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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As the dust settles from emergency distance learning, schools now have the summer to reckon with what worked and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">what must change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they grapple with the uncertainty of the next academic year. Whatever the fate of online learning, the past months have \u003c/span>\u003ca href=\"https://www.theguardian.com/world/2020/apr/13/coronavirus-covid-19-exposes-cracks-us-digital-divide\">\u003cspan style=\"font-weight: 400\">exposed some glaring disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in access to education and technology, while families with children who have disabilities and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/13/well/family/coronavirus-shutdowns-children-special-needs-adhd-autism.html\">\u003cspan style=\"font-weight: 400\">special needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experienced significant challenges even when technology was available. Consequently, many parents have been left feeling helpless, guilty and defeated by their inability to simulate school at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some educators who want to make online learning more engaging and accessible are exploring the Universal Design for Learning (UDL) framework. UDL – originally developed by researchers at the Center for Applied Special Technology (\u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) in collaboration with Harvard University – supports special education students, but its flexibility, technology guidelines and aim to individualize learning are best practices that can serve every student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“While UDL can benefit students with disabilities, \u003c/span>\u003cspan style=\"font-weight: 400\">it’s a way of thinking about how to make instruction accessible for all,” said \u003ca href=\"https://coe.hawaii.edu/sped/directory/kavitar/\">Kavita Rao\u003c/a>, a professor in the department of special education at the University of Hawai‘i. “The beauty of UDL is that it addresses ‘learner variability’, which is the norm in our classrooms.”\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/bDvKnY0g6e4\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A key premise of UDL is that there is no “average learner.” Every learner has a unique set of characteristics – including strengths, preferences and learning needs – that may change or evolve in varied contexts. \u003c/span>\u003cspan style=\"font-weight: 400\">Whether deployed in a classroom or online, UDL focuses on integrating flexible pathways to learning that can address learner variability.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does this look like in practice, and how feasible is it for educators to implement the framework?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online Class Design\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unsurprisingly, the way in which an online class is designed can significantly impact how learners engage with and process the instructional material. Some online lessons can be text heavy, require high reading proficiency and offer narrow assessment options. Also, many rely on prepackaged content such as Khan Academy or Study Island.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These content management systems were created to follow specific standards and give specific lessons,” said \u003ca href=\"https://specialedu.ku.edu/sean-smith\">Sean Smith\u003c/a>, a professor of special education at the University of Kansas. “And those are the areas that are fraught with barriers for a lot of our learners with disabilities.” Teachers and parents should identify where the barriers are in varied curriculum offerings and build in supports as needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 14 percent of students enrolled in U.S. schools receive special education services, but the classroom protocols designed to accommodate specific needs do not cleanly translate to online delivery. For example, children who are non-verbal can have trouble communicating online without adequate technology, while those with processing issues may struggle to internalize instructions without close guidance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online learning can also make demands on executive function, a set of cognitive processes that help kids prioritize, organize, maintain attention, regulate behavior, and control distractions. Many students struggle with executive function, but it can be particularly challenging for kids with special needs and, in the absence of established classroom routines, the onus to assist falls on parents, many of whom are overwhelmed and/or working.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the challenges at the elementary and middle school level has been the need for the parent or the adult to become a learning coach,” said Smith. “The executive function skills that are required for that level of independence in online learning are all challenges for students. The role of the adult at home has been vital to success, and we’ve found that if the parent is not available, students tend to leave the online environment.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for Online Learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The focus of UDL is to reduce barriers in curriculum and make instruction engaging and accessible to all learners, according to\u003c/span>\u003cspan style=\"font-weight: 400\"> Rao. “\u003c/span>\u003cspan style=\"font-weight: 400\">The UDL framework provides a structure to think about how you can design activities and assignments that integrate supports for students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UDL originates in the \u003c/span>\u003ca href=\"http://www.accessiblesociety.org/topics/universaldesign/\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement in architecture that strove to make buildings and built environments accessible to all people. Similarly, its curricular incarnation provides a series of guidelines to help educators design accessible learning conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The guidelines focus on ways to intentionally and proactively design learning environments and instruction, building in flexibility, supports and scaffolding that can help all learners succeed,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By “supports” Rao means a flexible repertoire of tools and strategies adapted to accommodate a range of learners. The \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">UDL guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> organize supports according to three umbrella categories: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which assists learners by presenting information in diverse multisensory formats; \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">action and expression\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which lets kids interact and respond to what they’ve learned in a variety of ways; and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">engagement\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which is achieved by providing students with options and approaches which are relevant to their interests.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=wVTm8vQRvNc\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multimodality is the lynchpin of the UDL approach. Written instructions might also be delivered as video, audio or as a series of images. Similarly, the framework encourages offering a variety of options by which students can respond to what they learn, whether they create comics, podcasts, short videos, infographics or voice-to-text dictations. Finally, the framework supports executive function by delivering information in manageable “chunks,” using visual checklists, auditory prompts and providing regular feedback. This way, learners are empowered to access and process information in a way that works for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the instructional benefits, some educators report that UDL helps better connect them to their students. “Teachers who provide feedback, participate in activities and use various ways to explain, approach or deliver instruction will motivate students and show them you care: using a meme to evoke humor that relates to the topic, videos that explain a definition, being available for discussion via virtual meetings, or using a Tik-Tok video to deliver instruction,” said Jonah Nakaza-Koizumi, a PhD candidate and special education teacher at Roosevelt High School in Honolulu.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Originally designed for traditional in-person classroom settings, UDL’s reliance on multimedia and technology translates well to online delivery.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In some cases, it can be easier to implement UDL online because there are many different digital tools that can easily be built into the framework of the course that may be harder to integrate in a face-to-face setting,” said Cary Torres, who instructs on UDL at Kapi’Olani Community College. Torres found that applying UDL online can benefit students who struggle in face-to-face classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Providing multiple means of action and expression with digital tools has helped many of my students who are language learners and students who have anxiety,” said Torres. “I have used online text-based discussion boards and Flipgrid videos and noticed that students who often do not participate much in class discussions provide much more detailed and thoughtful contributions and feedback.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the shift online is not without obstacles. “Moving from a classroom environment to an online environment can be a challenge because there are more constraints,” said Nakaza-Koizumi. “The teacher has to be very meticulous and clear of what he or she is posting, asking, and requiring of the student. This is not to say it isn’t the same in a classroom, but there is and can be a lot more fluidity in design in a classroom.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support the integration of UDL in online learning, professors Rao, Smith and Torres launched \u003c/span>\u003ca href=\"https://schoolvirtually.org/\">\u003cspan style=\"font-weight: 400\">School Virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an open website that curates an array of free tools with corresponding guidelines to support educators and parents who seek to implement the framework.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Designing for Success: Start Small and Iterate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The prospect of integrating UDL for the first time can be daunting. Torres recommends a gradual approach for educators to ease into it according to their level of comfort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people first look at the \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they see the 31 checkpoints and sometimes feel overwhelmed thinking that they are supposed to implement all of them in every lesson,” said Torres. “If they first think about what barriers they want to reduce, they can then look at the guidelines like a menu that they can choose from to meet their needs. I also advise teachers to start small. As they successfully use UDL, they can then build in more and more supports in subsequent lessons, but if they try to do everything at once, they may feel overwhelmed and give up. The more you use UDL, the more these ideas will naturally come to you as you are designing lessons, and it will become easier to redesign or revise curriculum and instruction little by little.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with any design process, developing a UDL curriculum is an iterative cycle of implementation, reflection, and adjustment, and it can be integrated during the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244016680688\">\u003cspan style=\"font-weight: 400\">lesson planning process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In my courses, I teach students to use the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1GRIw335-onpNq4Kq8vbsqjxBgV_iYGLr/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">UDL Design Cycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essentially just a systematic step-by-step process to start with your goals, consider barriers and students’ preferences/needs, and then develop assessments and methods that can reduce barriers and take students’ preferences into account. This gives teachers a way to take the UDL framework and apply it to a design thinking process,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is impossible to predict the extent to which online learning will play into the immediate future of education, but what is clear is that further efforts must aim for inclusivity in design and deployment. Universal Design for Learning offers accessibility for special education students and, perhaps even more importantly, it unfolds a vision of education, whether online or in the classroom, which supports all learners to thrive.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for All\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Rao points out, UDL improves the quality of instruction for special needs students, but its flexibility and adaptability is a boon to any learning environment. High school teacher Robin Dazzeo learned about UDL as part of her training in special education, but she now integrates the framework in her regular sophomore English classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“UDL is a natural fit for me when designing, planning, and implementing lessons, both in our face-to-face curriculum and now as we are teaching remotely. It is so important to consider the ways in which each learner can access the curriculum and demonstrate mastery before actually teaching the lesson. I’m thankful for my [special education] background, which makes it second nature to adapt and modify my lessons to meet the needs of all of my students as I’m going along rather than wait to see who is struggling after instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, the UDL framework provides a cohesive foundation by which to integrate technology for learning. “It facilitates the mind-shift needed for teachers to adopt new technologies and practices. UDL provides the rationale frame for how these new tools or approaches help students. It creates links between various options for student work, and how that work aligns with their unique needs and preferences,” said Jon Pennington, an Instructional Technology Specialist at an independent K12 school.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As the dust settles from emergency distance learning, schools now have the summer to reckon with what worked and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">what must change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they grapple with the uncertainty of the next academic year. Whatever the fate of online learning, the past months have \u003c/span>\u003ca href=\"https://www.theguardian.com/world/2020/apr/13/coronavirus-covid-19-exposes-cracks-us-digital-divide\">\u003cspan style=\"font-weight: 400\">exposed some glaring disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in access to education and technology, while families with children who have disabilities and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/13/well/family/coronavirus-shutdowns-children-special-needs-adhd-autism.html\">\u003cspan style=\"font-weight: 400\">special needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experienced significant challenges even when technology was available. Consequently, many parents have been left feeling helpless, guilty and defeated by their inability to simulate school at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some educators who want to make online learning more engaging and accessible are exploring the Universal Design for Learning (UDL) framework. UDL – originally developed by researchers at the Center for Applied Special Technology (\u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) in collaboration with Harvard University – supports special education students, but its flexibility, technology guidelines and aim to individualize learning are best practices that can serve every student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“While UDL can benefit students with disabilities, \u003c/span>\u003cspan style=\"font-weight: 400\">it’s a way of thinking about how to make instruction accessible for all,” said \u003ca href=\"https://coe.hawaii.edu/sped/directory/kavitar/\">Kavita Rao\u003c/a>, a professor in the department of special education at the University of Hawai‘i. “The beauty of UDL is that it addresses ‘learner variability’, which is the norm in our classrooms.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/bDvKnY0g6e4'\n title='//www.youtube.com/embed/bDvKnY0g6e4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A key premise of UDL is that there is no “average learner.” Every learner has a unique set of characteristics – including strengths, preferences and learning needs – that may change or evolve in varied contexts. \u003c/span>\u003cspan style=\"font-weight: 400\">Whether deployed in a classroom or online, UDL focuses on integrating flexible pathways to learning that can address learner variability.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does this look like in practice, and how feasible is it for educators to implement the framework?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online Class Design\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unsurprisingly, the way in which an online class is designed can significantly impact how learners engage with and process the instructional material. Some online lessons can be text heavy, require high reading proficiency and offer narrow assessment options. Also, many rely on prepackaged content such as Khan Academy or Study Island.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These content management systems were created to follow specific standards and give specific lessons,” said \u003ca href=\"https://specialedu.ku.edu/sean-smith\">Sean Smith\u003c/a>, a professor of special education at the University of Kansas. “And those are the areas that are fraught with barriers for a lot of our learners with disabilities.” Teachers and parents should identify where the barriers are in varied curriculum offerings and build in supports as needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 14 percent of students enrolled in U.S. schools receive special education services, but the classroom protocols designed to accommodate specific needs do not cleanly translate to online delivery. For example, children who are non-verbal can have trouble communicating online without adequate technology, while those with processing issues may struggle to internalize instructions without close guidance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online learning can also make demands on executive function, a set of cognitive processes that help kids prioritize, organize, maintain attention, regulate behavior, and control distractions. Many students struggle with executive function, but it can be particularly challenging for kids with special needs and, in the absence of established classroom routines, the onus to assist falls on parents, many of whom are overwhelmed and/or working.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the challenges at the elementary and middle school level has been the need for the parent or the adult to become a learning coach,” said Smith. “The executive function skills that are required for that level of independence in online learning are all challenges for students. The role of the adult at home has been vital to success, and we’ve found that if the parent is not available, students tend to leave the online environment.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for Online Learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The focus of UDL is to reduce barriers in curriculum and make instruction engaging and accessible to all learners, according to\u003c/span>\u003cspan style=\"font-weight: 400\"> Rao. “\u003c/span>\u003cspan style=\"font-weight: 400\">The UDL framework provides a structure to think about how you can design activities and assignments that integrate supports for students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UDL originates in the \u003c/span>\u003ca href=\"http://www.accessiblesociety.org/topics/universaldesign/\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement in architecture that strove to make buildings and built environments accessible to all people. Similarly, its curricular incarnation provides a series of guidelines to help educators design accessible learning conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The guidelines focus on ways to intentionally and proactively design learning environments and instruction, building in flexibility, supports and scaffolding that can help all learners succeed,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By “supports” Rao means a flexible repertoire of tools and strategies adapted to accommodate a range of learners. The \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">UDL guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> organize supports according to three umbrella categories: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which assists learners by presenting information in diverse multisensory formats; \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">action and expression\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which lets kids interact and respond to what they’ve learned in a variety of ways; and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">engagement\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which is achieved by providing students with options and approaches which are relevant to their interests.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/wVTm8vQRvNc'\n title='//www.youtube.com/embed/wVTm8vQRvNc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Multimodality is the lynchpin of the UDL approach. Written instructions might also be delivered as video, audio or as a series of images. Similarly, the framework encourages offering a variety of options by which students can respond to what they learn, whether they create comics, podcasts, short videos, infographics or voice-to-text dictations. Finally, the framework supports executive function by delivering information in manageable “chunks,” using visual checklists, auditory prompts and providing regular feedback. This way, learners are empowered to access and process information in a way that works for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the instructional benefits, some educators report that UDL helps better connect them to their students. “Teachers who provide feedback, participate in activities and use various ways to explain, approach or deliver instruction will motivate students and show them you care: using a meme to evoke humor that relates to the topic, videos that explain a definition, being available for discussion via virtual meetings, or using a Tik-Tok video to deliver instruction,” said Jonah Nakaza-Koizumi, a PhD candidate and special education teacher at Roosevelt High School in Honolulu.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Originally designed for traditional in-person classroom settings, UDL’s reliance on multimedia and technology translates well to online delivery.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In some cases, it can be easier to implement UDL online because there are many different digital tools that can easily be built into the framework of the course that may be harder to integrate in a face-to-face setting,” said Cary Torres, who instructs on UDL at Kapi’Olani Community College. Torres found that applying UDL online can benefit students who struggle in face-to-face classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Providing multiple means of action and expression with digital tools has helped many of my students who are language learners and students who have anxiety,” said Torres. “I have used online text-based discussion boards and Flipgrid videos and noticed that students who often do not participate much in class discussions provide much more detailed and thoughtful contributions and feedback.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the shift online is not without obstacles. “Moving from a classroom environment to an online environment can be a challenge because there are more constraints,” said Nakaza-Koizumi. “The teacher has to be very meticulous and clear of what he or she is posting, asking, and requiring of the student. This is not to say it isn’t the same in a classroom, but there is and can be a lot more fluidity in design in a classroom.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support the integration of UDL in online learning, professors Rao, Smith and Torres launched \u003c/span>\u003ca href=\"https://schoolvirtually.org/\">\u003cspan style=\"font-weight: 400\">School Virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an open website that curates an array of free tools with corresponding guidelines to support educators and parents who seek to implement the framework.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Designing for Success: Start Small and Iterate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The prospect of integrating UDL for the first time can be daunting. Torres recommends a gradual approach for educators to ease into it according to their level of comfort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people first look at the \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they see the 31 checkpoints and sometimes feel overwhelmed thinking that they are supposed to implement all of them in every lesson,” said Torres. “If they first think about what barriers they want to reduce, they can then look at the guidelines like a menu that they can choose from to meet their needs. I also advise teachers to start small. As they successfully use UDL, they can then build in more and more supports in subsequent lessons, but if they try to do everything at once, they may feel overwhelmed and give up. The more you use UDL, the more these ideas will naturally come to you as you are designing lessons, and it will become easier to redesign or revise curriculum and instruction little by little.