwestern New York State used a hybrid schedule for middle school and high school most of the year: two groups of students on alternating schedules are in person two days a week each. The other three days they’re on their own to do homework. With only two days a week to present new material, algebra I teacher Eliza Pierce has had to skim — the class isn’t diving into the really hard problems, she said. When her students hit geometry next year in 10th grade, they’re going to be “shellshocked” if they have to move at the same pace as in past years, she said.\u003c/p>\n\u003cfigure id=\"attachment_58092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58092 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-6-scaled-e1626127090945.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Algebra teacher Eliza Pierce reviews polynomial equations with her in-person and remote students in preparation for end-of-year tests at Heuvelton Central School in northwestern New York State. \u003ccite>(Jesse Coburn)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students, too, have been struggling with all the new software, said Veronica Tenesaca, a tutor with Saga Education, which matches tutors with traditionally underserved students. She reels off the names of four new apps her students have had to learn for their algebra courses.\u003c/p>\n\u003cp>Even students who have done well working virtually don’t love online learning. Zyonne Reid, a 15-year-old at J.P. Taravella High School in Florida, hasn’t wanted to speak up in her large algebra I class that meets on Microsoft Teams. “Since it’s online, teachers don’t notice you’re struggling,” she said. “And you don’t want to take up the other people’s time by asking a question.”\u003c/p>\n\u003cp>Hafez Elachkar, 14, goes to Dearborn High School in Michigan. He hated math in previous years but likes his algebra I teacher, who relates what the class is learning to real life, and he’s using some of his algebra to help out in his father’s shoe business. But few students participate or ask questions, he said. When they break out into group work, no one talks except him. He’d never trade in-person math for the online version, he said.\u003c/p>\n\u003cp>Urban school districts like his were most likely to be fully online this year. Almost 80 percent of city districts planned to start last fall fully remote, versus 34 percent in the suburbs and 13 percent in rural areas, according to an August 2020 report by the University of Washington’s Center on Reinventing Public Education.\u003c/p>\n\u003cp>Organizations that tutor students in low-income districts see achievement indicators flashing red. Peer Power, a Memphis nonprofit that matches tutors with students in eight area public schools, started 16 years ago with a laser focus on algebra I after a local principal noticed that students who failed the course ended up dropping out of high school.\u003c/p>\n\u003cp>This year, the group is watching students flounder in algebra despite its help, according to Chris Xa, vice president of the Peer Power Institute at the University of Memphis, which supports Peer Power’s research, funding and training of tutors. He said that by the third quarter of a normal academic year, 50 to 65 percent of kids matched with tutors are getting A’s and B’s in algebra I. This year it’s only 30 percent. UPchieve, a nonprofit that pairs low-income students with free tutors through an online platform, says students have requested 14 times more tutoring sessions in algebra I or II this year than last year.\u003c/p>\n\u003cfigure id=\"attachment_58094\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58094 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. works through a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>( Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Districts are scrambling to figure out what to do for the students who have gotten behind. “I think that’s the whole problem: What are we going to do?” said Paul Green, superintendent of the Jackson Independent School District. He’s loath to fail students who have lost ground. But he said there’s no way they've gotten the skills to move to higher math. One alternative in his state is repeating the class: In April the Kentucky governor signed a \u003ca href=\"https://education.ky.gov/districts/Documents/SB%20128%20Guidance.pdf\">law\u003c/a> that lets students retake courses from the current academic year in 2021-22.\u003c/p>\n\u003cp>It’s not clear that will help — research has \u003ca href=\"https://hechingerreport.org/california-study-finds-harm-repeating-algebra-questions-whether-benefits-anyone/\">shown\u003c/a> that having students repeat algebra I doesn’t raise performance.\u003c/p>\n\u003cp>There’s another way, say math teaching experts. Steele, who studies high school policies and practices related to algebra I, is advising teachers to slow down this fall — a strategy that, confusingly, the U.S. Department of Education and others have labeled “accelerated learning.” It involves schools’ putting extra time into figuring out which concepts kids missed and revisiting those, all the while keeping them at grade-level math.\u003c/p>\n\u003cp>Steele points to a task teachers could use in next year’s 10th grade geometry class. Students are asked to fold two standard 8.5-by-11-inch pieces of paper to create two rectangular prisms, one taller and thinner, the other shorter and fatter. They fill each with popcorn and soon learn the prisms hold different amounts. (The exercise is from the book “Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12,” published by the National Council of Teachers of Mathematics.)\u003c/p>\n\u003cp>The students are then asked to use algebraic formulas for determining volume — which they would have covered in middle school math and algebra I — to explain why. Steele likes the problem because it gives teachers the chance to review algebra concepts. A report last June from the Council of the Great City Schools, a coalition of large urban school systems, recommended similar strategies.