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with any design process, developing a UDL curriculum is an iterative cycle of implementation, reflection, and adjustment, and it can be integrated during the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244016680688\">\u003cspan style=\"font-weight: 400\">lesson planning process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In my courses, I teach students to use the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1GRIw335-onpNq4Kq8vbsqjxBgV_iYGLr/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">UDL Design Cycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essentially just a systematic step-by-step process to start with your goals, consider barriers and students’ preferences/needs, and then develop assessments and methods that can reduce barriers and take students’ preferences into account. This gives teachers a way to take the UDL framework and apply it to a design thinking process,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is impossible to predict the extent to which online learning will play into the immediate future of education, but what is clear is that further efforts must aim for inclusivity in design and deployment. Universal Design for Learning offers accessibility for special education students and, perhaps even more importantly, it unfolds a vision of education, whether online or in the classroom, which supports all learners to thrive.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for All\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Rao points out, UDL improves the quality of instruction for special needs students, but its flexibility and adaptability is a boon to any learning environment. High school teacher Robin Dazzeo learned about UDL as part of her training in special education, but she now integrates the framework in her regular sophomore English classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“UDL is a natural fit for me when designing, planning, and implementing lessons, both in our face-to-face curriculum and now as we are teaching remotely. It is so important to consider the ways in which each learner can access the curriculum and demonstrate mastery before actually teaching the lesson. I’m thankful for my [special education] background, which makes it second nature to adapt and modify my lessons to meet the needs of all of my students as I’m going along rather than wait to see who is struggling after instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, the UDL framework provides a cohesive foundation by which to integrate technology for learning. “It facilitates the mind-shift needed for teachers to adopt new technologies and practices. UDL provides the rationale frame for how these new tools or approaches help students. It creates links between various options for student work, and how that work aligns with their unique needs and preferences,” said Jon Pennington, an Instructional Technology Specialist at an independent K12 school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Giving All Stakeholders a Voice Can Improve School Reopening Plans",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The new school year is around the corner, but many families and educators remain in the dark about what back-to-school will look like. Leaders have no playbook to contend with a developing pandemic that is as unprecedented as it is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">unpredictable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Matters are further complicated by federal pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56233/top-pediatrician-says-states-shouldnt-force-schools-to-reopen-if-virus-is-surging\">\u003cspan style=\"font-weight: 400\">resume face-to-face classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and officials at all levels sending \u003c/span>\u003ca href=\"https://time.com/5866524/world-health-organization-mixed-messages-coronavirus/\">\u003cspan style=\"font-weight: 400\">conflicting messages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Satisfactory solutions remain elusive on these shifting grounds, but a \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003cspan style=\"font-weight: 400\">new report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> authored by Harvard and MIT researchers may offer a way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Titled \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003ci>\u003cspan style=\"font-weight: 400\">Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the report outlines a participatory design framework to help communities equitably negotiate the challenges of schooling in the foreseeable future. It shares colorful storyboards of implementable ideas distilled from four structured brainstorming sessions carried out in May. A \u003c/span>\u003cspan style=\"font-weight: 400\">companion report,\u003c/span>\u003cem> \u003ca href=\"https://edarxiv.org/ufr4q\">Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and Stakeholders\u003c/a>\u003c/em>,\u003cspan style=\"font-weight: 400\"> provides concise guidelines for districts, schools, teachers and students who want to run their own design charrettes \u003cem>together\u003c/em>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A charrette is a design sprint that puts people together to take on the design of a defined task that encompasses a variety of different people's views, but it also allows for something to be developed in a short period of time,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Jal Mehta\u003c/a>, a professor at the Harvard Graduate School of Education and the report’s co-author. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collaborative planning invites parents, principals, district leaders and, importantly, teachers and students to co-construct models that become modular building blocks for the upcoming year.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a lot of people sitting in district or state offices drawing up plans in their heads,” said \u003ca href=\"https://cmsw.mit.edu/profile/justin-reich/\">Justin Reich\u003c/a>, director of the MIT Teaching Systems Lab and the lead author of the report. “Part of what we're trying to say is, no, if you want to have really good plans, you need to get the people who are closest to the most vital experiences in classrooms involved in the design process, particularly students. Adults know all kinds of things about how schools operate, but there's only one generation of American kids who have gone to school during a pandemic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The approach is grounded in a handful of core concepts, including the premise that complexity and uncertainty are best tackled with modular and adaptable systems. To achieve this, schools can make room for trial and error experimentation and foster a culture of design and innovation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t know exactly what is going to work,” according to the report. “Nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These localized efforts are developed under “tentpoles,” or core organizational values to ensure that all the moving parts are working in concert towards common goals. Culture, infrastructure and demographics differ from school to school, and this agile design system can generate solutions that are tailored to each institution’s unique needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Voice to Marie Kondo School Priorities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, Reich and Mehta, his former professor at Harvard, exchanged concerns about schooling and decided to do something about it. They formulated a hybrid charrette framework to digest the views of diverse stakeholders through a format that is both accessible and easily implemented.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, they hosted three charrettes in the spring where participants with a variety of roles and backgrounds were invited to collaboratively generate ideas for the new school year. In one preliminary task, they were asked to write short diary entries from the point of view of a student or a teacher one month into the next school year. These first person accounts leveraged storytelling as a means to explore and concretize possibility spaces. Some proposals that emerged included \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">teacher looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/17/878205853/5-radical-schooling-ideas-for-an-uncertain-fall-and-beyond\">\u003cspan style=\"font-weight: 400\">microschooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, trading student contact time for teacher collaboration time, and increasing attention to vulnerable students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fourth charrette was modified to accomodate a group of fifteen Grade 8 students from Neema Avashia’s civics class at the John W. McCormack School in Boston.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AvashiaNeema/status/1262808324237598720\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The voices of young people have not really been acknowledged in the policy conversation, and so we decided to run the design charrette with kids, and it was awesome,” said Avashia. “They were able to speak from their experience and not get bogged down by questions of budget or politics or logistics, but just express what's worked for then, what's been hard for them, and what could be done differently in September.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The session was documented by a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnote artist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while Avashia’s students reflected on their needs and what schools might do without in September. However the new year looks, schools will operate with significant constraints, so it is vital to reduce clutter and identify what is essential, a process the researchers playfully refer to as \u003c/span>\u003ca href=\"https://www.shankerinstitute.org/blog/marie-kondo-curriculum\">\u003cspan style=\"font-weight: 400\">”Marie Kondo-ing” priorities and curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich emphasizes that curricular efficiency does not mean concentrating on core standards but, as expressed by student voice, nourishing values like relationships and engagement through opportunities for art, recreation and social connections. For example, some students proposed eSports recreation leagues with blended teacher and student teams; others imagined hosting classes on Minecraft and Fortnite; some students proposed designating home as the place for curriculum, and school as the place for relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are all these great ideas to consider, but if people can only do one thing, it would be to run their own charrette,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Values Eat Logistics For Breakfast\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A pillar of the charrette protocol is to prioritize values over logistics. Early on, participants are asked to identify core values such as relationships, flexibility and an emphasis on social justice. Values are the broth of school culture and should define how schools are structured, rather than the reverse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a lot of discussion about how to space the students, which days students will go to school, how to transport students to school, and so forth,” states the report. “These are important discussions and we do not want to minimize the importance of keeping students safe. But if they are not grounded in values or principles about what we want for students and what produces good educational experiences, then they are not likely to work or achieve their best results.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building around core values puts the student at the centre of the experience, which can be particularly beneficial for kids who are underserved or struggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you aren't leading with your values, you're leading with politics and you're leading with things that don't acknowledge what kids just went through,” said Avashia. “A lot of my kids have already experienced different kinds of trauma and now we have this collective trauma. We need them to have a strong relationship with an adult who can really help them re-engage with learning and with school. If we started with values, that's where it would lead us, but because we're starting with logistics we're going to end up creating learning environments where kids can't learn because they don’t feel safe.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>From Ownership to Equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrette design protocols generate ideas from those who stand to be most impacted by decisions in regard to pandemic schooling, but their inclusive design also engenders a sense of ownership and buy-in from students and stakeholders. Otherwise, as the report warns, “people will resent what they perceive as constraints imposed from above, whereas they tend to \u003c/span>\u003ca href=\"https://www.margaretwheatley.com/articles/life.html\">\u003cspan style=\"font-weight: 400\">own what they create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's more likely that if young people feel like they have voice and ownership and are part of the process of reopening and recreating schools, that they will be more likely to be excited to participate in them,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, the sense of ownership produced through participatory design can help engage underserved students. The report underscores that involving diverse learners in design and decision-making is fundamental for establishing genuine equity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We tend not to think about disadvantaged students as if they had agency and thoughts of their own,” said Mehta. “So the more that you design with such students, the more likely the solutions that you're going to devise are going to be the kinds of solutions that are going to work for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">One of the major themes that percolated from the spring sessions is the need for a liberatory approach to equity, which not only encourages academic success for students of color and underserved youth but, as the report recommends, it also involves a need to unpack “existing systems, structures, processes, pedagogies, and culture to see how they can be made more equitable.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We should be thinking how to create strong mechanisms to engage all kids in learning and really prioritize our most vulnerable kids and our most disengaged kids as the people who we need to listen to the most if we really want learning to work for everybody,” said Avashia. “Then my job – our job – is to figure out how to take those needs that kids are identifying and make them real.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The new school year is around the corner, but many families and educators remain in the dark about what back-to-school will look like. Leaders have no playbook to contend with a developing pandemic that is as unprecedented as it is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">unpredictable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Matters are further complicated by federal pressure to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56233/top-pediatrician-says-states-shouldnt-force-schools-to-reopen-if-virus-is-surging\">\u003cspan style=\"font-weight: 400\">resume face-to-face classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and officials at all levels sending \u003c/span>\u003ca href=\"https://time.com/5866524/world-health-organization-mixed-messages-coronavirus/\">\u003cspan style=\"font-weight: 400\">conflicting messages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Satisfactory solutions remain elusive on these shifting grounds, but a \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003cspan style=\"font-weight: 400\">new report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> authored by Harvard and MIT researchers may offer a way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Titled \u003c/span>\u003ca href=\"https://edarxiv.org/gqa2w\">\u003ci>\u003cspan style=\"font-weight: 400\">Imagining September: Principles and Design Elements for Ambitious Schools During COVID-19\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, the report outlines a participatory design framework to help communities equitably negotiate the challenges of schooling in the foreseeable future. It shares colorful storyboards of implementable ideas distilled from four structured brainstorming sessions carried out in May. A \u003c/span>\u003cspan style=\"font-weight: 400\">companion report,\u003c/span>\u003cem> \u003ca href=\"https://edarxiv.org/ufr4q\">Imagining September: Online Design Charrettes for Fall 2020 Planning with Students and Stakeholders\u003c/a>\u003c/em>,\u003cspan style=\"font-weight: 400\"> provides concise guidelines for districts, schools, teachers and students who want to run their own design charrettes \u003cem>together\u003c/em>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A charrette is a design sprint that puts people together to take on the design of a defined task that encompasses a variety of different people's views, but it also allows for something to be developed in a short period of time,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">Jal Mehta\u003c/a>, a professor at the Harvard Graduate School of Education and the report’s co-author. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collaborative planning invites parents, principals, district leaders and, importantly, teachers and students to co-construct models that become modular building blocks for the upcoming year.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a lot of people sitting in district or state offices drawing up plans in their heads,” said \u003ca href=\"https://cmsw.mit.edu/profile/justin-reich/\">Justin Reich\u003c/a>, director of the MIT Teaching Systems Lab and the lead author of the report. “Part of what we're trying to say is, no, if you want to have really good plans, you need to get the people who are closest to the most vital experiences in classrooms involved in the design process, particularly students. Adults know all kinds of things about how schools operate, but there's only one generation of American kids who have gone to school during a pandemic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The approach is grounded in a handful of core concepts, including the premise that complexity and uncertainty are best tackled with modular and adaptable systems. To achieve this, schools can make room for trial and error experimentation and foster a culture of design and innovation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t know exactly what is going to work,” according to the report. “Nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These localized efforts are developed under “tentpoles,” or core organizational values to ensure that all the moving parts are working in concert towards common goals. Culture, infrastructure and demographics differ from school to school, and this agile design system can generate solutions that are tailored to each institution’s unique needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Voice to Marie Kondo School Priorities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, Reich and Mehta, his former professor at Harvard, exchanged concerns about schooling and decided to do something about it. They formulated a hybrid charrette framework to digest the views of diverse stakeholders through a format that is both accessible and easily implemented.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, they hosted three charrettes in the spring where participants with a variety of roles and backgrounds were invited to collaboratively generate ideas for the new school year. In one preliminary task, they were asked to write short diary entries from the point of view of a student or a teacher one month into the next school year. These first person accounts leveraged storytelling as a means to explore and concretize possibility spaces. Some proposals that emerged included \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">teacher looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/17/878205853/5-radical-schooling-ideas-for-an-uncertain-fall-and-beyond\">\u003cspan style=\"font-weight: 400\">microschooling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, trading student contact time for teacher collaboration time, and increasing attention to vulnerable students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fourth charrette was modified to accomodate a group of fifteen Grade 8 students from Neema Avashia’s civics class at the John W. McCormack School in Boston.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The voices of young people have not really been acknowledged in the policy conversation, and so we decided to run the design charrette with kids, and it was awesome,” said Avashia. “They were able to speak from their experience and not get bogged down by questions of budget or politics or logistics, but just express what's worked for then, what's been hard for them, and what could be done differently in September.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The session was documented by a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">sketchnote artist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while Avashia’s students reflected on their needs and what schools might do without in September. However the new year looks, schools will operate with significant constraints, so it is vital to reduce clutter and identify what is essential, a process the researchers playfully refer to as \u003c/span>\u003ca href=\"https://www.shankerinstitute.org/blog/marie-kondo-curriculum\">\u003cspan style=\"font-weight: 400\">”Marie Kondo-ing” priorities and curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich emphasizes that curricular efficiency does not mean concentrating on core standards but, as expressed by student voice, nourishing values like relationships and engagement through opportunities for art, recreation and social connections. For example, some students proposed eSports recreation leagues with blended teacher and student teams; others imagined hosting classes on Minecraft and Fortnite; some students proposed designating home as the place for curriculum, and school as the place for relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are all these great ideas to consider, but if people can only do one thing, it would be to run their own charrette,” said Mehta.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Values Eat Logistics For Breakfast\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A pillar of the charrette protocol is to prioritize values over logistics. Early on, participants are asked to identify core values such as relationships, flexibility and an emphasis on social justice. Values are the broth of school culture and should define how schools are structured, rather than the reverse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a lot of discussion about how to space the students, which days students will go to school, how to transport students to school, and so forth,” states the report. “These are important discussions and we do not want to minimize the importance of keeping students safe. But if they are not grounded in values or principles about what we want for students and what produces good educational experiences, then they are not likely to work or achieve their best results.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building around core values puts the student at the centre of the experience, which can be particularly beneficial for kids who are underserved or struggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you aren't leading with your values, you're leading with politics and you're leading with things that don't acknowledge what kids just went through,” said Avashia. “A lot of my kids have already experienced different kinds of trauma and now we have this collective trauma. We need them to have a strong relationship with an adult who can really help them re-engage with learning and with school. If we started with values, that's where it would lead us, but because we're starting with logistics we're going to end up creating learning environments where kids can't learn because they don’t feel safe.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>From Ownership to Equity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The charrette design protocols generate ideas from those who stand to be most impacted by decisions in regard to pandemic schooling, but their inclusive design also engenders a sense of ownership and buy-in from students and stakeholders. Otherwise, as the report warns, “people will resent what they perceive as constraints imposed from above, whereas they tend to \u003c/span>\u003ca href=\"https://www.margaretwheatley.com/articles/life.html\">\u003cspan style=\"font-weight: 400\">own what they create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's more likely that if young people feel like they have voice and ownership and are part of the process of reopening and recreating schools, that they will be more likely to be excited to participate in them,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, the sense of ownership produced through participatory design can help engage underserved students. The report underscores that involving diverse learners in design and decision-making is fundamental for establishing genuine equity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We tend not to think about disadvantaged students as if they had agency and thoughts of their own,” said Mehta. “So the more that you design with such students, the more likely the solutions that you're going to devise are going to be the kinds of solutions that are going to work for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">One of the major themes that percolated from the spring sessions is the need for a liberatory approach to equity, which not only encourages academic success for students of color and underserved youth but, as the report recommends, it also involves a need to unpack “existing systems, structures, processes, pedagogies, and culture to see how they can be made more equitable.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We should be thinking how to create strong mechanisms to engage all kids in learning and really prioritize our most vulnerable kids and our most disengaged kids as the people who we need to listen to the most if we really want learning to work for everybody,” said Avashia. “Then my job – our job – is to figure out how to take those needs that kids are identifying and make them real.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is School Safe? Will Districts Test For COVID-19? Answering Back-To-School Questions",
"title": "Is School Safe? Will Districts Test For COVID-19? Answering Back-To-School Questions",