\u003c/p>\n\u003cp>Mykea Young has used that just-in-time approach with students in her ninth grade algebra I class all year. She teaches at Forest Park High School outside Atlanta, and her students have been online five days a week. One day in February, she launched into an exercise in which students were to graph linear equations. A minute or so in, the lesson foundered — students didn’t remember quadrants, X-axes and Y-axes, concepts that were covered in their middle school math. She dropped her lesson plan, instead pulling up an online graphing tool that let them refresh their skills. “I have to think on my feet,” she said.\u003c/p>\n\u003cp>Tonya Clarke, K-12 math coordinator for the Clayton County school district where Forest Park High is located, said having teachers fill knowledge gaps like that quickly, as they arise — while keeping kids at grade-level math — is central to the district’s strategy for getting students back on track next year.\u003c/p>\n\u003cp>Levenson has mapped out changes in scheduling and personnel to fill those learning gaps. Now a senior adviser at District Management Group, a consulting firm helping school district leaders, he worked with the Louisiana Department of Education on a \u003ca href=\"https://www.louisianabelieves.com/docs/default-source/academics/staffing-and-scheduling-guidance.pdf\">plan\u003c/a> for this fall that involves keeping students at grade-level instruction by building catch-up classes right into the regular school day.\u003c/p>\n\u003cp>If teachers in a regular class period spot kids having trouble creating equations, those students will be grouped into a catch-up period later in the day in which a strong math teacher gives them help with that skill. Those extra periods could also include tutoring. (A study \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">released\u003c/a> in March found that students who received a period of “high-dosage tutoring” — meaning every day or almost every day — learned two to three times as much math as their peers.)\u003c/p>\n\u003cp>That plan will cost money because it likely means hiring highly qualified teachers to deliver the extra catch-up periods, said Levenson. Those dollars are on the way: The federal American Rescue Plan signed into law in March gives states additional millions to reopen schools and requires districts to devote at least 20 percent of what they get to addressing learning losses.\u003c/p>\n\u003cp>Slowing down high school math might be just what’s needed now, say some experts. Starting in the early 1990s, schools and parents pushed ever more eighth graders to take algebra I. But studies of district policies requiring eighth grade algebra show they didn’t improve, and often hurt, student achievement in math.\u003c/p>\n\u003cp>One goal of that early-algebra trend was to get more kids through calculus and onto a STEM degree track. That’s because in the traditional setup, three yearlong courses are required between algebra I and calculus, so getting to calculus by senior year means finishing algebra I by eighth grade. But the pandemic has accelerated a trend away from that rigid model, said Steele: More schools are allowing kids to mix and match math classes later in high school, like taking algebra II and precalculus in the same year.*\u003c/p>\n\u003cp>Giving kids extra tools next year could boost grades and confidence. At J.P. Taravella High School in Florida, Reid struggled with polynomial equations in a class several weeks ago, but got help the next day in a Saga tutoring session that is built into her regular school schedule. How does she feel about doing polynomials now? “I don’t feel great about it, but I know I can do it,” she said.\u003c/p>\n\u003cp>“Figuring out challenging things makes you feel better,” she added. “It makes you feel invincible.”\u003c/p>\n\u003cp>\u003cem>*This story has been corrected to note that more schools are allowing students to take algebra II and precalculus in the same year.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about algebra was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Algebra 1 carries a lot consequences – making the difference between a STEM career and dropping out of high school – and this year the warning signs are everywhere that students have fallen behind. ",
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"description": "Algebra 1 carries a lot consequences – making the difference between a STEM career and dropping out of high school – and this year the warning signs are everywhere that students have fallen behind. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is a part of \u003ca href=\"https://hechingerreport.org/lessons-learned/\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Ishmael Brown Jr. is a stickler for notes when he teaches algebra I to ninth graders at Spring Valley High School in Columbia, South Carolina. After he gives students a problem, he typically walks around and watches how they’re solving it; he wants to see their reasoning with the answer. Not so this year: As of May, only about a sixth of his students were in person and the rest online.\u003c/p>\n\u003cp>With so many web tools out there that solve math problems, it’s easy for Brown’s online students to find a shortcut to answers and the calculations that go with them. So he has no idea if they’re learning.\u003c/p>\n\u003cp>Connecting with kids has been a struggle, too. Brown’s virtual students aren’t required to turn on their cameras, so he can’t tell whether they’re paying attention. Few speak up. In person, his classes are fun, and the students engaged: “I relate whatever it is that we're doing to something closer to real life,” he said.\u003c/p>\n\u003cp>The effects are showing up in test scores. In his intermediate algebra class — the second semester of algebra I — 30 percent of his students are passing tests, compared with close to 70 percent in previous years. “I really don’t think that they’re growing,” said Brown, who’s also president of the National Tutoring Association. “I think this is a lost school year for most kids.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Similar stories are coming in from all over the country. Educators and school leaders are scrambling to figure out how to regain ground next year in a course that often makes or breaks students’ life chances.