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"content": "\u003cp>Parents, teachers and students across the country are gearing up for the new school year. But what school will look like is still a mystery.\u003c/p>\n\u003cp>Some districts, like the Los Angeles Unified School District, have \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/13/890475212/los-angeles-and-san-diego-schools-announce-online-only-fall\">announced plans\u003c/a> to teach remotely for the start of the school year. President Trump \u003ca href=\"https://www.youtube.com/watch?v=JhBP2PtSl7A\">told CBS News \u003c/a>that's \"a terrible decision.\" But many educators remain hesitant to return to in-person classes without adequate safety measures in place.\u003c/p>\n\u003cp>We asked readers and listeners for your questions about reopening schools.\u003c/p>\n\u003cp>NPR science correspondent Allison Aubrey and NPR education correspondent Cory Turner answer some below. The responses are edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Are kids really less likely to contract COVID-19 or merely less likely to show symptoms and/or negative effects? I'm a schoolteacher and I think this is really vital to our understanding of going back to school in the fall. — Christine, Northbridge, Mass. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>AUBREY:\u003c/strong> Well, kids definitely do get the virus. Overall, they tend not to get as sick as adults. Pediatrician Aaron Carroll of Indiana University told me, \"There seems to be less transmission from kids to adults than there is adults to adults. Kids don't seem to be superspreaders. We don't have reports of sort of, you know, a kid going somewhere and spreading it to a bunch of other kids or even a bunch of other adults.\"\u003c/p>\n\u003cp>We pretty much closed schools in March, right as the virus started to circulate more widely. So we have not been in a situation to find out if kids might actually be superspreaders. There's still quite a bit of uncertainty.\u003c/p>\n\u003cp>\u003cstrong>It seems reopening is dangerous no matter which way you look at it. If the doctors and infectious disease experts could snap their fingers and implement their ideal plan without any of the normal political loopholes, what would it look like? — Chris, Chandler, Ariz.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: So I think if you talk to school leaders and say, \"what is your ideal?\" they would say without hesitation bringing all the kids back. They know that children are safer in their schools. There are lots of kids in this country who are, for example, food insecure, who may be experiencing abuse at home — not to mention the obvious academic benefits of simply being in school. We know that remote learning is just not that good.\u003c/p>\n\u003cp>But then what would that look like, having all kids in school? Ideally, they would still be socially distanced. Ideally, kids will be wearing masks. The challenge, though, is ideal runs headlong into the real. When you space out desks, suddenly you have to put those extra kids in the gymnasium or you start having class outside — and then suddenly you also need more teachers to be able to do that. I'm not sure there is reconciling the ideal with the real.\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: Many states have mask mandates for schools. Often it's for older kids, middle school and up, but increasingly, given all the new evidence on masking, infectious disease pediatricians say it makes sense to try to mask all students as much as possible. I think the best hope we have for getting our kids back in school is to keep communities spread of the virus low.\u003c/p>\n\u003cp>\u003cstrong>Are any school districts planning on-site COVID testing? — Julie, Seattle\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: I have only heard anecdotally of one district in Illinois that is considering doing this. And that's because they have a special relationship with the university nearby, which is doing some unique testing.\u003c/p>\n\u003cp>For the most part, though, what I've heard from district leaders is testing is expensive. It's a question of access. It's a question of staffing and logistics. So for the most part, I think what we're gonna see schools doing is temperature checks. I think also schools are moving to having parents attest to the fact that their children are not showing symptoms and that they took their temperature in the morning.\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: It's going to come down to the honor system. It is not feasible to do a daily temperature check at school or on the bus every day. It's also not the best screening tool, because we know that a lot of kids with the virus don't spike a fever. So asking about symptoms and keeping kids home when they do have symptoms may be the better way.\u003c/p>\n\u003cp>\u003cstrong>What happens when a student or teacher tests positive for COVID-19? Will the whole school be quarantined for two weeks and then retested? — Jane, Long Beach, Calif.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: This differs in every district. Lots of schools are trying to divide kids into what they're calling pods, so that the same small group of, say, 10 or 12 kids will be together all day. That way, if there is a reported infection from one of those kids, then ideally you're only quarantining that group instead of every child in the building.\u003c/p>\n\u003cp>\u003cstrong>Do these hybrid schedules [that ask students to come to school on alternating days] actually minimize risk, or are they just a consequence of schools lacking space for appropriate distance? — Julie, Seattle\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>AUBREY: \u003c/strong>Well, if having fewer kids in school buildings makes social distancing practical or possible, and it limits prolonged contact in crowded indoor spaces, then yes, there is absolutely merit to this. And it is driven by the fact that there's not enough space to keep kids distance if you have them all in the school buildings all at one time.\u003c/p>\n\u003cp>\u003cstrong>What objective criteria can families use to decide whether the amount of community transmission is at a safe enough level to open schools? If the answer is test positivity percentage, how do we define the locality for which that number is relevant? — Jenifer, Phoenix\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>AUBREY:\u003c/strong> You'd want to look at community levels — and there's a range of metrics that communities can consider, they can look at positivity rates and testing or the number of new cases.\u003c/p>\n\u003cp>One of the big challenges during this pandemic is that there has not been and still is not a unified national approach to communicating risk. But I will say there's a consensus among a lot of infectious disease experts that when there are 25 or more new cases a day per 100,000 people, a county is then in the red zone, and should be considering measures such as stay at home advisories. And that may include closing schools.\u003c/p>\n\u003cp>\u003cstrong>TURNER: \u003c/strong>One thing I've heard from superintendents across the country is that they spend a lot of time, just about every single day, looking at infection rates, transmission numbers, local and regional infection data. They talk about being on a first name basis with the head of the local health department.\u003c/p>\n\u003cp>\u003cstrong>How do districts with a 100% virtual learning plan to meet the needs of special education students required by federal law? — Robert, Decatur, Ga.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: This is honestly one of the most important questions that school leaders, teachers, and parents are facing. And there is not an easy answer.\u003c/p>\n\u003cp>I think anyone you talk to in a school setting will say this spring was devastating for all students, but especially for children with disabilities. There are just certain services that are very difficult to provide online. And that assumes that you and your family have access to broadband [Internet], and lots of kids don't.\u003c/p>\n\u003cp>There is a real concern now among school leaders that they're going to get hammered with lawsuits by parents who are rightfully arguing that their kids did not get the kind of educational services that schools are required, by law, to provide. There is just no easy solution here. This helps explain why many districts that are provisionally reopening are prioritizing, first and foremost, that children with disabilities can return first.\u003c/p>\n\u003cp>\u003cstrong>Is the government going to give more funding to reduce class size and provide more teachers? — Lynn, Phoenix\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: This is the question on the minds and mouths of every school leader and teacher I have spoken with. Congress did pass the CARES Act a while ago. That included about $13.5 billion for K-12 schools. But just about anybody who works in and around or on behalf of schools will tell you they need at least 10 times as much not only to cover the costs of COVID-19, but also because this is happening at the same time that we're experiencing a pretty crushing recession. States are absolutely slashing their education budgets.\u003c/p>\n\u003cp>It's also important to know that despite President Trump's very real push to reopen schools, there has been very little talk from his administration on actually helping schools pay for any of this.\u003c/p>\n\u003cp>\u003cstrong>What are you looking for this fall, as the school year begins? — Sarah McCammon, NPR \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: I think I'll be looking for what we can learn about transmission. Are kids indeed spreading it in this classroom setting? That's a really, really important question to answer.\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>\u003cem>: \u003c/em>I am going to be looking at the mental health toll this has taken. I have heard from a lot of educators and a lot of kids, and I've seen it myself — this has been incredibly difficult on kids. It has obliterated many of their support systems, and it's distanced them from many of the very important grown-ups in their lives. And obviously the other kids in their lives! That is going to take a toll. That is a trauma, and I don't even think we've begun to reckon with that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: I completely agree. I mean, I want my kids back in school. My hope is that everyone heeds the warnings and messages coming from public health experts and infectious disease experts that we all have to do the right thing if we plan to send our kids back to school.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Is+School+Safe%3F+Will+Districts+Test+For+COVID-19%3F+Answering+Back-To-School+Questions&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Parents, teachers and students across the country are gearing up for the new school year. But what school will look like is still a mystery.\u003c/p>\n\u003cp>Some districts, like the Los Angeles Unified School District, have \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/13/890475212/los-angeles-and-san-diego-schools-announce-online-only-fall\">announced plans\u003c/a> to teach remotely for the start of the school year. President Trump \u003ca href=\"https://www.youtube.com/watch?v=JhBP2PtSl7A\">told CBS News \u003c/a>that's \"a terrible decision.\" But many educators remain hesitant to return to in-person classes without adequate safety measures in place.\u003c/p>\n\u003cp>We asked readers and listeners for your questions about reopening schools.\u003c/p>\n\u003cp>NPR science correspondent Allison Aubrey and NPR education correspondent Cory Turner answer some below. The responses are edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Are kids really less likely to contract COVID-19 or merely less likely to show symptoms and/or negative effects? I'm a schoolteacher and I think this is really vital to our understanding of going back to school in the fall. — Christine, Northbridge, Mass. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>AUBREY:\u003c/strong> Well, kids definitely do get the virus. Overall, they tend not to get as sick as adults. Pediatrician Aaron Carroll of Indiana University told me, \"There seems to be less transmission from kids to adults than there is adults to adults. Kids don't seem to be superspreaders. We don't have reports of sort of, you know, a kid going somewhere and spreading it to a bunch of other kids or even a bunch of other adults.\"\u003c/p>\n\u003cp>We pretty much closed schools in March, right as the virus started to circulate more widely. So we have not been in a situation to find out if kids might actually be superspreaders. There's still quite a bit of uncertainty.\u003c/p>\n\u003cp>\u003cstrong>It seems reopening is dangerous no matter which way you look at it. If the doctors and infectious disease experts could snap their fingers and implement their ideal plan without any of the normal political loopholes, what would it look like? — Chris, Chandler, Ariz.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: So I think if you talk to school leaders and say, \"what is your ideal?\" they would say without hesitation bringing all the kids back. They know that children are safer in their schools. There are lots of kids in this country who are, for example, food insecure, who may be experiencing abuse at home — not to mention the obvious academic benefits of simply being in school. We know that remote learning is just not that good.\u003c/p>\n\u003cp>But then what would that look like, having all kids in school? Ideally, they would still be socially distanced. Ideally, kids will be wearing masks. The challenge, though, is ideal runs headlong into the real. When you space out desks, suddenly you have to put those extra kids in the gymnasium or you start having class outside — and then suddenly you also need more teachers to be able to do that. I'm not sure there is reconciling the ideal with the real.\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: Many states have mask mandates for schools. Often it's for older kids, middle school and up, but increasingly, given all the new evidence on masking, infectious disease pediatricians say it makes sense to try to mask all students as much as possible. I think the best hope we have for getting our kids back in school is to keep communities spread of the virus low.\u003c/p>\n\u003cp>\u003cstrong>Are any school districts planning on-site COVID testing? — Julie, Seattle\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: I have only heard anecdotally of one district in Illinois that is considering doing this. And that's because they have a special relationship with the university nearby, which is doing some unique testing.\u003c/p>\n\u003cp>For the most part, though, what I've heard from district leaders is testing is expensive. It's a question of access. It's a question of staffing and logistics. So for the most part, I think what we're gonna see schools doing is temperature checks. I think also schools are moving to having parents attest to the fact that their children are not showing symptoms and that they took their temperature in the morning.\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: It's going to come down to the honor system. It is not feasible to do a daily temperature check at school or on the bus every day. It's also not the best screening tool, because we know that a lot of kids with the virus don't spike a fever. So asking about symptoms and keeping kids home when they do have symptoms may be the better way.\u003c/p>\n\u003cp>\u003cstrong>What happens when a student or teacher tests positive for COVID-19? Will the whole school be quarantined for two weeks and then retested? — Jane, Long Beach, Calif.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: This differs in every district. Lots of schools are trying to divide kids into what they're calling pods, so that the same small group of, say, 10 or 12 kids will be together all day. That way, if there is a reported infection from one of those kids, then ideally you're only quarantining that group instead of every child in the building.\u003c/p>\n\u003cp>\u003cstrong>Do these hybrid schedules [that ask students to come to school on alternating days] actually minimize risk, or are they just a consequence of schools lacking space for appropriate distance? — Julie, Seattle\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>AUBREY: \u003c/strong>Well, if having fewer kids in school buildings makes social distancing practical or possible, and it limits prolonged contact in crowded indoor spaces, then yes, there is absolutely merit to this. And it is driven by the fact that there's not enough space to keep kids distance if you have them all in the school buildings all at one time.\u003c/p>\n\u003cp>\u003cstrong>What objective criteria can families use to decide whether the amount of community transmission is at a safe enough level to open schools? If the answer is test positivity percentage, how do we define the locality for which that number is relevant? — Jenifer, Phoenix\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>AUBREY:\u003c/strong> You'd want to look at community levels — and there's a range of metrics that communities can consider, they can look at positivity rates and testing or the number of new cases.\u003c/p>\n\u003cp>One of the big challenges during this pandemic is that there has not been and still is not a unified national approach to communicating risk. But I will say there's a consensus among a lot of infectious disease experts that when there are 25 or more new cases a day per 100,000 people, a county is then in the red zone, and should be considering measures such as stay at home advisories. And that may include closing schools.\u003c/p>\n\u003cp>\u003cstrong>TURNER: \u003c/strong>One thing I've heard from superintendents across the country is that they spend a lot of time, just about every single day, looking at infection rates, transmission numbers, local and regional infection data. They talk about being on a first name basis with the head of the local health department.\u003c/p>\n\u003cp>\u003cstrong>How do districts with a 100% virtual learning plan to meet the needs of special education students required by federal law? — Robert, Decatur, Ga.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: This is honestly one of the most important questions that school leaders, teachers, and parents are facing. And there is not an easy answer.\u003c/p>\n\u003cp>I think anyone you talk to in a school setting will say this spring was devastating for all students, but especially for children with disabilities. There are just certain services that are very difficult to provide online. And that assumes that you and your family have access to broadband [Internet], and lots of kids don't.\u003c/p>\n\u003cp>There is a real concern now among school leaders that they're going to get hammered with lawsuits by parents who are rightfully arguing that their kids did not get the kind of educational services that schools are required, by law, to provide. There is just no easy solution here. This helps explain why many districts that are provisionally reopening are prioritizing, first and foremost, that children with disabilities can return first.\u003c/p>\n\u003cp>\u003cstrong>Is the government going to give more funding to reduce class size and provide more teachers? — Lynn, Phoenix\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TURNER\u003c/strong>: This is the question on the minds and mouths of every school leader and teacher I have spoken with. Congress did pass the CARES Act a while ago. That included about $13.5 billion for K-12 schools. But just about anybody who works in and around or on behalf of schools will tell you they need at least 10 times as much not only to cover the costs of COVID-19, but also because this is happening at the same time that we're experiencing a pretty crushing recession. States are absolutely slashing their education budgets.\u003c/p>\n\u003cp>It's also important to know that despite President Trump's very real push to reopen schools, there has been very little talk from his administration on actually helping schools pay for any of this.\u003c/p>\n\u003cp>\u003cstrong>What are you looking for this fall, as the school year begins? — Sarah McCammon, NPR \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: I think I'll be looking for what we can learn about transmission. Are kids indeed spreading it in this classroom setting? 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>AUBREY\u003c/strong>: I completely agree. I mean, I want my kids back in school. My hope is that everyone heeds the warnings and messages coming from public health experts and infectious disease experts that we all have to do the right thing if we plan to send our kids back to school.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Is+School+Safe%3F+Will+Districts+Test+For+COVID-19%3F+Answering+Back-To-School+Questions&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>This fall, public school districts should prioritize full-time, in-person classes for grades K-5 and for students with special needs. That's the top-line recommendation of a \u003ca href=\"https://www.nationalacademies.org/news/2020/07/schools-should-prioritize-reopening-in-fall-2020-especially-for-grades-k-5-while-weighing-risks-and-benefits\">new report \u003c/a>by the National Academies of Sciences, Engineering and Medicine.\u003c/p>\n\u003cp>The report includes an updated review of the evidence from around the world and a set of recommendations on mitigation strategies for the coronavirus in school settings. It adds to a hefty reading list of back-to-school guidance that now includes comprehensive recommendations from the \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/14/856483424/cdc-issues-decision-tools-to-guide-reopening-of-schools-businesses-transit\">CDC,\u003c/a> the\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/10/889848834/nations-pediatricians-walk-back-support-for-in-person-school\"> American Academy of Pediatrics,\u003c/a> the \u003ca href=\"https://www.aft.org/sites/default/files/covid19_reopen-america-schools.pdf\">American Federation of Teachers\u003c/a> and \u003ca href=\"https://equityschoolplus.jhu.edu/reopening-policy-tracker/\">every U.S. state except Kansas.\u003c/a> There's a growing consensus on a few best practices across most of these reports, such as the importance of masking and social distancing.\u003c/p>\n\u003cp>What stands out from this particular report is its emphasis on collaboration with public health authorities and focus on not just recommendations for action now, but decision-making strategies for schools under conditions that will continue to change.\u003c/p>\n\u003cp>Dr. Dimitri Christakis, a pediatrician and member of the committee that created the report, told NPR that it comes at a time of crisis and repeated failures.\u003c/p>\n\u003cp>\"We failed children ethically and in three important ways. First and foremost, that we have done such a terrible job containing this pandemic. Secondly, that we closed schools ... abruptly without any good plan about how to transition to distance learning and without adequate infrastructure for so many kids. And third, that the moment we closed schools, we didn't immediately start planning about how to reopen them.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, he says, with school months or weeks away, schools are \"struggling to put together some kind of a coherent plan for how to bring kids back, if at all.\" In fact, with cases rising in most states, a growing number of districts from Los Angeles to Richmond, Va., are choosing to start the year virtually.\u003c/p>\n\u003cp>The new report makes nine recommendations. First, schools should consider that staying closed poses a serious risk to children, especially the most vulnerable children. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, he says, with school months or weeks away, schools are \"struggling to put together some kind of a coherent plan for how to bring kids back, if at all.\" In fact, with cases rising in most states, a growing number of districts from Los Angeles to Richmond, Va., are choosing to start the year virtually.\u003c/p>\n\u003cp>The new report makes nine recommendations. First, schools should consider that staying closed poses a serious risk to children, especially the most vulnerable children. When possible, districts should \"prioritize\" full-time, in-person classes for the youngest children in elementary school, and for special needs children. Christakis says that this is because these two groups generally struggle the most with online learning and need the most supervision.\u003c/p>\n\u003cp>When it comes to mitigating the risks of the coronavirus once schools are open, the report says, adult staff should wear surgical masks, and everyone should have access to hand-washing sinks, soap and water or hand sanitizer. People should practice physical distancing and limiting large gatherings. Cleaning and ventilation are important but not sufficient, the report says. Furthermore, Christakis notes, \"deep cleaning, as is currently recommended, is expensive and may or may not really make a big difference.\" The report also includes a recommendation that states and the federal government provide funds to schools to safely reopen.\u003c/p>\n\u003cp>The report also goes into detail about processes for decision-making going forward and says districts should form coalitions to make decisions on opening, school operations and staying open. They should prioritize equity, understanding that communities of color are more affected by this virus, and that poor students and students of color are more likely to attend school in outdated and dilapidated buildings with overcrowded classrooms.\u003c/p>\n\u003cp>Coalitions, the report says, should work closely with local public health authorities in order to do contact tracing if someone at the school contracts the virus. This partnership should allow schools to keep tabs on the rate of infections in the broader community, which will determine whether they can stay open.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The true role of children and teenagers in spreading the coronavirus is not known. Christakis points out that \"the explosions that we're seeing now all across this country are happening while schools are closed. We can't blame schools for what's happening in Florida or Arizona or Texas.\" Christakis says the next few months offer a crucial opportunity to finally do the research needed to help the public understand the risks that many districts are in the middle of taking right now.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Report+Says+Schools+Should+Try+To+Reopen+In+Person+For+Elementary+Students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Teacher Looping Can Ease the Learning Disruptions Caused by Coronavirus",
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"content": "\u003cp>\u003ca href=\"https://kinderbender.com/about/\">\u003cspan style=\"font-weight: 400\">Aeriale Johnson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> felt a thrill as she pressed “send” on the Remind message. For about a week in late June, the second-grade teacher had been waiting for her principal’s green light to make an exciting announcement to her students and their families. “I had that feeling you get when you pop up from behind furniture as the loved one you’ve been planning a surprise party for finally enters the room,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big reveal? This fall, Johnson will be \u003c/span>\u003ca href=\"https://twitter.com/arcticisleteach/status/1275597008460341254\">\u003cspan style=\"font-weight: 400\">moving up to third grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with her students, about half of whom she also taught in kindergarten. “The way last school year ended was harrowing for us all,” she said. “We were \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">resilient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, tapped into our radical imagination, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56102/how-elementary-teachers-are-marking-the-end-of-school-amid-grief-for-lost-time-with-students\">\u003cspan style=\"font-weight: 400\">found a way to thrive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but it was most certainly not the way I wanted to culminate two school years together. ... I was happy to let them know we would have another chance to say hello and goodbye.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56280\" class=\"wp-caption alignnone\" style=\"max-width: 733px\">\u003cimg class=\"wp-image-56280 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198.jpg\" alt=\"\" width=\"733\" height=\"849\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198.jpg 733w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198-160x185.jpg 160w\" sizes=\"(max-width: 733px) 100vw, 733px\">\u003cfigcaption class=\"wp-caption-text\">After notifying her students that she would be their teacher again next year, Aeriale Johnson received many excited replies, including this one from Jonathan Anaya Valencia. (Courtesy of Aeriale Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research has shown the importance of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learning in a variety of ways, including \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/aer.20161495\">\u003cspan style=\"font-weight: 400\">student-teacher familiarity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775717306635\">\u003cspan style=\"font-weight: 400\">2018 analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of North Carolina elementary school data found that students who were taught by the same teacher for a second year saw greater achievement gains than other students. The effects were strongest for students taught by less effective teachers and for students of color. Johnson, who currently teaches in San Jose, California, first experienced “\u003c/span>\u003ca href=\"https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14482\">\u003cspan style=\"font-weight: 400\">looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” when she taught at a small school in rural Alaska, where classes included students from two grades. She said having students for a second year enables teachers to understand children better and improve their practice as educators. After the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">upheaval caused by coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this spring, and as school reopening plans remain \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">uncertain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/07/08/covid-trump-reopen-schools-florida-teachers/5392450002/\">\u003cspan style=\"font-weight: 400\">contested\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the prospect of \u003c/span>\u003ca href=\"https://www.instagram.com/p/CAWXoiig2cP/\">\u003cspan style=\"font-weight: 400\">returning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to familiar faces may be more appealing than ever.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/arcticisleteach/status/1275597008460341254\u003c/p>\n\u003ch2>\u003cb>Creating Coherence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometime in the late aughts, principal \u003c/span>\u003ca href=\"https://www.smuhsd.org/Page/1445\">\u003cspan style=\"font-weight: 400\">Jeff Gilbert\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> attended a meeting at Stanford Graduate School of Education with his administrative team from Hillsdale High School in San Mateo, California. They were seeking input on how to redesign the school’s upper grades. Linda Darling-Hammond, a prominent \u003c/span>\u003ca href=\"https://ed.stanford.edu/faculty/ldh\">\u003cspan style=\"font-weight: 400\">education policy researcher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who now serves as \u003c/span>\u003ca href=\"https://www.cde.ca.gov/be/ms/mm/\">\u003cspan style=\"font-weight: 400\">president\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the California State Board of Education, made a remark that stuck with Gilbert: “She said the flaw in American high schools is their lack of coherence.” In most public high schools, students must adjust to a new learning environment every 45 to 90 minutes, understand the expectations and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">grading systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of about eight different teachers and navigate dozens of social settings throughout each day and year. “So how do you simplify? How do you make it \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46456/why-a-schools-master-schedule-is-a-powerful-enabler-of-change\">\u003cspan style=\"font-weight: 400\">more elegant\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? How do you decrease the number of connects and systems that students are trying to decode?” Gilbert asked.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56281\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56281\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26.png\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Hillsdale students are looped, which means they have the same teachers for their four core subjects for two years. From May 2018: Teachers Danielle Robledo and Mike McCall have their weekly house meeting to discuss what's going on in the lives of their students in order to identify areas of need. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Hillsdale, looping became one of the answers. In their first two years, students have the same teachers for four subject areas — English, science, social studies and math. As juniors, they switch to new teachers, who, in most cases, stay with them until graduation. (Gilbert noted that there’s more variability in upper grades because of advanced placement classes.) This two-year looping process is part of a \u003c/span>\u003ca href=\"https://www.smuhsd.org/Page/2433\">\u003cspan style=\"font-weight: 400\">small learning communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> model that the school implemented 20 years ago. It creates coherence that enables teachers and students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/39427/steps-to-creating-the-conditions-for-deep-rigorous-applied-learning\">\u003cspan style=\"font-weight: 400\">dive deeper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into both academic and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It just really strikes you ... at the beginning of the second year where you see classes working just immediately,” Gilbert said. “This teacher knows every student. They know every family. Students are in groups. Students know each other. … It's really powerful.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a particular advantage during the COVID-19 outbreak. Gilbert said he felt good about existing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53091/why-schools-should-be-organized-to-prioritize-relationships\">\u003cspan style=\"font-weight: 400\">bonds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among students and with teachers for incoming sophomores and seniors: “Even if it’s distance learning they’ll be able to get into a space where they are very comfortable with each other and they can talk.” Johnson, too, felt positive her class could start strong despite the pandemic. She already knows, for instance, several students in class have mastered parts of the third-grade \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/math\">\u003cspan style=\"font-weight: 400\">math curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so she won’t have to spend weeks assessing those skills.* She also knows various instructional and behavioral strategies that have succeeded and failed with each student so she won't have to build from scratch. “We can get started on the very first day of school.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Community and Listening Deeply\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of looping may derive in part from increased \u003c/span>\u003ca href=\"https://halshs.archives-ouvertes.fr/halshs-00842265/\">\u003cspan style=\"font-weight: 400\">familiarity with peers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as with teachers. According to Gilbert, educators must play \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55144/relationships-are-important-how-do-we-build-them-effectively-with-kids\">\u003cspan style=\"font-weight: 400\">a proactive role\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in all of those relationships. Anybody can be a “purveyor of content,” he said. “You have to buy into the fact that you are also a liaison to the family, that you are an emotional support for the student, that you’re creating a community that lasts over time, and then you start to see those benefits of the students seeing themselves as a community that they can rely on.” At Hillsdale, community-building happens in class and in weekly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43362/how-schools-build-a-positive-culture-through-advisory\">\u003cspan style=\"font-weight: 400\">advisory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> periods, during which students might explore career paths, share food and stories or play a game outside. This fall, with Hillsdale likely opening to smaller groups of students, Gilbert said the school will prioritize getting freshmen and juniors on campus since the sophomores and seniors already have a foundation of trust within their cohorts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some educators see community-building activities as an “extra,” Gilbert said that the bonds that form within cohorts have “a significant impact on their ability to learn and their sense of emotional safety.” For example, his staff does not see the same conflicts with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\">\u003cspan style=\"font-weight: 400\">group projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that are typical in most high schools. The \u003c/span>\u003ca href=\"http://kqed.org/mindshift/tag/trust\">\u003cspan style=\"font-weight: 400\">trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forms among looping classes can also create space to tackle tough topics. In the wake of this summer’s \u003c/span>\u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice\">\u003cspan style=\"font-weight: 400\">protests against racial injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Gilbert said he’s confident that his staff will be able to facilitate \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56187/6-things-anti-racist-educators-want-grown-ups-to-know-about-teaching-and-raising-kids\">\u003cspan style=\"font-weight: 400\">meaningful conversations on race\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson, too, said she’s excited to build on the foundations of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">anti-racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that she already laid with her third-graders.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, looping is not a magic wand. Reaping its rewards requires \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences\">\u003cspan style=\"font-weight: 400\">listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deeply to kids and their caregivers — “not to hear what I want them to say, but what they are actually communicating,” said Johnson. When teachers do that, the learning is not unidirectional. One of the things Johnson has learned from her students, for instance, is “to confront my previously unconscious gender bias to be a more effective \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">teacher of boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, specifically Black, Indigenous, boys of color.” Johnson also said teachers must be conscious not to relax into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset\">\u003cspan style=\"font-weight: 400\">static views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of themselves or their students. In the entryway to her classroom, more than a hundred photos cover the wall. When the building is actually open, her students marvel at the snapshots of their former selves, proclaiming “We were so little!” or pointing out big events, such as the first time they touched the inside of a pumpkin. If it sounds like being inside someone’s living room, that’s intentional. While many educators are wondering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins\">\u003cspan style=\"font-weight: 400\">what school will look like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a few months, Johnson’s vision is clear: “continuing to grow together as a family.”\u003c/span>\u003c/p>\n\u003cp>\u003cem>*Correction: A previous version of this story mistakenly identified how many students mastered the math curriculum. We regret this error. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n",
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"excerpt": "By keeping students with the same teacher for another year, looped students will have familiarity with students that can help ease some of the difficulties created by emergency distance learning. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://kinderbender.com/about/\">\u003cspan style=\"font-weight: 400\">Aeriale Johnson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> felt a thrill as she pressed “send” on the Remind message. For about a week in late June, the second-grade teacher had been waiting for her principal’s green light to make an exciting announcement to her students and their families. “I had that feeling you get when you pop up from behind furniture as the loved one you’ve been planning a surprise party for finally enters the room,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big reveal? This fall, Johnson will be \u003c/span>\u003ca href=\"https://twitter.com/arcticisleteach/status/1275597008460341254\">\u003cspan style=\"font-weight: 400\">moving up to third grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with her students, about half of whom she also taught in kindergarten. “The way last school year ended was harrowing for us all,” she said. “We were \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">resilient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, tapped into our radical imagination, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56102/how-elementary-teachers-are-marking-the-end-of-school-amid-grief-for-lost-time-with-students\">\u003cspan style=\"font-weight: 400\">found a way to thrive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but it was most certainly not the way I wanted to culminate two school years together. ... I was happy to let them know we would have another chance to say hello and goodbye.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56280\" class=\"wp-caption alignnone\" style=\"max-width: 733px\">\u003cimg class=\"wp-image-56280 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198.jpg\" alt=\"\" width=\"733\" height=\"849\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198.jpg 733w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/Aeriale-Johnson-Remind-message-e1594621647198-160x185.jpg 160w\" sizes=\"(max-width: 733px) 100vw, 733px\">\u003cfigcaption class=\"wp-caption-text\">After notifying her students that she would be their teacher again next year, Aeriale Johnson received many excited replies, including this one from Jonathan Anaya Valencia. (Courtesy of Aeriale Johnson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research has shown the importance of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learning in a variety of ways, including \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/aer.20161495\">\u003cspan style=\"font-weight: 400\">student-teacher familiarity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775717306635\">\u003cspan style=\"font-weight: 400\">2018 analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of North Carolina elementary school data found that students who were taught by the same teacher for a second year saw greater achievement gains than other students. The effects were strongest for students taught by less effective teachers and for students of color. Johnson, who currently teaches in San Jose, California, first experienced “\u003c/span>\u003ca href=\"https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14482\">\u003cspan style=\"font-weight: 400\">looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” when she taught at a small school in rural Alaska, where classes included students from two grades. She said having students for a second year enables teachers to understand children better and improve their practice as educators. After the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">upheaval caused by coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this spring, and as school reopening plans remain \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56259/as-school-year-approaches-parents-and-educators-struggle-with-uncertainty\">\u003cspan style=\"font-weight: 400\">uncertain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/07/08/covid-trump-reopen-schools-florida-teachers/5392450002/\">\u003cspan style=\"font-weight: 400\">contested\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the prospect of \u003c/span>\u003ca href=\"https://www.instagram.com/p/CAWXoiig2cP/\">\u003cspan style=\"font-weight: 400\">returning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to familiar faces may be more appealing than ever.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Creating Coherence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometime in the late aughts, principal \u003c/span>\u003ca href=\"https://www.smuhsd.org/Page/1445\">\u003cspan style=\"font-weight: 400\">Jeff Gilbert\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> attended a meeting at Stanford Graduate School of Education with his administrative team from Hillsdale High School in San Mateo, California. They were seeking input on how to redesign the school’s upper grades. Linda Darling-Hammond, a prominent \u003c/span>\u003ca href=\"https://ed.stanford.edu/faculty/ldh\">\u003cspan style=\"font-weight: 400\">education policy researcher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who now serves as \u003c/span>\u003ca href=\"https://www.cde.ca.gov/be/ms/mm/\">\u003cspan style=\"font-weight: 400\">president\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the California State Board of Education, made a remark that stuck with Gilbert: “She said the flaw in American high schools is their lack of coherence.” In most public high schools, students must adjust to a new learning environment every 45 to 90 minutes, understand the expectations and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">grading systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of about eight different teachers and navigate dozens of social settings throughout each day and year. “So how do you simplify? How do you make it \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46456/why-a-schools-master-schedule-is-a-powerful-enabler-of-change\">\u003cspan style=\"font-weight: 400\">more elegant\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? How do you decrease the number of connects and systems that students are trying to decode?” Gilbert asked.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56281\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56281\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26.png\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-800x533.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-1020x680.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-768x512.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/HillsdaleHigh-26-1536x1024.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Hillsdale students are looped, which means they have the same teachers for their four core subjects for two years. From May 2018: Teachers Danielle Robledo and Mike McCall have their weekly house meeting to discuss what's going on in the lives of their students in order to identify areas of need. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Hillsdale, looping became one of the answers. In their first two years, students have the same teachers for four subject areas — English, science, social studies and math. As juniors, they switch to new teachers, who, in most cases, stay with them until graduation. (Gilbert noted that there’s more variability in upper grades because of advanced placement classes.) This two-year looping process is part of a \u003c/span>\u003ca href=\"https://www.smuhsd.org/Page/2433\">\u003cspan style=\"font-weight: 400\">small learning communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> model that the school implemented 20 years ago. It creates coherence that enables teachers and students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/39427/steps-to-creating-the-conditions-for-deep-rigorous-applied-learning\">\u003cspan style=\"font-weight: 400\">dive deeper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into both academic and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It just really strikes you ... at the beginning of the second year where you see classes working just immediately,” Gilbert said. “This teacher knows every student. They know every family. Students are in groups. Students know each other. … It's really powerful.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a particular advantage during the COVID-19 outbreak. Gilbert said he felt good about existing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53091/why-schools-should-be-organized-to-prioritize-relationships\">\u003cspan style=\"font-weight: 400\">bonds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among students and with teachers for incoming sophomores and seniors: “Even if it’s distance learning they’ll be able to get into a space where they are very comfortable with each other and they can talk.” Johnson, too, felt positive her class could start strong despite the pandemic. She already knows, for instance, several students in class have mastered parts of the third-grade \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/math\">\u003cspan style=\"font-weight: 400\">math curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so she won’t have to spend weeks assessing those skills.* She also knows various instructional and behavioral strategies that have succeeded and failed with each student so she won't have to build from scratch. “We can get started on the very first day of school.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Community and Listening Deeply\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of looping may derive in part from increased \u003c/span>\u003ca href=\"https://halshs.archives-ouvertes.fr/halshs-00842265/\">\u003cspan style=\"font-weight: 400\">familiarity with peers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as with teachers. According to Gilbert, educators must play \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55144/relationships-are-important-how-do-we-build-them-effectively-with-kids\">\u003cspan style=\"font-weight: 400\">a proactive role\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in all of those relationships. Anybody can be a “purveyor of content,” he said. “You have to buy into the fact that you are also a liaison to the family, that you are an emotional support for the student, that you’re creating a community that lasts over time, and then you start to see those benefits of the students seeing themselves as a community that they can rely on.” At Hillsdale, community-building happens in class and in weekly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43362/how-schools-build-a-positive-culture-through-advisory\">\u003cspan style=\"font-weight: 400\">advisory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> periods, during which students might explore career paths, share food and stories or play a game outside. This fall, with Hillsdale likely opening to smaller groups of students, Gilbert said the school will prioritize getting freshmen and juniors on campus since the sophomores and seniors already have a foundation of trust within their cohorts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some educators see community-building activities as an “extra,” Gilbert said that the bonds that form within cohorts have “a significant impact on their ability to learn and their sense of emotional safety.” For example, his staff does not see the same conflicts with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\">\u003cspan style=\"font-weight: 400\">group projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that are typical in most high schools. The \u003c/span>\u003ca href=\"http://kqed.org/mindshift/tag/trust\">\u003cspan style=\"font-weight: 400\">trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forms among looping classes can also create space to tackle tough topics. In the wake of this summer’s \u003c/span>\u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice\">\u003cspan style=\"font-weight: 400\">protests against racial injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Gilbert said he’s confident that his staff will be able to facilitate \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56187/6-things-anti-racist-educators-want-grown-ups-to-know-about-teaching-and-raising-kids\">\u003cspan style=\"font-weight: 400\">meaningful conversations on race\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson, too, said she’s excited to build on the foundations of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">anti-racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that she already laid with her third-graders.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, looping is not a magic wand. Reaping its rewards requires \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences\">\u003cspan style=\"font-weight: 400\">listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deeply to kids and their caregivers — “not to hear what I want them to say, but what they are actually communicating,” said Johnson. When teachers do that, the learning is not unidirectional. One of the things Johnson has learned from her students, for instance, is “to confront my previously unconscious gender bias to be a more effective \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">teacher of boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, specifically Black, Indigenous, boys of color.” Johnson also said teachers must be conscious not to relax into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset\">\u003cspan style=\"font-weight: 400\">static views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of themselves or their students. In the entryway to her classroom, more than a hundred photos cover the wall. When the building is actually open, her students marvel at the snapshots of their former selves, proclaiming “We were so little!” or pointing out big events, such as the first time they touched the inside of a pumpkin. If it sounds like being inside someone’s living room, that’s intentional. While many educators are wondering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins\">\u003cspan style=\"font-weight: 400\">what school will look like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a few months, Johnson’s vision is clear: “continuing to grow together as a family.”\u003c/span>\u003c/p>\n\u003cp>\u003cem>*Correction: A previous version of this story mistakenly identified how many students mastered the math curriculum. We regret this error. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "As School Year Approaches, Parents and Educators Struggle with Uncertainty",