\u003c/p>\n\u003cp>Later, math is what most often keeps students from graduating from college, experts say. Only half of students who take college algebra score C or higher in the course, a 2015 \u003ca href=\"https://www.maa.org/sites/default/files/pdf/CommonVisionFinal.pdf\">report\u003c/a> by the Mathematical Association of America noted. Math courses are “the most significant barrier to degree completion in both STEM and non-STEM fields,” the authors concluded.\u003c/p>\n\u003cp>That means algebra I is also the class that decides whether students get jobs involving science, technology, engineering or math. “Algebra I is the air you breathe to be in STEM,” said Nathan Levenson, a former CEO of a crane-manufacturing company and later a school superintendent in Massachusetts.\u003c/p>\n\u003cp>For many students it’s been a lonely year, and algebra is tougher to learn while peering at a screen, say teachers and researchers.\u003c/p>\n\u003cfigure id=\"attachment_58093\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58093 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. introduces a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>(Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School leaders and teachers are puzzling through a tough equation: how to keep students who missed out on a lot of algebra I content moving through grade-level math next year, usually geometry. Teaching experts say that will mean slowing down to fill in knowledge gaps —detouring from lesson plans, adding extra periods for tutoring, and more. Schools will need to put in “quality time this fall understanding what kids know and what they're able to do” and then building on that, says Michael Steele, a professor of mathematics education at the University of Wisconsin-Milwaukee.\u003c/p>\n\u003cp>At Jackson City School in Kentucky, teacher Jeffrey Coots has had about two-thirds of his algebra I students online all year. Even some of his strongest math students from prior years have struggled to stay motivated working virtually and have gotten behind. He doesn’t know what’s happening at home, and connections are often spotty — the district is located in Breathitt County, one of the nation’s poorest.\u003c/p>\n\u003cp>“It’s really hard essentially losing a student who you know has just great things ahead of them,” he said. “I’m very worried. I think of math like Legos — you can't build a house if you don't have that first foundation.”\u003c/p>\n\u003cp>Keeping kids connected is just one problem. Teachers don’t get enough training to begin with and certainly haven’t been trained to teach math remotely, said Mark Goldstein, vice president of curriculum and instruction at the nonprofit Center for Mathematics and Teaching. So teachers have been learning new software platforms on the go. In a group of 30 students in an online platform, they can’t watch everyone and check their students’ body language as in the classroom, he said. Breakout rooms are even harder to monitor.\u003c/p>\n\u003cp>And often teachers haven’t had time to cover anything in depth. Heuvelton Central School in northwestern New York State used a hybrid schedule for middle school and high school most of the year: two groups of students on alternating schedules are in person two days a week each. The other three days they’re on their own to do homework. With only two days a week to present new material, algebra I teacher Eliza Pierce has had to skim — the class isn’t diving into the really hard problems, she said. When her students hit geometry next year in 10th grade, they’re going to be “shellshocked” if they have to move at the same pace as in past years, she said.\u003c/p>\n\u003cfigure id=\"attachment_58092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58092 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-6-scaled-e1626127090945.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Algebra teacher Eliza Pierce reviews polynomial equations with her in-person and remote students in preparation for end-of-year tests at Heuvelton Central School in northwestern New York State. \u003ccite>(Jesse Coburn)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students, too, have been struggling with all the new software, said Veronica Tenesaca, a tutor with Saga Education, which matches tutors with traditionally underserved students. She reels off the names of four new apps her students have had to learn for their algebra courses.\u003c/p>\n\u003cp>Even students who have done well working virtually don’t love online learning. Zyonne Reid, a 15-year-old at J.P. Taravella High School in Florida, hasn’t wanted to speak up in her large algebra I class that meets on Microsoft Teams. “Since it’s online, teachers don’t notice you’re struggling,” she said. “And you don’t want to take up the other people’s time by asking a question.”\u003c/p>\n\u003cp>Hafez Elachkar, 14, goes to Dearborn High School in Michigan. He hated math in previous years but likes his algebra I teacher, who relates what the class is learning to real life, and he’s using some of his algebra to help out in his father’s shoe business. But few students participate or ask questions, he said. When they break out into group work, no one talks except him. He’d never trade in-person math for the online version, he said.\u003c/p>\n\u003cp>Urban school districts like his were most likely to be fully online this year. Almost 80 percent of city districts planned to start last fall fully remote, versus 34 percent in the suburbs and 13 percent in rural areas, according to an August 2020 report by the University of Washington’s Center on Reinventing Public Education.\u003c/p>\n\u003cp>Organizations that tutor students in low-income districts see achievement indicators flashing red. Peer Power, a Memphis nonprofit that matches tutors with students in eight area public schools, started 16 years ago with a laser focus on algebra I after a local principal noticed that students who failed the course ended up dropping out of high school.\u003c/p>\n\u003cp>This year, the group is watching students flounder in algebra despite its help, according to Chris Xa, vice president of the Peer Power Institute at the University of Memphis, which supports Peer Power’s research, funding and training of tutors. He said that by the third quarter of a normal academic year, 50 to 65 percent of kids matched with tutors are getting A’s and B’s in algebra I. This year it’s only 30 percent. UPchieve, a nonprofit that pairs low-income students with free tutors through an online platform, says students have requested 14 times more tutoring sessions in algebra I or II this year than last year.