"title": "As School Year Approaches, Parents and Educators Struggle with Uncertainty",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Jeanne Norris is a teacher, the wife of a teacher and the mother of an 8-year-old in St. Louis. She'd love to send her son back to school in August. But, she says, \"I feel like my government and my fellow citizens have put me in a position where it's not really in the best interests of our family.\"\u003c/p>\n\u003cp>Norris has a long list of reasons why. She says she has taught in buildings where ventilation systems are outdated and malfunctioning, and even soap for hand-washing is in short supply.\u003c/p>\n\u003cp>In June, Missouri \u003ca href=\"https://www.kcur.org/government/2020-06-02/missouri-governor-cuts-209-million-in-planned-spending-addresses-protests\">cut K-12 education funding\u003c/a> by more than $100 million amid the pandemic-induced recession. The Center on Budget and Policy Priorities anticipates state budget shortfalls of \u003ca href=\"https://www.cbpp.org/research/state-budget-and-tax/states-grappling-with-hit-to-tax-collections\">25% this fiscal year\u003c/a> as a result of that recession. Education leaders have said schools may need \u003ca href=\"https://ccsso.org/sites/default/files/2020-06/HELPLetterFinal.pdf\">more than $200 billion\u003c/a> in new federal education funding to stop these gaps and meet the new need. The House \u003ca href=\"https://www.npr.org/2020/05/15/856095507/house-passes-3-trillion-coronavirus-relief-bill-that-has-dim-future\">passed a bill\u003c/a> in May with $58 billion for school districts, and the Republican-controlled Senate has not yet acted on it, though the president has recently weighed in \u003ca href=\"https://www.npr.org/2020/07/08/888898194/trump-blasts-expensive-cdc-guidelines-for-reopening-schools\">heavily in favor\u003c/a> of reopening schools.\u003c/p>\n\u003cp>Norris says she's disappointed by her state's response to the virus, and she's worried about the risk to her son's teachers, too.\u003c/p>\n\u003cp>\"You know, a third of teachers are \u003ca href=\"https://www.childtrends.org/nearly-one-third-of-u-s-teachers-are-at-higher-risk-of-severe-illness-from-covid-19-due-to-age\">over the age of 50\u003c/a>, I believe. ... You want to talk about social-emotional impacts? Thinking about my child experiencing somebody die because of coronavirus? Sounds like a pretty heavy burden to bear.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dozens of teachers, parents and district leaders around the country told NPR that the back-to-school season — that beloved annual ritual — has fogged over with confusion. States, districts and the federal government are \u003ca href=\"https://www.npr.org/2020/07/07/888157257/white-house-pushes-to-reopen-schools-despite-a-surge-in-coronavirus-cases\">pushing\u003c/a> and \u003ca href=\"https://www.nytimes.com/2020/07/08/nyregion/nyc-schools-reopening-plan.html\">pulling\u003c/a> in different directions. Scientists are \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/08/888853601/school-reopenings-should-keep-public-health-in-mind-pediatric-group-says?utm_medium=RSS&utm_campaign=nprblogscoronavirusliveupdates\">updating their advice\u003c/a> to reflect emerging research and the changing course of the pandemic. And parents and educators are finding it hard to make decisions in the murk.\u003c/p>\n\u003cp>What's at stake: An unknown number of lives, the futures of tens of millions of children, the livelihoods of their caregivers, the working conditions of millions of educators and people's trust in a fundamental American institution.\u003c/p>\n\u003cp>Thomas Jefferson, the scribe of the Declaration of Independence, was among the first Americans to propose a system of universal, publicly funded education in 1779. Since then, besides providing an education, public schools became by far the \u003ca href=\"https://nces.ed.gov/programs/crimeindicators/ind_01.asp\">physically safest places\u003c/a> for the nation's more than 50 million schoolchildren. They fed about 30 million children meals they might have missed otherwise, and offered crucial assistance with housing, health care and mental health.\u003c/p>\n\u003cp>Until this past spring.\u003c/p>\n\u003cp>Schools closed abruptly amid the coronavirus pandemic, in the U.S. and almost everywhere. At one point, \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">90% of the world's schoolchildren\u003c/a> were out of class. Now, across Europe and Asia, dozens of school systems have already reopened, with precautions in place, and \u003ca href=\"https://www.theguardian.com/world/2020/may/18/french-minister-tells-of-risks-of-missing-school-as-more-pupils-return-covid-19\">few virus spikes have been seen as a result\u003c/a>. But in the U.S., where the pandemic continues to rage, that version of normal is not being contemplated in most places.\u003c/p>\n\u003cp>One notable exception, Florida, has \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/07/888320203/florida-orders-schools-to-reopen-in-the-fall-for-in-person-instruction\">just ordered\u003c/a> schools to start back with full-time in-person instruction at least five days a week. This, in a state with \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/02/886595119/another-day-another-coronavirus-record-in-florida\">one of the worst outbreaks\u003c/a> in the country.\u003c/p>\n\u003cp>\"To be perfectly honest, it's terrifying,\" says Kirk Hansen, a middle school social studies teacher in Lakeland, Fla. \"We've worked with very little before. The story of public education is inadequate funding. And we are supposed to come back to an environment where we don't know what's happening and we're supposed to do it on limited funds. And I think it's just — it's going to be a fiasco.\"\u003c/p>\n\u003cp>\u003cstrong>Back to school, not back to normal \u003c/strong>\u003c/p>\n\u003cp>Many parents and teachers echoed Hansen's anxiety. Across the United States, each district is making its own decisions based on guidance — not directives — from the federal government, states, experts, educators, parents and local health authorities.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/downloads/FAQ-schools-child-care.pdf\">Guidance\u003c/a> from the Centers for Disease Control and Prevention calls for social distancing, and grouping kids into small pods, to limit the spread of a potential infection. That means a drastic reduction in class sizes everywhere. In the absence of funds for more space and more staff, that's driving schools to cut back on in-person class time. The state of California, for example, \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/documents/strongertogether.pdf\">recommends\u003c/a> splitting up students into smaller cohorts that attend two days a week, every other week, or mornings and afternoons, while offering remote instruction the rest of the time. We're hearing versions of this limited-time plan everywhere \u003ca href=\"https://www.nytimes.com/2020/07/08/nyregion/nyc-schools-reopening-plan.html\">from New York City\u003c/a> — the nation's largest school district — to \u003ca href=\"https://ktiv.com/2020/06/30/nebraskas-largest-school-district-reveals-fall-reopen-plan/\">Omaha\u003c/a>, Neb., \u003ca href=\"https://www.seattleschools.org/district/calendars/news/what_s_new/coronavirus_update\">Seattle\u003c/a> and \u003ca href=\"https://www.bridgemi.com/talent-education/two-days-school-three-home-thats-plan-one-michigan-district\">West Bloomfield\u003c/a>, Mich.\u003c/p>\n\u003cp>At the same time, districts are surveying parents and teachers to find out if they are willing to go back at all. One \u003ca href=\"https://www.aft.org/sites/default/files/june_2020_member_poll_slides_07072020.pdf\">national survey\u003c/a> by the American Federation of Teachers found about 1 in 4 educators were not willing to come back even with precautions, and a \u003ca href=\"https://www.cnbc.com/2020/07/08/the-anxiety-is-so-high-back-to-school-wont-be-the-same-in-2020.html\">survey of parents\u003c/a> found two-thirds were nervous about the prospect. That means many districts are offering remote learning at the same time, which is essentially a whole other job for schools and teachers.\u003c/p>\n\u003cp>Meanwhile, the pandemic is \u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/16/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">spiking\u003c/a> in some parts of the country, while other places like New York are vigilant based on past experience.\u003c/p>\n\u003cp>Districts are taking time to sort through all the information. The delays in communication, in turn, make it harder for families to make plans.\u003c/p>\n\u003cp>This convoluted, decentralized process around reopening schools is also pitting stakeholders against each other. In San Mateo, in the Bay Area, some teachers \u003ca href=\"https://www.smdailyjournal.com/news/local/sides-differ-over-reopening-plans-for-san-mateo-union-high-school-district/article_33b8d9c6-af87-11ea-917e-4b336f294162.html\">want to start the year remote-only\u003c/a>, while parents and administrators are pushing for more face time. Jinna Hwang, who teaches math at San Mateo High School, says she can't create a warm, accepting classroom culture when everyone is wearing masks and she must enforce physical distancing. Face masks will also be an obstacle for English language learners, Hwang says. She's not sure how she'll find time to teach her in-person lessons — multiple times over, to different cohorts of students — while also planning and executing remote teaching at the same time.\u003c/p>\n\u003cp>On the other hand, she says, if schools stick with remote-only, \"What do you do with kids who have difficulty learning online? What do you do about kids who are entering depression and need their wellness counselor?\"\u003c/p>\n\u003cp>Questions like these abound. After New Jersey Gov. Phil Murphy released that state's \"\u003ca href=\"https://www.nj.gov/education/reopening/NJDOETheRoadBack.pdf\">Restart and Recovery Plan for Education\u003c/a>,\" educators crowdsourced a \u003ca href=\"https://docs.google.com/document/d/1n6XUconG3-gJZPfQe4O1hi_kHUk7NxyJqQWHsZWesp4/edit\">list of nearly 400 unanswered questions\u003c/a> and concerns. Among them: How can we safely toilet train students with autism? How can students in band play a trumpet with a mask on? Will substitute teachers get paid more since their job is now high risk, and who pays for their health insurance if they get sick on the job?\u003c/p>\n\u003cp>\"The devil's in the details,\" sums up Hwang.\u003c/p>\n\u003cp>\u003cstrong>Reopening followed by re-closing?\u003c/strong>\u003c/p>\n\u003cp>As difficult as reopening plans are, they are just the beginning. As Dr. Anthony Fauci emphasized in \u003ca href=\"https://www.npr.org/2020/06/30/884658409/watch-live-senate-hearing-on-reopening-schools-workplaces-amid-coronavirus\">recent Senate testimony\u003c/a>, local coronavirus infection rates are a key factor driving schools' ability to not just open up, but to stay open.\u003c/p>\n\u003cp>Mike Looney, the superintendent of Fulton County Schools, a large district in the Atlanta area, has been grappling with the uncertainty around reopening. His schools are set to open Aug. 17, and he says he's been letting parents know: The rest is in their hands.\u003c/p>\n\u003cp>\"I have been doing my very best to communicate to our families that they really are in control of whether or not the school district opens up as planned — because the school district has to respond to the community spread.\"\u003c/p>\n\u003cp>Looney's district is unusual in having already released not just a reopening plan but a detailed \u003ca href=\"https://go.boarddocs.com/ga/fcss/Board.nsf/files/BQQHC5479633/%24file/Closure%20Matrix%20v4.pdf\">re-closing decision matrix\u003c/a>. It gives 12 options for how long to close a school if someone at the school tests positive for the coronavirus. For example, explains Looney, if there is low community spread and one person at a school tests positive, that school will close for up to 24 hours for cleaning and contact tracing. But if there are more or rising cases throughout the community, the closure for that single case will last for 72 hours. Conversely, even with few cases in the broader community, if there are five or more positive tests in a single school, that closure could last at least two weeks to give people time to isolate and recover.\u003c/p>\n\u003cp>The math around contact tracing and risk reduction can be head-spinning. And that's exactly why Michelle Hoffmann in High Bridge, N.J., is planning to home-school her 6-year-old son this year.\u003c/p>\n\u003cp>Hoffmann has been working as a contact tracer, following up with people who test positive for the coronavirus so that their close contacts can be notified to try to stop the spread of the virus. She anticipates schools closing down quickly and repeatedly after they open. And she doesn't see the utility of rotating cohorts of students as long as they share the same teacher.\u003c/p>\n\u003cp>\"If a teacher came in and said, 'Hey, I just found out my sister tested positive for COVID and we saw her over the weekend,' both groups of students are going to have to stay home.\"\u003c/p>\n\u003cp>It might work better if each tiny group of students had a different teacher, she says. \"But again, who has the resources for that? There is no unlimited supply of substitute teachers. That's just not a thing.\"\u003c/p>\n\u003cp>Hoffmann feels prepared to take on home-schooling. For one thing, her wife is an educator who may be laid off — New Jersey, too, is \u003ca href=\"https://www.nj.com/education/2020/05/nj-slashes-335m-from-its-school-funding-proposal-heres-what-it-means-for-your-district.html\">cutting hundreds of millions of dollars\u003c/a> from education this year. Hoffmann's mother has been teaching her son Korean. And she has friends who work in technical fields who are willing to pitch in, guiding her son with science projects over Skype. All of which seems preferable to the disruptions of repeated openings and re-closings, she says. \"I don't want to scramble. I'm very much a planner, so I want to have a plan in place.\"\u003c/p>\n\u003cp>But many families don't have the resources to make a plan like this. And online-only learning, the fallback option, isn't making many folks happy either.\u003c/p>\n\u003cp>\"We're all horrible teachers,\" Ashley Ruiz, a mother of two in south Florida, says of her and her friends' experiences with remote learning. Her 7-year-old son is on the autism spectrum, and relies on her school for speech and social skills therapy, and help with reading, none of which are really replicable online.\u003c/p>\n\u003cp>\"We now all recognize that teachers need to be paid a million dollars in cash, tax-free, because of what they do,\" Ruiz says.\u003c/p>\n\u003cp>Nicol Turner Lee, an expert on educational technology and digital divides at the Brookings Institution, is in frequent consultation with districts around the country. She calls this past spring's attempt at emergency remote learning \"an abject failure for our children.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one\">Research shows students\u003c/a> who struggle tend to do even worse with distance learning. Some districts are investing in training teachers to raise the quality of remote teaching, and working to get \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/27/862705225/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">special education students\u003c/a> and English language learners the support they need. Yet simple access is still a big problem. Turner Lee says an estimated 12 to 15 million students still do not have broadband Internet at home. And an estimated one-third of low-income students have to share devices with family members.\u003c/p>\n\u003cp>Can schools do better this coming year? \"I think we have run out of time,\" says Turner Lee.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Some localities, such as \u003ca href=\"https://chicago.suntimes.com/education/2020/6/25/21303344/chicago-public-schools-cps-students-internet-access-remote-learning\">Chicago\u003c/a>, Washington, \u003ca href=\"https://wtop.com/dc/2020/03/1m-fund-to-help-close-dcs-digital-divide-as-distance-learning-begins/\">D.C.\u003c/a>, and \u003ca href=\"https://www.wmdt.com/2020/06/governor-hogan-announces-more-than-45-million-in-education-funding-to-help-students-affected-by-covid-19/\">Maryland\u003c/a>, are working, sometimes with private donors, to get equipment and connectivity to students at a larger scale. And public libraries are boosting their Wi-Fi signals to allow students to gather and do their homework in the \u003ca href=\"https://www.nytimes.com/2020/05/05/technology/parking-lots-wifi-coronavirus.html\">parking lot\u003c/a>. But, she says, these are ultimately stopgaps, and they won't go far without massive federal aid. She says overall, efforts to meet the challenges facing public schools are \"a day late and a dollar short.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+It+Comes+To+Reopening+Schools%2C+%27The+Devil%27s+In+The+Details%2C%27+Educators+Say+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jeanne Norris is a teacher, the wife of a teacher and the mother of an 8-year-old in St. Louis. She'd love to send her son back to school in August. But, she says, \"I feel like my government and my fellow citizens have put me in a position where it's not really in the best interests of our family.\"\u003c/p>\n\u003cp>Norris has a long list of reasons why. She says she has taught in buildings where ventilation systems are outdated and malfunctioning, and even soap for hand-washing is in short supply.\u003c/p>\n\u003cp>In June, Missouri \u003ca href=\"https://www.kcur.org/government/2020-06-02/missouri-governor-cuts-209-million-in-planned-spending-addresses-protests\">cut K-12 education funding\u003c/a> by more than $100 million amid the pandemic-induced recession. The Center on Budget and Policy Priorities anticipates state budget shortfalls of \u003ca href=\"https://www.cbpp.org/research/state-budget-and-tax/states-grappling-with-hit-to-tax-collections\">25% this fiscal year\u003c/a> as a result of that recession. Education leaders have said schools may need \u003ca href=\"https://ccsso.org/sites/default/files/2020-06/HELPLetterFinal.pdf\">more than $200 billion\u003c/a> in new federal education funding to stop these gaps and meet the new need. The House \u003ca href=\"https://www.npr.org/2020/05/15/856095507/house-passes-3-trillion-coronavirus-relief-bill-that-has-dim-future\">passed a bill\u003c/a> in May with $58 billion for school districts, and the Republican-controlled Senate has not yet acted on it, though the president has recently weighed in \u003ca href=\"https://www.npr.org/2020/07/08/888898194/trump-blasts-expensive-cdc-guidelines-for-reopening-schools\">heavily in favor\u003c/a> of reopening schools.\u003c/p>\n\u003cp>Norris says she's disappointed by her state's response to the virus, and she's worried about the risk to her son's teachers, too.\u003c/p>\n\u003cp>\"You know, a third of teachers are \u003ca href=\"https://www.childtrends.org/nearly-one-third-of-u-s-teachers-are-at-higher-risk-of-severe-illness-from-covid-19-due-to-age\">over the age of 50\u003c/a>, I believe. ... You want to talk about social-emotional impacts? Thinking about my child experiencing somebody die because of coronavirus? Sounds like a pretty heavy burden to bear.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dozens of teachers, parents and district leaders around the country told NPR that the back-to-school season — that beloved annual ritual — has fogged over with confusion. States, districts and the federal government are \u003ca href=\"https://www.npr.org/2020/07/07/888157257/white-house-pushes-to-reopen-schools-despite-a-surge-in-coronavirus-cases\">pushing\u003c/a> and \u003ca href=\"https://www.nytimes.com/2020/07/08/nyregion/nyc-schools-reopening-plan.html\">pulling\u003c/a> in different directions. Scientists are \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/08/888853601/school-reopenings-should-keep-public-health-in-mind-pediatric-group-says?utm_medium=RSS&utm_campaign=nprblogscoronavirusliveupdates\">updating their advice\u003c/a> to reflect emerging research and the changing course of the pandemic. And parents and educators are finding it hard to make decisions in the murk.\u003c/p>\n\u003cp>What's at stake: An unknown number of lives, the futures of tens of millions of children, the livelihoods of their caregivers, the working conditions of millions of educators and people's trust in a fundamental American institution.\u003c/p>\n\u003cp>Thomas Jefferson, the scribe of the Declaration of Independence, was among the first Americans to propose a system of universal, publicly funded education in 1779. Since then, besides providing an education, public schools became by far the \u003ca href=\"https://nces.ed.gov/programs/crimeindicators/ind_01.asp\">physically safest places\u003c/a> for the nation's more than 50 million schoolchildren. They fed about 30 million children meals they might have missed otherwise, and offered crucial assistance with housing, health care and mental health.\u003c/p>\n\u003cp>Until this past spring.\u003c/p>\n\u003cp>Schools closed abruptly amid the coronavirus pandemic, in the U.S. and almost everywhere. At one point, \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">90% of the world's schoolchildren\u003c/a> were out of class. Now, across Europe and Asia, dozens of school systems have already reopened, with precautions in place, and \u003ca href=\"https://www.theguardian.com/world/2020/may/18/french-minister-tells-of-risks-of-missing-school-as-more-pupils-return-covid-19\">few virus spikes have been seen as a result\u003c/a>. But in the U.S., where the pandemic continues to rage, that version of normal is not being contemplated in most places.\u003c/p>\n\u003cp>One notable exception, Florida, has \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/07/888320203/florida-orders-schools-to-reopen-in-the-fall-for-in-person-instruction\">just ordered\u003c/a> schools to start back with full-time in-person instruction at least five days a week. This, in a state with \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/02/886595119/another-day-another-coronavirus-record-in-florida\">one of the worst outbreaks\u003c/a> in the country.\u003c/p>\n\u003cp>\"To be perfectly honest, it's terrifying,\" says Kirk Hansen, a middle school social studies teacher in Lakeland, Fla. \"We've worked with very little before. The story of public education is inadequate funding. And we are supposed to come back to an environment where we don't know what's happening and we're supposed to do it on limited funds. And I think it's just — it's going to be a fiasco.\"\u003c/p>\n\u003cp>\u003cstrong>Back to school, not back to normal \u003c/strong>\u003c/p>\n\u003cp>Many parents and teachers echoed Hansen's anxiety. Across the United States, each district is making its own decisions based on guidance — not directives — from the federal government, states, experts, educators, parents and local health authorities.\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/downloads/FAQ-schools-child-care.pdf\">Guidance\u003c/a> from the Centers for Disease Control and Prevention calls for social distancing, and grouping kids into small pods, to limit the spread of a potential infection. That means a drastic reduction in class sizes everywhere. In the absence of funds for more space and more staff, that's driving schools to cut back on in-person class time. The state of California, for example, \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/documents/strongertogether.pdf\">recommends\u003c/a> splitting up students into smaller cohorts that attend two days a week, every other week, or mornings and afternoons, while offering remote instruction the rest of the time. We're hearing versions of this limited-time plan everywhere \u003ca href=\"https://www.nytimes.com/2020/07/08/nyregion/nyc-schools-reopening-plan.html\">from New York City\u003c/a> — the nation's largest school district — to \u003ca href=\"https://ktiv.com/2020/06/30/nebraskas-largest-school-district-reveals-fall-reopen-plan/\">Omaha\u003c/a>, Neb., \u003ca href=\"https://www.seattleschools.org/district/calendars/news/what_s_new/coronavirus_update\">Seattle\u003c/a> and \u003ca href=\"https://www.bridgemi.com/talent-education/two-days-school-three-home-thats-plan-one-michigan-district\">West Bloomfield\u003c/a>, Mich.\u003c/p>\n\u003cp>At the same time, districts are surveying parents and teachers to find out if they are willing to go back at all. One \u003ca href=\"https://www.aft.org/sites/default/files/june_2020_member_poll_slides_07072020.pdf\">national survey\u003c/a> by the American Federation of Teachers found about 1 in 4 educators were not willing to come back even with precautions, and a \u003ca href=\"https://www.cnbc.com/2020/07/08/the-anxiety-is-so-high-back-to-school-wont-be-the-same-in-2020.html\">survey of parents\u003c/a> found two-thirds were nervous about the prospect. That means many districts are offering remote learning at the same time, which is essentially a whole other job for schools and teachers.\u003c/p>\n\u003cp>Meanwhile, the pandemic is \u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/16/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">spiking\u003c/a> in some parts of the country, while other places like New York are vigilant based on past experience.\u003c/p>\n\u003cp>Districts are taking time to sort through all the information. The delays in communication, in turn, make it harder for families to make plans.\u003c/p>\n\u003cp>This convoluted, decentralized process around reopening schools is also pitting stakeholders against each other. In San Mateo, in the Bay Area, some teachers \u003ca href=\"https://www.smdailyjournal.com/news/local/sides-differ-over-reopening-plans-for-san-mateo-union-high-school-district/article_33b8d9c6-af87-11ea-917e-4b336f294162.html\">want to start the year remote-only\u003c/a>, while parents and administrators are pushing for more face time. Jinna Hwang, who teaches math at San Mateo High School, says she can't create a warm, accepting classroom culture when everyone is wearing masks and she must enforce physical distancing. Face masks will also be an obstacle for English language learners, Hwang says. She's not sure how she'll find time to teach her in-person lessons — multiple times over, to different cohorts of students — while also planning and executing remote teaching at the same time.\u003c/p>\n\u003cp>On the other hand, she says, if schools stick with remote-only, \"What do you do with kids who have difficulty learning online? What do you do about kids who are entering depression and need their wellness counselor?\"\u003c/p>\n\u003cp>Questions like these abound. After New Jersey Gov. Phil Murphy released that state's \"\u003ca href=\"https://www.nj.gov/education/reopening/NJDOETheRoadBack.pdf\">Restart and Recovery Plan for Education\u003c/a>,\" educators crowdsourced a \u003ca href=\"https://docs.google.com/document/d/1n6XUconG3-gJZPfQe4O1hi_kHUk7NxyJqQWHsZWesp4/edit\">list of nearly 400 unanswered questions\u003c/a> and concerns. Among them: How can we safely toilet train students with autism? How can students in band play a trumpet with a mask on? Will substitute teachers get paid more since their job is now high risk, and who pays for their health insurance if they get sick on the job?\u003c/p>\n\u003cp>\"The devil's in the details,\" sums up Hwang.\u003c/p>\n\u003cp>\u003cstrong>Reopening followed by re-closing?\u003c/strong>\u003c/p>\n\u003cp>As difficult as reopening plans are, they are just the beginning. As Dr. Anthony Fauci emphasized in \u003ca href=\"https://www.npr.org/2020/06/30/884658409/watch-live-senate-hearing-on-reopening-schools-workplaces-amid-coronavirus\">recent Senate testimony\u003c/a>, local coronavirus infection rates are a key factor driving schools' ability to not just open up, but to stay open.\u003c/p>\n\u003cp>Mike Looney, the superintendent of Fulton County Schools, a large district in the Atlanta area, has been grappling with the uncertainty around reopening. His schools are set to open Aug. 17, and he says he's been letting parents know: The rest is in their hands.\u003c/p>\n\u003cp>\"I have been doing my very best to communicate to our families that they really are in control of whether or not the school district opens up as planned — because the school district has to respond to the community spread.\"\u003c/p>\n\u003cp>Looney's district is unusual in having already released not just a reopening plan but a detailed \u003ca href=\"https://go.boarddocs.com/ga/fcss/Board.nsf/files/BQQHC5479633/%24file/Closure%20Matrix%20v4.pdf\">re-closing decision matrix\u003c/a>. It gives 12 options for how long to close a school if someone at the school tests positive for the coronavirus. For example, explains Looney, if there is low community spread and one person at a school tests positive, that school will close for up to 24 hours for cleaning and contact tracing. But if there are more or rising cases throughout the community, the closure for that single case will last for 72 hours. Conversely, even with few cases in the broader community, if there are five or more positive tests in a single school, that closure could last at least two weeks to give people time to isolate and recover.\u003c/p>\n\u003cp>The math around contact tracing and risk reduction can be head-spinning. And that's exactly why Michelle Hoffmann in High Bridge, N.J., is planning to home-school her 6-year-old son this year.\u003c/p>\n\u003cp>Hoffmann has been working as a contact tracer, following up with people who test positive for the coronavirus so that their close contacts can be notified to try to stop the spread of the virus. She anticipates schools closing down quickly and repeatedly after they open. And she doesn't see the utility of rotating cohorts of students as long as they share the same teacher.\u003c/p>\n\u003cp>\"If a teacher came in and said, 'Hey, I just found out my sister tested positive for COVID and we saw her over the weekend,' both groups of students are going to have to stay home.\"\u003c/p>\n\u003cp>It might work better if each tiny group of students had a different teacher, she says. \"But again, who has the resources for that? There is no unlimited supply of substitute teachers. That's just not a thing.\"\u003c/p>\n\u003cp>Hoffmann feels prepared to take on home-schooling. For one thing, her wife is an educator who may be laid off — New Jersey, too, is \u003ca href=\"https://www.nj.com/education/2020/05/nj-slashes-335m-from-its-school-funding-proposal-heres-what-it-means-for-your-district.html\">cutting hundreds of millions of dollars\u003c/a> from education this year. Hoffmann's mother has been teaching her son Korean. And she has friends who work in technical fields who are willing to pitch in, guiding her son with science projects over Skype. All of which seems preferable to the disruptions of repeated openings and re-closings, she says. \"I don't want to scramble. I'm very much a planner, so I want to have a plan in place.\"\u003c/p>\n\u003cp>But many families don't have the resources to make a plan like this. And online-only learning, the fallback option, isn't making many folks happy either.\u003c/p>\n\u003cp>\"We're all horrible teachers,\" Ashley Ruiz, a mother of two in south Florida, says of her and her friends' experiences with remote learning. Her 7-year-old son is on the autism spectrum, and relies on her school for speech and social skills therapy, and help with reading, none of which are really replicable online.\u003c/p>\n\u003cp>\"We now all recognize that teachers need to be paid a million dollars in cash, tax-free, because of what they do,\" Ruiz says.\u003c/p>\n\u003cp>Nicol Turner Lee, an expert on educational technology and digital divides at the Brookings Institution, is in frequent consultation with districts around the country. She calls this past spring's attempt at emergency remote learning \"an abject failure for our children.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one\">Research shows students\u003c/a> who struggle tend to do even worse with distance learning. Some districts are investing in training teachers to raise the quality of remote teaching, and working to get \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/27/862705225/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">special education students\u003c/a> and English language learners the support they need. Yet simple access is still a big problem. Turner Lee says an estimated 12 to 15 million students still do not have broadband Internet at home. And an estimated one-third of low-income students have to share devices with family members.\u003c/p>\n\u003cp>Can schools do better this coming year? \"I think we have run out of time,\" says Turner Lee.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some localities, such as \u003ca href=\"https://chicago.suntimes.com/education/2020/6/25/21303344/chicago-public-schools-cps-students-internet-access-remote-learning\">Chicago\u003c/a>, Washington, \u003ca href=\"https://wtop.com/dc/2020/03/1m-fund-to-help-close-dcs-digital-divide-as-distance-learning-begins/\">D.C.\u003c/a>, and \u003ca href=\"https://www.wmdt.com/2020/06/governor-hogan-announces-more-than-45-million-in-education-funding-to-help-students-affected-by-covid-19/\">Maryland\u003c/a>, are working, sometimes with private donors, to get equipment and connectivity to students at a larger scale. And public libraries are boosting their Wi-Fi signals to allow students to gather and do their homework in the \u003ca href=\"https://www.nytimes.com/2020/05/05/technology/parking-lots-wifi-coronavirus.html\">parking lot\u003c/a>. But, she says, these are ultimately stopgaps, and they won't go far without massive federal aid. She says overall, efforts to meet the challenges facing public schools are \"a day late and a dollar short.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+It+Comes+To+Reopening+Schools%2C+%27The+Devil%27s+In+The+Details%2C%27+Educators+Say+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>President Trump issued a\u003ca href=\"https://www.npr.org/2020/07/08/888898194/trump-blasts-expensive-cdc-guidelines-for-reopening-schools?live=1\"> forceful call\u003c/a> this week for America's K-12 schools to reopen full time for all children in the fall, suggesting that Democrats want to keep schools closed ahead of the November election and even threatening to cut off federal funding to schools if they don't fully reopen (something he cannot do). In this push, the administration has a powerful ally: the American Academy of Pediatrics.\u003c/p>\n\u003cp>Last week, the AAP issued a forceful policy \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/\">statement\u003c/a>, echoing the administration's sense of urgency to get children back into brick-and-mortar buildings:\u003c/p>\n\u003cblockquote>\u003cp>\"The AAP strongly advocates that all policy considerations for the coming school year should start with a goal of having students physically present in school. The importance of in-person learning is well-documented, and there is already evidence of the negative impacts on children because of school closures in the spring of 2020. Lengthy time away from school and associated interruption of supportive services often results in social isolation, making it difficult for schools to identify and address important learning deficits as well as child and adolescent physical or sexual abuse, substance use, depression, and suicidal ideation. This, in turn, places children and adolescents at considerable risk of morbidity and, in some cases, mortality. Beyond the educational impact and social impact of school closures, there has been substantial impact on food security and physical activity for children and families.\"\u003c/p>\u003c/blockquote>\n\u003cp>On Tuesday, the president of the AAP, Dr. Sally Goza, attended a White House roundtable where Trump and other administration officials reiterated their desire for schools to reopen quickly and repeatedly praised the AAP's guidance.\u003c/p>\n\u003cp>On Wednesday, Goza spoke with \u003cem>Morning Edition\u003c/em> host David Greene about that guidance and whether she's concerned that schools may be pressured into reopening too quickly.\u003c/p>\n\u003cp>Below is that interview, edited for length and clarity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>[In Florida] the virus is spiking: The number of new cases daily has been alarming, as is the case in some other states. Schools are being ordered to open in-person five days a week as early as next month in \u003c/strong>\u003ca href=\"https://www.tallahassee.com/story/news/2020/07/06/florida-schools-mandated-reopen-august/5387823002/\">\u003cstrong>Florida\u003c/strong>\u003c/a>\u003cstrong>, so just talk me through what the argument is for a decision like that right now? \u003c/strong>\u003c/p>\n\u003cp>So our guidelines reflect what we know right now about COVID-19 and its effects on children, as well as our own expertise and understanding of the benefits of in-person education for children's mental, emotional and physical health. And we reevaluate these guidelines regularly, since the pandemic changes so rapidly.\u003c/p>\n\u003cp>But our latest guidelines articulate that our main goal is for students to be physically present at school this fall. But we also recognize that COVID-19 remains a very real, active threat to community health. And we really believe that decisions on when and how to reopen need to consider a variety of factors, but a big one is the level of virus in the community.\u003c/p>\n\u003cp>\u003cstrong>Well, let me just ask about that — the level of virus in the state of Florida — we saw 7,000 new cases in a single day this week. I mean, would you encourage schools to open today if that decision had to be made based on the numbers you're seeing?\u003c/strong>\u003c/p>\n\u003cp>The way the numbers are looking in Florida right now are concerning. The level of the virus is really high. And so a statewide mandate to reopen [schools] without consideration of community spread really goes against our recommendations.\u003c/p>\n\u003cp>\u003cstrong>So you think that this was not a good idea for officials in Florida to come out [Tuesday] and say, \"You all have to reopen this fall?\"\u003c/strong>\u003c/p>\n\u003cp>We know that COVID is still a dangerous virus, and it's circulating throughout the country. And there are definitely hot spots, and Florida is one of them. And so all decisions really have to be made with public health and the school officials looking at that as part of their decision-making on whether they can reopen safely.\u003c/p>\n\u003cp>\u003cstrong>You were at the White House [Tuesday], and the president came out and made his point of view very clear. If you see numbers in the coming weeks in places like Florida, in places like Texas and elsewhere that do not start going down, would you go back to the president and say to him, you know, that you and your organization believe that he should get back behind the microphone again and say that this is probably not a good idea?\u003c/strong>\u003c/p>\n\u003cp>We will be sticking to what our guidelines say — that if it does not look safe in your community to open schools, that we need to really have that looked at. We also need to make sure that schools have the needed resources to reopen safely so that a lack of funding is not a reason to keep students home, which we're hearing in a lot of communities — to do what we're asking people to do to make schools safe is not really financially feasible in some of these communities.\u003c/p>\n\u003cp>\u003cstrong>There have been some estimates that school systems need more than $200 billion to reopen safely. Very little, maybe $13 billion, has been made available so far by Congress. So if something dramatic does not happen and more money is not available, you would say that this was not a good idea to reopen across the country?\u003c/strong>\u003c/p>\n\u003cp>We know that reopening schools in a way that maximizes safety, learning, the well-being of children, staff and teachers will clearly require new investments in our schools. And we really call on our leaders: Provide the resources necessary to ensure that funding does not stand in the way of safely educating and keeping our children safe.\u003c/p>\n\u003cp>\u003cstrong>Some of the thinking around reopening is that the coronavirus does not affect young children as much as others. But children will be going home after school to family members who could be at serious risk. How concerned are you that if schools are open five days a week, that exposures might take place and that family members could really be at risk here?\u003c/strong>\u003c/p>\n\u003cp>Pediatricians and educators, we all share the same goal of wanting children to return to school. But we know that it has to be safe, and we know that we have to try to decrease that transmission as much as we can. We do know that children are less likely to get the infection. They're less likely to show symptoms. Children do get the disease. And so we do have to really look at that and be very aware.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>You know, there will be some families who, in talking to their pediatricians and talking to the educators, may feel like it's best for their children to have in-home learning. And I think that is an option that all parents should have.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Top+Pediatrician+Says+States+Shouldn%27t+Force+Schools+To+Reopen+If+Virus+Is+Surging&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Trump issued a\u003ca href=\"https://www.npr.org/2020/07/08/888898194/trump-blasts-expensive-cdc-guidelines-for-reopening-schools?live=1\"> forceful call\u003c/a> this week for America's K-12 schools to reopen full time for all children in the fall, suggesting that Democrats want to keep schools closed ahead of the November election and even threatening to cut off federal funding to schools if they don't fully reopen (something he cannot do). In this push, the administration has a powerful ally: the American Academy of Pediatrics.\u003c/p>\n\u003cp>Last week, the AAP issued a forceful policy \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/\">statement\u003c/a>, echoing the administration's sense of urgency to get children back into brick-and-mortar buildings:\u003c/p>\n\u003cblockquote>\u003cp>\"The AAP strongly advocates that all policy considerations for the coming school year should start with a goal of having students physically present in school. The importance of in-person learning is well-documented, and there is already evidence of the negative impacts on children because of school closures in the spring of 2020. Lengthy time away from school and associated interruption of supportive services often results in social isolation, making it difficult for schools to identify and address important learning deficits as well as child and adolescent physical or sexual abuse, substance use, depression, and suicidal ideation. This, in turn, places children and adolescents at considerable risk of morbidity and, in some cases, mortality. Beyond the educational impact and social impact of school closures, there has been substantial impact on food security and physical activity for children and families.\"\u003c/p>\u003c/blockquote>\n\u003cp>On Tuesday, the president of the AAP, Dr. Sally Goza, attended a White House roundtable where Trump and other administration officials reiterated their desire for schools to reopen quickly and repeatedly praised the AAP's guidance.\u003c/p>\n\u003cp>On Wednesday, Goza spoke with \u003cem>Morning Edition\u003c/em> host David Greene about that guidance and whether she's concerned that schools may be pressured into reopening too quickly.\u003c/p>\n\u003cp>Below is that interview, edited for length and clarity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>[In Florida] the virus is spiking: The number of new cases daily has been alarming, as is the case in some other states. Schools are being ordered to open in-person five days a week as early as next month in \u003c/strong>\u003ca href=\"https://www.tallahassee.com/story/news/2020/07/06/florida-schools-mandated-reopen-august/5387823002/\">\u003cstrong>Florida\u003c/strong>\u003c/a>\u003cstrong>, so just talk me through what the argument is for a decision like that right now? \u003c/strong>\u003c/p>\n\u003cp>So our guidelines reflect what we know right now about COVID-19 and its effects on children, as well as our own expertise and understanding of the benefits of in-person education for children's mental, emotional and physical health. And we reevaluate these guidelines regularly, since the pandemic changes so rapidly.\u003c/p>\n\u003cp>But our latest guidelines articulate that our main goal is for students to be physically present at school this fall. But we also recognize that COVID-19 remains a very real, active threat to community health. And we really believe that decisions on when and how to reopen need to consider a variety of factors, but a big one is the level of virus in the community.\u003c/p>\n\u003cp>\u003cstrong>Well, let me just ask about that — the level of virus in the state of Florida — we saw 7,000 new cases in a single day this week. I mean, would you encourage schools to open today if that decision had to be made based on the numbers you're seeing?\u003c/strong>\u003c/p>\n\u003cp>The way the numbers are looking in Florida right now are concerning. The level of the virus is really high. And so a statewide mandate to reopen [schools] without consideration of community spread really goes against our recommendations.\u003c/p>\n\u003cp>\u003cstrong>So you think that this was not a good idea for officials in Florida to come out [Tuesday] and say, \"You all have to reopen this fall?\"\u003c/strong>\u003c/p>\n\u003cp>We know that COVID is still a dangerous virus, and it's circulating throughout the country. And there are definitely hot spots, and Florida is one of them. And so all decisions really have to be made with public health and the school officials looking at that as part of their decision-making on whether they can reopen safely.\u003c/p>\n\u003cp>\u003cstrong>You were at the White House [Tuesday], and the president came out and made his point of view very clear. If you see numbers in the coming weeks in places like Florida, in places like Texas and elsewhere that do not start going down, would you go back to the president and say to him, you know, that you and your organization believe that he should get back behind the microphone again and say that this is probably not a good idea?\u003c/strong>\u003c/p>\n\u003cp>We will be sticking to what our guidelines say — that if it does not look safe in your community to open schools, that we need to really have that looked at. We also need to make sure that schools have the needed resources to reopen safely so that a lack of funding is not a reason to keep students home, which we're hearing in a lot of communities — to do what we're asking people to do to make schools safe is not really financially feasible in some of these communities.\u003c/p>\n\u003cp>\u003cstrong>There have been some estimates that school systems need more than $200 billion to reopen safely. Very little, maybe $13 billion, has been made available so far by Congress. So if something dramatic does not happen and more money is not available, you would say that this was not a good idea to reopen across the country?\u003c/strong>\u003c/p>\n\u003cp>We know that reopening schools in a way that maximizes safety, learning, the well-being of children, staff and teachers will clearly require new investments in our schools. And we really call on our leaders: Provide the resources necessary to ensure that funding does not stand in the way of safely educating and keeping our children safe.\u003c/p>\n\u003cp>\u003cstrong>Some of the thinking around reopening is that the coronavirus does not affect young children as much as others. But children will be going home after school to family members who could be at serious risk. How concerned are you that if schools are open five days a week, that exposures might take place and that family members could really be at risk here?\u003c/strong>\u003c/p>\n\u003cp>Pediatricians and educators, we all share the same goal of wanting children to return to school. But we know that it has to be safe, and we know that we have to try to decrease that transmission as much as we can. We do know that children are less likely to get the infection. They're less likely to show symptoms. Children do get the disease. And so we do have to really look at that and be very aware.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>You know, there will be some families who, in talking to their pediatricians and talking to the educators, may feel like it's best for their children to have in-home learning. And I think that is an option that all parents should have.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Top+Pediatrician+Says+States+Shouldn%27t+Force+Schools+To+Reopen+If+Virus+Is+Surging&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Students Benefit from a School Reopening Plan Designed for Those at the Margins",
"title": "How Students Benefit from a School Reopening Plan Designed for Those at the Margins",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Design processes typically start with an average population in mind. As a result, “a lot of people who are at margins get left out, or we worry about them ‘catching up’ to the design,” says MIT professor of civic design \u003c/span>\u003ca href=\"https://dusp.mit.edu/faculty/ceasar-mcdowell\">\u003cspan style=\"font-weight: 400\">Ceasar McDowell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Y7O9etlevyw&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">2014 video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That’s what McDowell calls “design for the margins.” He gives another example, this time involving humans: sidewalk curb cuts. Originally created to \u003c/span>\u003ca href=\"https://americanhistory.si.edu/blog/smashing-barriers-access-disability-activism-and-curb-cuts\">\u003cspan style=\"font-weight: 400\">help disabled World War II veterans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> navigate urban areas with wheelchairs, curb cuts \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">became a legal requirement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the 1990 Americans with Disabilities Act.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">who benefits from that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">?” McDowell asks. “Take your average day walking down the street, and you’ll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You’ll even see runners making that run nice and smooth, they don’t even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone — some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea that creating equitable and flexible design can benefit all members of society undergirds \u003c/span>\u003ca href=\"https://www.udinstitute.org/what-is-ud\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a concept developed by architect \u003c/span>\u003ca href=\"https://www.nytimes.com/1998/07/13/us/ronald-l-mace-58-designer-of-buildings-accessible-to-all.html\">\u003cspan style=\"font-weight: 400\">Ronald Mace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/22/coronavirus-parents-distance-learning-woes-kids-disabilities/5227887002/\">\u003cspan style=\"font-weight: 400\">disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">homelessness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Recently, as schools planned for reopening, educators attending a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs&feature=youtu.be&t=105\">\u003cspan style=\"font-weight: 400\">design challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by University of California Berkeley’s \u003c/span>\u003ca href=\"https://gse.berkeley.edu/professional-development/uc-berkeley-professional-development-providers\">\u003cspan style=\"font-weight: 400\">Professional Development Providers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used universal design principles to think creatively about how schools might function in the fall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/how-schools-in-other-countries-have-reopened.html\">\u003cspan style=\"font-weight: 400\">reopening experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/what-needs-to-change-inside-school-buildings.