\u003c/p>\n\u003cfigure id=\"attachment_58094\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58094 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. works through a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>( Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Districts are scrambling to figure out what to do for the students who have gotten behind. “I think that’s the whole problem: What are we going to do?” said Paul Green, superintendent of the Jackson Independent School District. He’s loath to fail students who have lost ground. But he said there’s no way they've gotten the skills to move to higher math. One alternative in his state is repeating the class: In April the Kentucky governor signed a \u003ca href=\"https://education.ky.gov/districts/Documents/SB%20128%20Guidance.pdf\">law\u003c/a> that lets students retake courses from the current academic year in 2021-22.\u003c/p>\n\u003cp>It’s not clear that will help — research has \u003ca href=\"https://hechingerreport.org/california-study-finds-harm-repeating-algebra-questions-whether-benefits-anyone/\">shown\u003c/a> that having students repeat algebra I doesn’t raise performance.\u003c/p>\n\u003cp>There’s another way, say math teaching experts. Steele, who studies high school policies and practices related to algebra I, is advising teachers to slow down this fall — a strategy that, confusingly, the U.S. Department of Education and others have labeled “accelerated learning.” It involves schools’ putting extra time into figuring out which concepts kids missed and revisiting those, all the while keeping them at grade-level math.\u003c/p>\n\u003cp>Steele points to a task teachers could use in next year’s 10th grade geometry class. Students are asked to fold two standard 8.5-by-11-inch pieces of paper to create two rectangular prisms, one taller and thinner, the other shorter and fatter. They fill each with popcorn and soon learn the prisms hold different amounts. (The exercise is from the book “Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12,” published by the National Council of Teachers of Mathematics.)\u003c/p>\n\u003cp>The students are then asked to use algebraic formulas for determining volume — which they would have covered in middle school math and algebra I — to explain why. Steele likes the problem because it gives teachers the chance to review algebra concepts. A report last June from the Council of the Great City Schools, a coalition of large urban school systems, recommended similar strategies.\u003c/p>\n\u003cp>Mykea Young has used that just-in-time approach with students in her ninth grade algebra I class all year. She teaches at Forest Park High School outside Atlanta, and her students have been online five days a week. One day in February, she launched into an exercise in which students were to graph linear equations. A minute or so in, the lesson foundered — students didn’t remember quadrants, X-axes and Y-axes, concepts that were covered in their middle school math. She dropped her lesson plan, instead pulling up an online graphing tool that let them refresh their skills. “I have to think on my feet,” she said.\u003c/p>\n\u003cp>Tonya Clarke, K-12 math coordinator for the Clayton County school district where Forest Park High is located, said having teachers fill knowledge gaps like that quickly, as they arise — while keeping kids at grade-level math — is central to the district’s strategy for getting students back on track next year.\u003c/p>\n\u003cp>Levenson has mapped out changes in scheduling and personnel to fill those learning gaps. Now a senior adviser at District Management Group, a consulting firm helping school district leaders, he worked with the Louisiana Department of Education on a \u003ca href=\"https://www.louisianabelieves.com/docs/default-source/academics/staffing-and-scheduling-guidance.pdf\">plan\u003c/a> for this fall that involves keeping students at grade-level instruction by building catch-up classes right into the regular school day.\u003c/p>\n\u003cp>If teachers in a regular class period spot kids having trouble creating equations, those students will be grouped into a catch-up period later in the day in which a strong math teacher gives them help with that skill. Those extra periods could also include tutoring. (A study \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">released\u003c/a> in March found that students who received a period of “high-dosage tutoring” — meaning every day or almost every day — learned two to three times as much math as their peers.)\u003c/p>\n\u003cp>That plan will cost money because it likely means hiring highly qualified teachers to deliver the extra catch-up periods, said Levenson. Those dollars are on the way: The federal American Rescue Plan signed into law in March gives states additional millions to reopen schools and requires districts to devote at least 20 percent of what they get to addressing learning losses.\u003c/p>\n\u003cp>Slowing down high school math might be just what’s needed now, say some experts. Starting in the early 1990s, schools and parents pushed ever more eighth graders to take algebra I. But studies of district policies requiring eighth grade algebra show they didn’t improve, and often hurt, student achievement in math.\u003c/p>\n\u003cp>One goal of that early-algebra trend was to get more kids through calculus and onto a STEM degree track. That’s because in the traditional setup, three yearlong courses are required between algebra I and calculus, so getting to calculus by senior year means finishing algebra I by eighth grade. But the pandemic has accelerated a trend away from that rigid model, said Steele: More schools are allowing kids to mix and match math classes later in high school, like taking algebra II and precalculus in the same year.*\u003c/p>\n\u003cp>Giving kids extra tools next year could boost grades and confidence. At J.P. Taravella High School in Florida, Reid struggled with polynomial equations in a class several weeks ago, but got help the next day in a Saga tutoring session that is built into her regular school schedule. How does she feel about doing polynomials now? “I don’t feel great about it, but I know I can do it,” she said.\u003c/p>\n\u003cp>“Figuring out challenging things makes you feel better,” she added. “It makes you feel invincible.”\u003c/p>\n\u003cp>\u003cem>*This story has been corrected to note that more schools are allowing students to take algebra II and precalculus in the same year.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about algebra was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "‘Don’t go back to the old normal’: Opportunities for Adolescent Learning Revealed by COVID-19 ",