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/6-ways-to-bring-students-and-staff.html\">\u003cspan style=\"font-weight: 400\">strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were “capacious enough and flexible enough” for all students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56197\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56197 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/24/health/coronavirus-face-shields.html\">\u003cspan style=\"font-weight: 400\">face shields\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen \u003c/span>\u003ca href=\"https://unric.org/en/covid-19-transparent-masks-made-for-the-deaf-and-hard-of-hearing-in-belgium/\">\u003cspan style=\"font-weight: 400\">transparent masks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they’re learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group’s ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other rooms, teachers discussed laundering masks at school, providing individual science kits, installing microphones for teachers and dozens of other ideas to accommodate new health and safety measures while centering the needs of marginalized students. The breakout sessions lasted about 35 minutes — just enough for participants to scratch the surface of creative solutions. After the stress of emergency distance learning and as they face ongoing uncertainty, this summer may be \u003c/span>\u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-06-04/schools-plan-to-reopen-as-watchdog-finds-major-facility-problems\">\u003cspan style=\"font-weight: 400\">an anxious time for educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants in the challenge said they felt empowered by the information shared and the opportunity to think collaboratively about the fall. With most of the nearly 200 attendees coming from California, some asked the organizers to share email lists so that colleagues could bring the model back to their districts. “In an ideal world, a community would spend five solid days on this,” said Carter, who hopes that the process will be used and improved upon by other educators. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs\">\u003cspan style=\"font-weight: 400\">panel recording\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1i-OTEMbt2N3AtYe5Gatx-XNmtcd-4Pjdy0rXPCJciEg/edit\">\u003cspan style=\"font-weight: 400\">activity materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the challenge are available online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56196\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56196 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge. \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former high school teacher of 18 years, Carter said that teachers are accustomed to “constantly planning for a series of contingencies,” but they need time to do so. Although guidance from state departments of education and public health agencies may change in the coming months, by looking at \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/01/867158531/u-k-schools-begin-reopening-despite-coronavirus-concerns\">\u003cspan style=\"font-weight: 400\">responses in other countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s possible to see the range of likelihoods, she said. As \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">education leaders plan for multiple options\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at a district level, they could be tapping into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">teachers’ knowledge and experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to generate ideas that “lead to actual positive outcomes for education rather than simply \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/10/874049532/senate-panel-asks-when-can-k-12-schools-safely-reopen\">\u003cspan style=\"font-weight: 400\">mitigating harm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the directions for the design challenge, organizers also noted that educators shouldn’t assume they know what groups at the margins might want when it comes to reopening schools. Students and families should be involved in the conversations, too. It would be easy for educators to view the needs of marginalized students as an added challenge on top of the stress of the pandemic, but the UC Berkeley event showed that the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/issues/reopening-schools/the-socially-distanced-school-day.html\">\u003cspan style=\"font-weight: 400\">changes demanded by COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">\u003cspan style=\"font-weight: 400\">think differently about schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Annie Johnston, another coordinator for the design challenge, said that “inclusion” in education has traditionally referred to bringing special education students into mainstream classes. “But really the idea that you can’t make substantive changes to a culture and (structure) without including all of the stakeholders and bringing the people from the margins into the center — it’s a real shift in a conception,” she said.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Fjta0KC3NCs\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Design processes typically start with an average population in mind. As a result, “a lot of people who are at margins get left out, or we worry about them ‘catching up’ to the design,” says MIT professor of civic design \u003c/span>\u003ca href=\"https://dusp.mit.edu/faculty/ceasar-mcdowell\">\u003cspan style=\"font-weight: 400\">Ceasar McDowell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Y7O9etlevyw&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">2014 video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That’s what McDowell calls “design for the margins.” He gives another example, this time involving humans: sidewalk curb cuts. Originally created to \u003c/span>\u003ca href=\"https://americanhistory.si.edu/blog/smashing-barriers-access-disability-activism-and-curb-cuts\">\u003cspan style=\"font-weight: 400\">help disabled World War II veterans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> navigate urban areas with wheelchairs, curb cuts \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">became a legal requirement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the 1990 Americans with Disabilities Act.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">who benefits from that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">?” McDowell asks. “Take your average day walking down the street, and you’ll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You’ll even see runners making that run nice and smooth, they don’t even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone — some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea that creating equitable and flexible design can benefit all members of society undergirds \u003c/span>\u003ca href=\"https://www.udinstitute.org/what-is-ud\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a concept developed by architect \u003c/span>\u003ca href=\"https://www.nytimes.com/1998/07/13/us/ronald-l-mace-58-designer-of-buildings-accessible-to-all.html\">\u003cspan style=\"font-weight: 400\">Ronald Mace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/22/coronavirus-parents-distance-learning-woes-kids-disabilities/5227887002/\">\u003cspan style=\"font-weight: 400\">disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">homelessness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Recently, as schools planned for reopening, educators attending a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs&feature=youtu.be&t=105\">\u003cspan style=\"font-weight: 400\">design challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by University of California Berkeley’s \u003c/span>\u003ca href=\"https://gse.berkeley.edu/professional-development/uc-berkeley-professional-development-providers\">\u003cspan style=\"font-weight: 400\">Professional Development Providers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used universal design principles to think creatively about how schools might function in the fall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/how-schools-in-other-countries-have-reopened.html\">\u003cspan style=\"font-weight: 400\">reopening experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/what-needs-to-change-inside-school-buildings.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/6-ways-to-bring-students-and-staff.html\">\u003cspan style=\"font-weight: 400\">strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were “capacious enough and flexible enough” for all students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56197\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56197 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/24/health/coronavirus-face-shields.html\">\u003cspan style=\"font-weight: 400\">face shields\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen \u003c/span>\u003ca href=\"https://unric.org/en/covid-19-transparent-masks-made-for-the-deaf-and-hard-of-hearing-in-belgium/\">\u003cspan style=\"font-weight: 400\">transparent masks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they’re learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group’s ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.\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\">In other rooms, teachers discussed laundering masks at school, providing individual science kits, installing microphones for teachers and dozens of other ideas to accommodate new health and safety measures while centering the needs of marginalized students. The breakout sessions lasted about 35 minutes — just enough for participants to scratch the surface of creative solutions. After the stress of emergency distance learning and as they face ongoing uncertainty, this summer may be \u003c/span>\u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-06-04/schools-plan-to-reopen-as-watchdog-finds-major-facility-problems\">\u003cspan style=\"font-weight: 400\">an anxious time for educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants in the challenge said they felt empowered by the information shared and the opportunity to think collaboratively about the fall. With most of the nearly 200 attendees coming from California, some asked the organizers to share email lists so that colleagues could bring the model back to their districts. “In an ideal world, a community would spend five solid days on this,” said Carter, who hopes that the process will be used and improved upon by other educators. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs\">\u003cspan style=\"font-weight: 400\">panel recording\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1i-OTEMbt2N3AtYe5Gatx-XNmtcd-4Pjdy0rXPCJciEg/edit\">\u003cspan style=\"font-weight: 400\">activity materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the challenge are available online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56196\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56196 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge. \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former high school teacher of 18 years, Carter said that teachers are accustomed to “constantly planning for a series of contingencies,” but they need time to do so. Although guidance from state departments of education and public health agencies may change in the coming months, by looking at \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/01/867158531/u-k-schools-begin-reopening-despite-coronavirus-concerns\">\u003cspan style=\"font-weight: 400\">responses in other countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s possible to see the range of likelihoods, she said. As \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">education leaders plan for multiple options\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at a district level, they could be tapping into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">teachers’ knowledge and experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to generate ideas that “lead to actual positive outcomes for education rather than simply \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/10/874049532/senate-panel-asks-when-can-k-12-schools-safely-reopen\">\u003cspan style=\"font-weight: 400\">mitigating harm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the directions for the design challenge, organizers also noted that educators shouldn’t assume they know what groups at the margins might want when it comes to reopening schools. Students and families should be involved in the conversations, too. It would be easy for educators to view the needs of marginalized students as an added challenge on top of the stress of the pandemic, but the UC Berkeley event showed that the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/issues/reopening-schools/the-socially-distanced-school-day.html\">\u003cspan style=\"font-weight: 400\">changes demanded by COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">\u003cspan style=\"font-weight: 400\">think differently about schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Annie Johnston, another coordinator for the design challenge, said that “inclusion” in education has traditionally referred to bringing special education students into mainstream classes. “But really the idea that you can’t make substantive changes to a culture and (structure) without including all of the stakeholders and bringing the people from the margins into the center — it’s a real shift in a conception,” she said.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Fjta0KC3NCs'\n title='//www.youtube.com/embed/Fjta0KC3NCs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The nation's pediatricians have come out with \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/\">a strong statement\u003c/a> in favor of bringing children back to the classroom this fall wherever and whenever they can do so safely. The American Academy of Pediatrics' guidance \"strongly advocates that all policy considerations for the coming school year should start with a goal of having students physically present in school.\"\u003c/p>\n\u003cp>The guidance says \"schools are fundamental to child and adolescent development and well-being.\"\u003c/p>\n\u003cp>The AAP cites \"mounting \u003ca href=\"https://www.npr.org/2020/06/24/882316641/what-parents-can-learn-from-child-care-centers-that-stayed-open-during-lockdowns\">evidence\u003c/a>\" that transmission of the coronavirus by young children is uncommon, partly because they are less likely to contract it in the first place.\u003c/p>\n\u003cp>On the other hand, the AAP argues that based on the\u003ca href=\"https://www.npr.org/2020/05/15/856594247/researchers-examine-long-term-effects-of-students-being-out-of-school\"> nation's experience this spring\u003c/a>, remote learning is likely to result in severe learning loss and increased social isolation. Social isolation, in turn, can breed serious social, emotional and health issues: \"child and adolescent physical or sexual abuse, substance use, depression, and suicidal ideation.\" Furthermore, these impacts will be visited more severely on Black and brown children, as well as low-income children and those with learning disabilities.\u003c/p>\n\u003cp>The guidance for returning to in-person schooling includes recommendations about physical distancing, cleaning and disinfection, hand-washing, and using outdoor spaces whenever possible.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The AAP argues that offering elementary school children the opportunity to go to school every day should be given due consideration over spacing guidelines if capacity is an issue: \"Schools should weigh the benefits of strict adherence to a 6-feet spacing rule between students with the potential downside if remote learning is the only alternative.\"\u003c/p>\n\u003cp>And, it also argues that masks are probably not practical for children younger than middle school unless they can wear a mask without increased face touching.\u003c/p>\n\u003cp>The guidelines do note that adult school staff are more at risk compared to young children and need to be able to distance from other adults as much as possible — no in-person faculty meetings, no class visits by parents. And they emphasize the need to make accommodations for students who are medically fragile or have special health care needs or disabilities.\u003c/p>\n\u003cp>However, these guidelines don't necessarily address the health concerns of America's teachers or their willingness to return to in-person teaching. \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-05-01/one-third-of-teachers-are-at-higher-risk-for-coronavirus\">Federal data show \u003c/a>nearly a third of teachers are over 50, putting them in a higher risk category when it comes to the disease.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Fairfax County Public Schools in Virginia, for example, recently announced its \u003ca href=\"https://www.fcps.edu/news/fcps-offer-choices-2020-21-school-year\">reopening plans\u003c/a>, offering families a choice between two days a week of in-person classes or an all-remote schedule plus extra intervention on a third day for students who need it. The county's three educator unions resisted, arguing in a statement that remote learning should continue. \"Our educators are overwhelmingly not comfortable returning to schools,\" said Tina Williams, president of Fairfax County Federation of Teachers. \"They fear for their lives, the lives of their students and the lives of their families.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=U.S.+Pediatricians+Call+For+In-Person+School+This+Fall&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The nation's pediatricians have come out with \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/\">a strong statement\u003c/a> in favor of bringing children back to the classroom this fall wherever and whenever they can do so safely. The American Academy of Pediatrics' guidance \"strongly advocates that all policy considerations for the coming school year should start with a goal of having students physically present in school.\"\u003c/p>\n\u003cp>The guidance says \"schools are fundamental to child and adolescent development and well-being.\"\u003c/p>\n\u003cp>The AAP cites \"mounting \u003ca href=\"https://www.npr.org/2020/06/24/882316641/what-parents-can-learn-from-child-care-centers-that-stayed-open-during-lockdowns\">evidence\u003c/a>\" that transmission of the coronavirus by young children is uncommon, partly because they are less likely to contract it in the first place.\u003c/p>\n\u003cp>On the other hand, the AAP argues that based on the\u003ca href=\"https://www.npr.org/2020/05/15/856594247/researchers-examine-long-term-effects-of-students-being-out-of-school\"> nation's experience this spring\u003c/a>, remote learning is likely to result in severe learning loss and increased social isolation. Social isolation, in turn, can breed serious social, emotional and health issues: \"child and adolescent physical or sexual abuse, substance use, depression, and suicidal ideation.\" Furthermore, these impacts will be visited more severely on Black and brown children, as well as low-income children and those with learning disabilities.\u003c/p>\n\u003cp>The guidance for returning to in-person schooling includes recommendations about physical distancing, cleaning and disinfection, hand-washing, and using outdoor spaces whenever possible.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The AAP argues that offering elementary school children the opportunity to go to school every day should be given due consideration over spacing guidelines if capacity is an issue: \"Schools should weigh the benefits of strict adherence to a 6-feet spacing rule between students with the potential downside if remote learning is the only alternative.\"\u003c/p>\n\u003cp>And, it also argues that masks are probably not practical for children younger than middle school unless they can wear a mask without increased face touching.\u003c/p>\n\u003cp>The guidelines do note that adult school staff are more at risk compared to young children and need to be able to distance from other adults as much as possible — no in-person faculty meetings, no class visits by parents. And they emphasize the need to make accommodations for students who are medically fragile or have special health care needs or disabilities.\u003c/p>\n\u003cp>However, these guidelines don't necessarily address the health concerns of America's teachers or their willingness to return to in-person teaching. \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-05-01/one-third-of-teachers-are-at-higher-risk-for-coronavirus\">Federal data show \u003c/a>nearly a third of teachers are over 50, putting them in a higher risk category when it comes to the disease.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Fairfax County Public Schools in Virginia, for example, recently announced its \u003ca href=\"https://www.fcps.edu/news/fcps-offer-choices-2020-21-school-year\">reopening plans\u003c/a>, offering families a choice between two days a week of in-person classes or an all-remote schedule plus extra intervention on a third day for students who need it. The county's three educator unions resisted, arguing in a statement that remote learning should continue. \"Our educators are overwhelmingly not comfortable returning to schools,\" said Tina Williams, president of Fairfax County Federation of Teachers. \"They fear for their lives, the lives of their students and the lives of their families.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=U.S.+Pediatricians+Call+For+In-Person+School+This+Fall&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">After roles as a gravedigger in a grunge rock musical adaptation of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamlet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the Wicked Witch’s second-in-command in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Wiz\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, this spring, due to the spread of COVID-19, high school junior Jack Tatara found himself trying out a brand-new role: quarantined theater kid. When school closed and the theater program moved online, Tatara performed in their Zoom-based radio play of “The Twilight Zone.” He enjoyed performing from his bedroom so much, he’s considering joining the school’s summer program, which is now going online as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In years past, Winston Prep in New York City, which serves students with learning disabilities and challenges like dyslexia, ADHD and Nonverbal Learning Disorder, offered the Summer Theater, Arts and Music Program, or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, for students to hone their performing skills, socialize and have fun outside the classroom environment. But this year, due to coronavirus restrictions, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is trying to recreate itself online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer online offerings include work on acting and music skills, and a performance of some kind. Rachel McAlinn, Winston Prep’s theater teacher, said that even though this year Stamp can’t happen in person, students still need the support the arts program provides: keeping up social skills and fostering an important sense of community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of these kids would not be grouped together academically in school, based on their learning profiles,” McAlinn said. “But we’re all together in the theater program. We consider ourselves a family.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like summer stock and Shakespeare in the Park, summer theater programs for students have a long tradition. For young performers, summer programs are often the place where they can hone their skills in a focused environment, build community with like-minded kids and have fun—not to mention have the opportunity to put on a high-quality performance. While most professional theaters have discontinued public performances\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">until 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and most school districts remain closed due to the spread of the coronavirus, many educational theater programs are turning to online programs to keep students engaged over the summer. Legacy arts institutions and local groups alike are remaking the summer theater program for students from their homes—performing “radio plays,” providing online singing and dancing classes, and learning new skills like acting for the camera—all to keep theater alive for their students. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, educational theater programs are straining to keep their organizations alive. Many of these programs are self-sustaining, raising money through box office sales and program advertising from big summer performances that won’t be happening. Without those sales, and without enrollment fees from students, programs are hoping they can hang on long enough to reopen safely next summer. Though arts programs are almost always in jeopardy, the pressures of closures from COVID-19, mixed with economic distress, make this summer especially consequential. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Summer theater moves online\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the University of North Carolina School of the Arts \u003c/span>\u003ca href=\"https://www.uncsa.edu/summer/index.aspx\">\u003cspan style=\"font-weight: 400\">Summer Intensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed due to COVID-19, the faculty and staff quickly processed their initial shock and sprang into action. In summers past, UNCSA provided serious theater students with the kind of immersive training that prepares future regional professionals and Broadway stars. Ranging in age from fourteen to nineteen, students accepted into the prestigious program participated in four weeks of intense training, with days of acting, singing and dancing often running from 9 a.m. until 9 p.m., and ending with a big performance. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AcademyActingCo/status/1275243369032269834\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, drama program director Kelly Maxner and the faculty decided to innovate quickly, offering a scaled-back online program with fewer students, more teachers, and slashing the attendance cost in half. With a curriculum based on what they learned teaching performance online during the spring semester to UNCSA undergrads, the online classes in singing, dancing and acting for high schoolers will be less focused on a final performance and more on boosting specific skills, like acting for the camera. They’ve also added a master class in art for social change—how artists behave as citizens, taking a specific look at current events and how artists adapt and express themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We recognize strongly that we can’t do what we did before,” Maxner said. “But what we’ve done is distilled the curriculum, the essentials of the training. We decided what was essential and important—not just for the arts training but for the whole experience of the intensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ccm.uc.edu/summer/high-school-arts-immersion.html\">\u003cspan style=\"font-weight: 400\">High School Summer Immersion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program at the University of Cincinnati College-Conservatory of Music, in Cincinnati, Ohio, is running through all of June and a part of July, and includes a high school musical theater workshop, a ballet camp for elementary kids, and private music lessons. Enrollment in the summer program has remained high, even after the summer’s classes moved online. The High School Immersion Musical Theatre Workshop, for example, filled up in just a few days—a testament to how much kids want to keep performing even though the environment won’t be the same, said Anne Cushing-Reid, Director of Preparatory and Community Engagement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Conservatory’s focus has been on making students feel as if they were present on campus “These aren’t your typical online classes,” Cushing-Reid wrote in an email. “They’re designed to get students out of their seats and onto their at-home ‘dance floors’ or ‘music studios’—whether that is their living room, driveway or bedroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the musical theater workshop will also get a chance to work with more guest faculty through Zoom than had they met in person. Successful alumnus from Broadway, Off-Broadway and regional theater are able to join online meetings more easily, “expanding students’ networks and imparting expert knowledge from the performing arts industry,” Cushing-Reid said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different challenges, new benefits\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even smaller, regional programs are finding creative ways to engage young performers. The nonprofit \u003c/span>\u003ca href=\"http://www.mudlarktheater.org/\">\u003cspan style=\"font-weight: 400\">Mudlark Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Evanston, Illinois, is hoping to be able to open for summer camps, according to state guidelines, by late June or early July. In the meantime, Mudlark has been providing experiences for students online, including parodies of the news and a character-based role-playing game like \u003ca href=\"https://www.kqed.org/mindshift/tag/dungeons-dragons\">Dungeons & Dragons\u003c/a>, to keep students performing even if it’s not exactly theater.