"headTitle": "‘Don’t go back to the old normal’: Opportunities for Adolescent Learning Revealed by COVID-19 | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Long before the COVID-19 shutdown forced schools to launch remote learning, the nonprofit Challenge Success tracked student wellness, using the findings to encourage schools and families to rethink what constitutes “success” for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the early months of the pandemic shutdown, some students and families experienced silver linings alongside COVID-19’s many challenges. Those included more time with family, and in some cases, more sleep for students learning from home. Some districts adopted policies \u003c/span>\u003ca href=\"https://www.latimes.com/california/story/2020-04-13/no-fail-school-grades-during-coronavirus\">\u003cspan style=\"font-weight: 400;\">prohibiting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Fs on spring report cards.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But, once fall 2020 rolled around, a lot of the grace given to everyone in the spring evaporated, and class mostly got back to normal but online. Even though many students weren’t showing up for school online, standardized tests resumed. Students were back to feeling stress, which was more elevated for girls and students of color, according to a fall Challenge Success/NBC News \u003c/span>\u003ca href=\"https://www.challengesuccess.org/kids-under-pressure-student-well-being-and-engagement-during-the-pandemic/\">\u003cspan style=\"font-weight: 400;\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There was a real increase reported in student-related stress,” said Challenge Success co-founder Denise Pope at the Education Writers Association’s 2021 National Seminar. “Parent expectations can be a protective factor; it can be a positive thing in a kid’s life, but if [students] don’t feel like they can meet the expectations, that’s where you can run into some problems.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The pressure for high-academic achievement has sometimes come at the expense of students’ well-being. Despite extensive research on the benefits of adequate \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54248/three-things-overscheduled-kids-need-more-of-in-their-lives\">\u003cspan style=\"font-weight: 400;\">sleep, downtime and strong relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, the march to academic success often stretches students to the limit. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Those particularly attuned to brain development during adolescence might wonder about the pandemic’s impact on children. Adolescence – the period between ages 10 and 25 – usually gets a bad rap as a time of growth spurts and mood swings, but the brain is going through its second most important developmental period after \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">\u003cspan style=\"font-weight: 400;\">ages 0 – 3\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s important to think about [adolescence] as a time of remarkable opportunity,” said Adriana \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\">, a professor of neuroscience at UCLA who also spoke at the conference. “And certainly, some of the key developmental milestones that happen during adolescence include establishing new social relationships, exploring the world, thinking about new activities and passions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The changes that occur in a child’s brain makes adolescence a period of testing boundaries, further developing a sense of self, seeking novel experiences and taking risks, all while awareness of social status is heightened. But when students are confined to home and distanced from their peers, should adults be worried?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not necessarily, \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">. Students took on new responsibilities over the past year, such as helping around the house, working to support their family, taking care of siblings, marching for racial justice and learning how to be safe during a pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Still, what worries Pope and \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\"> is that in the rush to leave pandemic schooling behind, communities will revert back to the way school was done before the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Don’t go back to the old normal,” Pope advised educators and parents. “They’re \u003c/span>\u003cspan style=\"font-weight: 400;\">so excited about the old normal, they don’t realize the old normal wasn’t healthy. We had mental health problems, stress and sleep deprivation before the pandemic, so I’d like to see some real changes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Below are some changes Pope and \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván hope to see in the lives of adolescents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>School and curriculum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Some of the changes schools made to their schedules, including later start times for teens, should be kept, Pope said. Block scheduling is more conducive to deeper learning instead of rushing through six to seven courses each day, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Research has shown \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">\u003cspan style=\"font-weight: 400;\">shifting attention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> requires a lot of mental load, and it takes time for someone to be primed to receive new information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We’re doing a lot of what’s called cognitive flexibility that your brain has to shift in what it’s thinking about rather than focusing on two particular, three particular main topics,” \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">High engagement with school correlates with positive mental health, and curriculum can make that difference, Pope said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“You have to make the curriculum engaging and exciting and developmentally appropriate, and that comes with giving students real things to think about, real tests to do,” Pope said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">She recommended service learning opportunities to make what’s learned in school more relevant.\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parental expectations about a child’s school performance is still a source of stress, Pope said. She hears from parents who worry a lot about their child’s school, grades and college prospects, but not nearly as much about sleep, which is connected to mental health problems, depression and anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As part of being a well-balanced individual, kids need to know how to develop positive coping strategies and how to be responsible for life skills, like doing chores around the house, she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Sleep and mental health \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite some reports that found teens getting \u003c/span>\u003ca href=\"https://www.washingtonpost.com/health/teenage-sleep-remote-learning-school-time/2021/03/26/29d3c004-898b-11eb-8a8b-5cf82c3dffe4_story.html\">\u003cspan style=\"font-weight: 400;\">more sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during distance learning, Pope’s survey results found just the opposite. This came as a surprise during a time when extracurricular and social activities were reduced by COVID restrictions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those high-achieving students kept trying to stay up and do the work,” Pope said. Adding to this issue were so many people’s reliance on screens for socializing and entertainment, which could go well into the night. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Some of us, myself included, got caught into that \u003c/span>\u003ca href=\"https://www.npr.org/2020/07/19/892728595/your-doomscrolling-breeds-anxiety-here-s-how-to-stop-the-cycle\">\u003cspan style=\"font-weight: 400;\">doom scrolling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">,” she said of people who spent a lot of time on their devices reading the news and absorbing social media to no end. “And then, I think the other thing that happened is the anxiety; the rates of anxiety and depression went up, and we know that’s related to sleep.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building relationships\u003c/b>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even though adolescence can feel like a time when adults are pushed away, they still play an important role. The Challenge Success poll found that nearly 50% of those surveyed saw a decrease in the strength of relationships with teachers and between peers. But fortunately, 72% of students said they had a trusted adult to turn to at school, and that can serve as a protective factor for student wellness. She also said advisory and regular check-ins can help with relationship-building. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There is usually an adult who is going above and beyond, who’s tracking them down at \u003c/span>\u003cspan style=\"font-weight: 400;\">their home, who’s making sure that they have extra help on something and so they’re … appreciating that, and I think that’s a sign of resilience as well,” Pope said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make room for exploration, risk and failure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Adolescence is a time for new experiences and taking risks. And even though when adults look back, we mostly see the difficulties, those experiences helped us grow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\"> said it’s hard not to overreact when someone you love is hurting or failing, but supporting them is a normative part of development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Taking risks outside of one’s comfort zone is the way that we mature and that we grow, and it’s so necessary for adolescence,” \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">, adding that it’s important to ensure one’s health is not compromised. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“What’s the worst thing that can happen if they don’t start their chemistry project until the night before? You know that’s going to be a train wreck,” Pope said. Adolescents need to learn how to make good life decisions without their parents hovering over them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s hard to let your kids sort of fail, but it’s a safe fail, as opposed to letting them drive drunk,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Young people have a great capacity to bounce back from setbacks in adolescence – such as bad grades and social failures – and the adolescent brain’s extraordinary plasticity makes that possible, \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\"> said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those are all learning experiences, and adolescents are remarkably resilient,” \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">. “As adults, we can look back and say, ‘I was such a nerd and kind of laugh at that.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And the students who took on extra responsibilities to support their families during the pandemic or tapped into their beliefs to advocate for racial justice demonstrated just how capable they can be, according to Pope. “The resilience has been amazing.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Distance learning created some obstacles and opportunities to expand upon how adolescents learn, according to researchers. Some of their top concerns include more sleep, fewer classes per day and appreciating adolescents' unique resilience during this period of significant brain development. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Long before the COVID-19 shutdown forced schools to launch remote learning, the nonprofit Challenge Success tracked student wellness, using the findings to encourage schools and families to rethink what constitutes “success” for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the early months of the pandemic shutdown, some students and families experienced silver linings alongside COVID-19’s many challenges. Those included more time with family, and in some cases, more sleep for students learning from home. Some districts adopted policies \u003c/span>\u003ca href=\"https://www.latimes.com/california/story/2020-04-13/no-fail-school-grades-during-coronavirus\">\u003cspan style=\"font-weight: 400;\">prohibiting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Fs on spring report cards.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But, once fall 2020 rolled around, a lot of the grace given to everyone in the spring evaporated, and class mostly got back to normal but online. Even though many students weren’t showing up for school online, standardized tests resumed. Students were back to feeling stress, which was more elevated for girls and students of color, according to a fall Challenge Success/NBC News \u003c/span>\u003ca href=\"https://www.challengesuccess.org/kids-under-pressure-student-well-being-and-engagement-during-the-pandemic/\">\u003cspan style=\"font-weight: 400;\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There was a real increase reported in student-related stress,” said Challenge Success co-founder Denise Pope at the Education Writers Association’s 2021 National Seminar. “Parent expectations can be a protective factor; it can be a positive thing in a kid’s life, but if [students] don’t feel like they can meet the expectations, that’s where you can run into some problems.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The pressure for high-academic achievement has sometimes come at the expense of students’ well-being. Despite extensive research on the benefits of adequate \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54248/three-things-overscheduled-kids-need-more-of-in-their-lives\">\u003cspan style=\"font-weight: 400;\">sleep, downtime and strong relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, the march to academic success often stretches students to the limit. \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;\">Those particularly attuned to brain development during adolescence might wonder about the pandemic’s impact on children. Adolescence – the period between ages 10 and 25 – usually gets a bad rap as a time of growth spurts and mood swings, but the brain is going through its second most important developmental period after \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">\u003cspan style=\"font-weight: 400;\">ages 0 – 3\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s important to think about [adolescence] as a time of remarkable opportunity,” said Adriana \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\">, a professor of neuroscience at UCLA who also spoke at the conference. “And certainly, some of the key developmental milestones that happen during adolescence include establishing new social relationships, exploring the world, thinking about new activities and passions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The changes that occur in a child’s brain makes adolescence a period of testing boundaries, further developing a sense of self, seeking novel experiences and taking risks, all while awareness of social status is heightened. But when students are confined to home and distanced from their peers, should adults be worried?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not necessarily, \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">. Students took on new responsibilities over the past year, such as helping around the house, working to support their family, taking care of siblings, marching for racial justice and learning how to be safe during a pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Still, what worries Pope and \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\"> is that in the rush to leave pandemic schooling behind, communities will revert back to the way school was done before the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Don’t go back to the old normal,” Pope advised educators and parents. “They’re \u003c/span>\u003cspan style=\"font-weight: 400;\">so excited about the old normal, they don’t realize the old normal wasn’t healthy. We had mental health problems, stress and sleep deprivation before the pandemic, so I’d like to see some real changes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Below are some changes Pope and \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván hope to see in the lives of adolescents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>School and curriculum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Some of the changes schools made to their schedules, including later start times for teens, should be kept, Pope said. Block scheduling is more conducive to deeper learning instead of rushing through six to seven courses each day, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Research has shown \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">\u003cspan style=\"font-weight: 400;\">shifting attention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> requires a lot of mental load, and it takes time for someone to be primed to receive new information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We’re doing a lot of what’s called cognitive flexibility that your brain has to shift in what it’s thinking about rather than focusing on two particular, three particular main topics,” \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">High engagement with school correlates with positive mental health, and curriculum can make that difference, Pope said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“You have to make the curriculum engaging and exciting and developmentally appropriate, and that comes with giving students real things to think about, real tests to do,” Pope said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">She recommended service learning opportunities to make what’s learned in school more relevant.\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parental expectations about a child’s school performance is still a source of stress, Pope said. She hears from parents who worry a lot about their child’s school, grades and college prospects, but not nearly as much about sleep, which is connected to mental health problems, depression and anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As part of being a well-balanced individual, kids need to know how to develop positive coping strategies and how to be responsible for life skills, like doing chores around the house, she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Sleep and mental health \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite some reports that found teens getting \u003c/span>\u003ca href=\"https://www.washingtonpost.com/health/teenage-sleep-remote-learning-school-time/2021/03/26/29d3c004-898b-11eb-8a8b-5cf82c3dffe4_story.html\">\u003cspan style=\"font-weight: 400;\">more sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during distance learning, Pope’s survey results found just the opposite. This came as a surprise during a time when extracurricular and social activities were reduced by COVID restrictions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those high-achieving students kept trying to stay up and do the work,” Pope said. Adding to this issue were so many people’s reliance on screens for socializing and entertainment, which could go well into the night. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Some of us, myself included, got caught into that \u003c/span>\u003ca href=\"https://www.npr.org/2020/07/19/892728595/your-doomscrolling-breeds-anxiety-here-s-how-to-stop-the-cycle\">\u003cspan style=\"font-weight: 400;\">doom scrolling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">,” she said of people who spent a lot of time on their devices reading the news and absorbing social media to no end. “And then, I think the other thing that happened is the anxiety; the rates of anxiety and depression went up, and we know that’s related to sleep.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building relationships\u003c/b>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even though adolescence can feel like a time when adults are pushed away, they still play an important role. The Challenge Success poll found that nearly 50% of those surveyed saw a decrease in the strength of relationships with teachers and between peers. But fortunately, 72% of students said they had a trusted adult to turn to at school, and that can serve as a protective factor for student wellness. She also said advisory and regular check-ins can help with relationship-building. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There is usually an adult who is going above and beyond, who’s tracking them down at \u003c/span>\u003cspan style=\"font-weight: 400;\">their home, who’s making sure that they have extra help on something and so they’re … appreciating that, and I think that’s a sign of resilience as well,” Pope said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make room for exploration, risk and failure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Adolescence is a time for new experiences and taking risks. And even though when adults look back, we mostly see the difficulties, those experiences helped us grow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\"> said it’s hard not to overreact when someone you love is hurting or failing, but supporting them is a normative part of development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Taking risks outside of one’s comfort zone is the way that we mature and that we grow, and it’s so necessary for adolescence,” \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">, adding that it’s important to ensure one’s health is not compromised. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“What’s the worst thing that can happen if they don’t start their chemistry project until the night before? You know that’s going to be a train wreck,” Pope said. Adolescents need to learn how to make good life decisions without their parents hovering over them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s hard to let your kids sort of fail, but it’s a safe fail, as opposed to letting them drive drunk,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Young people have a great capacity to bounce back from setbacks in adolescence – such as bad grades and social failures – and the adolescent brain’s extraordinary plasticity makes that possible, \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\"> said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those are all learning experiences, and adolescents are remarkably resilient,” \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">. “As adults, we can look back and say, ‘I was such a nerd and kind of laugh at that.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And the students who took on extra responsibilities to support their families during the pandemic or tapped into their beliefs to advocate for racial justice demonstrated just how capable they can be, according to Pope. “The resilience has been amazing.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"order": 19
},
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
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"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"order": 3
},
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}
},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
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},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"order": 1
},
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"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
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},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
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