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56169\" class=\"wp-caption alignnone\" style=\"max-width: 828px\">\u003cimg class=\"size-full wp-image-56169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg\" alt=\"\" width=\"828\" height=\"963\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg 828w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-800x930.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-160x186.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-768x893.jpg 768w\" sizes=\"(max-width: 828px) 100vw, 828px\">\u003cfigcaption class=\"wp-caption-text\">Evansville Vanderburgh School Corporation All-City Summer Musical production of Les Misérables. \u003ccite>(Courtesy of EVSC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The All-City Summer Musical in Evansville, Indiana, a showcase of the best high school talent in the city, has been a big summer box-office draw in an area that boasts a strong performing tradition for more than thirty years, including when I attended this program as a high schooler many years ago. When performances of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, set for mid-July, were cancelled, all but two of the students decided to stay on for an online experience—even when director Robert Hunt and producer Tiffany Schriber Ball weren’t exactly sure what that would look like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based loosely on what they’d seen Broadway performers put together online, Schriber Ball and Hunt quickly decided that the performers would work on musical theatre scenes and song selections, and the orchestra would work on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd Suite\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, all on Zoom. They enlisted the help of a local university technical director to teach the backstage crew—the students who usually build the sets, and run lights and sound—how to design a set. Using both set-design software and old-fashioned popsicle sticks and glue to create models, students are gaining a new skill they wouldn’t have a chance to learn during a “normal” summer production. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early rehearsals have shown the social aspect of doing theater together—one of its biggest draws—is still lively, even online. Students are hanging around in “meetings,” even during the scheduled breaks, to joke around and talk. “One of the cast traditions is playing frisbee during breaks,” Hunt said. “And I was so thrilled to see they were playing ‘virtual’ frisbee with each other, saying ‘here, it’s coming for you!’” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Uncertain what the future brings, the show goes on \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even one of the country’s largest high school theater gatherings and competitions, the\u003c/span>\u003ca href=\"https://itf.pathable.co/performances\"> \u003cspan style=\"font-weight: 400\">International Thespian Festival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, held for the past 25 summers at the University of Nebraska in Lincoln, is going virtual this year. The Educational Theatre Association, with chapters in 45 states and serving more than 130,000 theatre educators and students, is hosting the virtual event. It will include both pre-recorded performances of school productions that happened before schools closed, as well as an online showcase and some live-streaming events. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=fy_Eq59EYlo&feature=youtu.be\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The professional group is providing guidance for schools and programs as summer programs move online and re-invent a theatrical experience for students, even as the future for performances is uncertain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jim Palmarini, the Educational Theatre Association’s educational policy director, said their “\u003ca href=\"https://higherlogicdownload.s3.amazonaws.com/SCHOOLTHEATRE/7f9e7fa8-ea41-4033-b6a3-1ce9da6a7b6f/UploadedFiles/HPVMgpNDTw2FWro1JLiL_EdTA_ReOpen_Guide_2020_FINAL.pdf\">Recommendations for Reopening Theatre Programs\u003c/a>” guide was issued in June, acknowledging that ultimately each state’s and district’s requirements will be different. “The guide is seeking to address the middle ground of how each theatre program can safely reopen in the fall,” he said. “While performance remains central to school theatre programs, we know that producing live shows will be a challenge for many schools this upcoming school year. Because of that, we’re putting a lot of emphasis on the creative ways that schools can move their performances to an online format. Things are changing so fast that it is hard to say which school will be to do live performances, and which will not.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of public performances is bigger than dashed dreams of stardom. After spring shows were cancelled, and summer programs moved online, many programs lost a season’s worth of box office revenue to help mount the next show. A recent\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">CDC study showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that aerosol droplets transmitted by singing could pose a serious risk not just to singers standing close together, but to the audience as well, may mean performances are postponed for much longer. And providing summer online experiences also reveal \u003c/span>\u003ca href=\"https://hechingerreport.org/should-schools-teach-anyone-who-can-get-online-or-no-one-at-all/\">\u003cspan style=\"font-weight: 400\">big gaps in student equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since not everybody has a computer at home, or a decent internet connection. Schools and programs want to know: when will it be safe to perform in person again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School theaters are also worried about looming\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">state budget cuts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, due to lost tax revenue affected by the pandemic, for which the arts are usually first on the chopping block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for some programs, lost revenue and public performances have to be set aside: for students, the show must go on. For the past ninety-two summers, some of the country’s most accomplished high school actors, singers, dancers and musicians arrive at the \u003c/span>\u003ca href=\"https://www.interlochen.org/\">\u003cspan style=\"font-weight: 400\">Interlochen Center for the Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the woods of northern Michigan for a remote, focused six-week summer arts program to hone their skills. This summer’s online program, which will feature acting and musical theater classes and some kind of recorded end-of-season performance, won’t look the same. But the distance, said theater arts summer program director Bill Church, will make hearts grow fonder—not just for theater kids, but the educators who teach them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we get to invite people back, it’s going to be ridiculous,” Church said. “The celebration and the joy—I don’t think anyone will ever take theater or rehearsal for granted ever again.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this article misspelled Jack Tatara's name. We regret this error. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After roles as a gravedigger in a grunge rock musical adaptation of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamlet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the Wicked Witch’s second-in-command in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Wiz\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, this spring, due to the spread of COVID-19, high school junior Jack Tatara found himself trying out a brand-new role: quarantined theater kid. When school closed and the theater program moved online, Tatara performed in their Zoom-based radio play of “The Twilight Zone.” He enjoyed performing from his bedroom so much, he’s considering joining the school’s summer program, which is now going online as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In years past, Winston Prep in New York City, which serves students with learning disabilities and challenges like dyslexia, ADHD and Nonverbal Learning Disorder, offered the Summer Theater, Arts and Music Program, or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, for students to hone their performing skills, socialize and have fun outside the classroom environment. But this year, due to coronavirus restrictions, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is trying to recreate itself online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer online offerings include work on acting and music skills, and a performance of some kind. Rachel McAlinn, Winston Prep’s theater teacher, said that even though this year Stamp can’t happen in person, students still need the support the arts program provides: keeping up social skills and fostering an important sense of community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of these kids would not be grouped together academically in school, based on their learning profiles,” McAlinn said. “But we’re all together in the theater program. We consider ourselves a family.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like summer stock and Shakespeare in the Park, summer theater programs for students have a long tradition. For young performers, summer programs are often the place where they can hone their skills in a focused environment, build community with like-minded kids and have fun—not to mention have the opportunity to put on a high-quality performance. While most professional theaters have discontinued public performances\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">until 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and most school districts remain closed due to the spread of the coronavirus, many educational theater programs are turning to online programs to keep students engaged over the summer. Legacy arts institutions and local groups alike are remaking the summer theater program for students from their homes—performing “radio plays,” providing online singing and dancing classes, and learning new skills like acting for the camera—all to keep theater alive for their students. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, educational theater programs are straining to keep their organizations alive. Many of these programs are self-sustaining, raising money through box office sales and program advertising from big summer performances that won’t be happening. Without those sales, and without enrollment fees from students, programs are hoping they can hang on long enough to reopen safely next summer. Though arts programs are almost always in jeopardy, the pressures of closures from COVID-19, mixed with economic distress, make this summer especially consequential. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Summer theater moves online\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the University of North Carolina School of the Arts \u003c/span>\u003ca href=\"https://www.uncsa.edu/summer/index.aspx\">\u003cspan style=\"font-weight: 400\">Summer Intensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed due to COVID-19, the faculty and staff quickly processed their initial shock and sprang into action. In summers past, UNCSA provided serious theater students with the kind of immersive training that prepares future regional professionals and Broadway stars. Ranging in age from fourteen to nineteen, students accepted into the prestigious program participated in four weeks of intense training, with days of acting, singing and dancing often running from 9 a.m. until 9 p.m., and ending with a big performance. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, drama program director Kelly Maxner and the faculty decided to innovate quickly, offering a scaled-back online program with fewer students, more teachers, and slashing the attendance cost in half. With a curriculum based on what they learned teaching performance online during the spring semester to UNCSA undergrads, the online classes in singing, dancing and acting for high schoolers will be less focused on a final performance and more on boosting specific skills, like acting for the camera. They’ve also added a master class in art for social change—how artists behave as citizens, taking a specific look at current events and how artists adapt and express themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We recognize strongly that we can’t do what we did before,” Maxner said. “But what we’ve done is distilled the curriculum, the essentials of the training. We decided what was essential and important—not just for the arts training but for the whole experience of the intensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ccm.uc.edu/summer/high-school-arts-immersion.html\">\u003cspan style=\"font-weight: 400\">High School Summer Immersion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program at the University of Cincinnati College-Conservatory of Music, in Cincinnati, Ohio, is running through all of June and a part of July, and includes a high school musical theater workshop, a ballet camp for elementary kids, and private music lessons. Enrollment in the summer program has remained high, even after the summer’s classes moved online. The High School Immersion Musical Theatre Workshop, for example, filled up in just a few days—a testament to how much kids want to keep performing even though the environment won’t be the same, said Anne Cushing-Reid, Director of Preparatory and Community Engagement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Conservatory’s focus has been on making students feel as if they were present on campus “These aren’t your typical online classes,” Cushing-Reid wrote in an email. “They’re designed to get students out of their seats and onto their at-home ‘dance floors’ or ‘music studios’—whether that is their living room, driveway or bedroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the musical theater workshop will also get a chance to work with more guest faculty through Zoom than had they met in person. Successful alumnus from Broadway, Off-Broadway and regional theater are able to join online meetings more easily, “expanding students’ networks and imparting expert knowledge from the performing arts industry,” Cushing-Reid said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different challenges, new benefits\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even smaller, regional programs are finding creative ways to engage young performers. The nonprofit \u003c/span>\u003ca href=\"http://www.mudlarktheater.org/\">\u003cspan style=\"font-weight: 400\">Mudlark Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Evanston, Illinois, is hoping to be able to open for summer camps, according to state guidelines, by late June or early July. In the meantime, Mudlark has been providing experiences for students online, including parodies of the news and a character-based role-playing game like \u003ca href=\"https://www.kqed.org/mindshift/tag/dungeons-dragons\">Dungeons & Dragons\u003c/a>, to keep students performing even if it’s not exactly theater.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56169\" class=\"wp-caption alignnone\" style=\"max-width: 828px\">\u003cimg class=\"size-full wp-image-56169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg\" alt=\"\" width=\"828\" height=\"963\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg 828w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-800x930.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-160x186.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-768x893.jpg 768w\" sizes=\"(max-width: 828px) 100vw, 828px\">\u003cfigcaption class=\"wp-caption-text\">Evansville Vanderburgh School Corporation All-City Summer Musical production of Les Misérables. \u003ccite>(Courtesy of EVSC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The All-City Summer Musical in Evansville, Indiana, a showcase of the best high school talent in the city, has been a big summer box-office draw in an area that boasts a strong performing tradition for more than thirty years, including when I attended this program as a high schooler many years ago. When performances of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, set for mid-July, were cancelled, all but two of the students decided to stay on for an online experience—even when director Robert Hunt and producer Tiffany Schriber Ball weren’t exactly sure what that would look like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based loosely on what they’d seen Broadway performers put together online, Schriber Ball and Hunt quickly decided that the performers would work on musical theatre scenes and song selections, and the orchestra would work on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd Suite\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, all on Zoom. They enlisted the help of a local university technical director to teach the backstage crew—the students who usually build the sets, and run lights and sound—how to design a set. Using both set-design software and old-fashioned popsicle sticks and glue to create models, students are gaining a new skill they wouldn’t have a chance to learn during a “normal” summer production. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early rehearsals have shown the social aspect of doing theater together—one of its biggest draws—is still lively, even online. Students are hanging around in “meetings,” even during the scheduled breaks, to joke around and talk. “One of the cast traditions is playing frisbee during breaks,” Hunt said. “And I was so thrilled to see they were playing ‘virtual’ frisbee with each other, saying ‘here, it’s coming for you!’” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Uncertain what the future brings, the show goes on \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even one of the country’s largest high school theater gatherings and competitions, the\u003c/span>\u003ca href=\"https://itf.pathable.co/performances\"> \u003cspan style=\"font-weight: 400\">International Thespian Festival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, held for the past 25 summers at the University of Nebraska in Lincoln, is going virtual this year. The Educational Theatre Association, with chapters in 45 states and serving more than 130,000 theatre educators and students, is hosting the virtual event. It will include both pre-recorded performances of school productions that happened before schools closed, as well as an online showcase and some live-streaming events. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/fy_Eq59EYlo'\n title='//www.youtube.com/embed/fy_Eq59EYlo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The professional group is providing guidance for schools and programs as summer programs move online and re-invent a theatrical experience for students, even as the future for performances is uncertain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jim Palmarini, the Educational Theatre Association’s educational policy director, said their “\u003ca href=\"https://higherlogicdownload.s3.amazonaws.com/SCHOOLTHEATRE/7f9e7fa8-ea41-4033-b6a3-1ce9da6a7b6f/UploadedFiles/HPVMgpNDTw2FWro1JLiL_EdTA_ReOpen_Guide_2020_FINAL.pdf\">Recommendations for Reopening Theatre Programs\u003c/a>” guide was issued in June, acknowledging that ultimately each state’s and district’s requirements will be different. “The guide is seeking to address the middle ground of how each theatre program can safely reopen in the fall,” he said. “While performance remains central to school theatre programs, we know that producing live shows will be a challenge for many schools this upcoming school year. Because of that, we’re putting a lot of emphasis on the creative ways that schools can move their performances to an online format. Things are changing so fast that it is hard to say which school will be to do live performances, and which will not.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of public performances is bigger than dashed dreams of stardom. After spring shows were cancelled, and summer programs moved online, many programs lost a season’s worth of box office revenue to help mount the next show. A recent\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">CDC study showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that aerosol droplets transmitted by singing could pose a serious risk not just to singers standing close together, but to the audience as well, may mean performances are postponed for much longer. And providing summer online experiences also reveal \u003c/span>\u003ca href=\"https://hechingerreport.org/should-schools-teach-anyone-who-can-get-online-or-no-one-at-all/\">\u003cspan style=\"font-weight: 400\">big gaps in student equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since not everybody has a computer at home, or a decent internet connection. Schools and programs want to know: when will it be safe to perform in person again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School theaters are also worried about looming\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">state budget cuts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, due to lost tax revenue affected by the pandemic, for which the arts are usually first on the chopping block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for some programs, lost revenue and public performances have to be set aside: for students, the show must go on. For the past ninety-two summers, some of the country’s most accomplished high school actors, singers, dancers and musicians arrive at the \u003c/span>\u003ca href=\"https://www.interlochen.org/\">\u003cspan style=\"font-weight: 400\">Interlochen Center for the Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the woods of northern Michigan for a remote, focused six-week summer arts program to hone their skills. This summer’s online program, which will feature acting and musical theater classes and some kind of recorded end-of-season performance, won’t look the same. But the distance, said theater arts summer program director Bill Church, will make hearts grow fonder—not just for theater kids, but the educators who teach them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we get to invite people back, it’s going to be ridiculous,” Church said. “The celebration and the joy—I don’t think anyone will ever take theater or rehearsal for granted ever again.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this article misspelled Jack Tatara's name. We regret this error. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Parents Can Learn From Child Care Centers That Stayed Open During COVID19 Lockdowns",
"title": "What Parents Can Learn From Child Care Centers That Stayed Open During COVID19 Lockdowns",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>When Arizona schools shut down in mid-March to prevent the spread of the coronavirus, Tatiana Laimit, a nurse in Phoenix, knew she needed a backup plan. Laimit is a single mother of a 6-year-old girl and had recently relocated to the area. She didn't have any friends or family nearby to ask for help.\u003c/p>\n\u003cp>It was past 8 on a Friday night when she shot off an email to her local YMCA to ask if they were providing emergency care for the children of front-line workers. \"And immediately [someone] responded and let me know, 'Yes.' \"\u003c/p>\n\u003cp>Throughout the pandemic, many child care centers have stayed open for the children of front-line workers — everyone from doctors to grocery store clerks. YMCA of the USA and New York City's Department of Education have been caring for, collectively, tens of thousands of children since March, and both tell NPR they have no reports of coronavirus clusters or outbreaks. As school districts sweat over reopening plans, and with just over half of parents \u003ca href=\"https://news.gallup.com/poll/312674/parents-slightly-favor-full-time-person-school-fall.aspx\">telling pollsters\u003c/a> they're comfortable with in-person school this fall, public health and policy experts say education leaders should be discussing and drawing on these real-world child care experiences.\u003c/p>\n\u003cp>The Y says that during the lockdowns it cared for up to 40,000 children between the ages of 1 and 14 at 1,100 separate sites, often in partnership with local and state governments. And in New York City, the pandemic's national epicenter in March and April, the city's Department of Education reports that it cared for more than 10,000 children at 170 sites.\u003c/p>\n\u003cp>Working in early days, and on very short notice, these two organizations followed safety guidance that closely resembles what's now been \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/14/856483424/cdc-issues-decision-tools-to-guide-reopening-of-schools-businesses-transit\">officially put out\u003c/a> by the Centers for Disease Control and Prevention. The Y says a few staff members and parents at sites around the country did test positive, but there are no records of having more than one case at a site. This, among a population of essential workers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a \u003ca href=\"https://docs.google.com/spreadsheets/d/1L45r63t8hpYfGLpT6gWKjYMscu8Wut6jtlxO-1FAW9c/edit#gid=204576280\">separate, unscientific survey\u003c/a> of child care centers, Brown University economist Emily Oster found that, as of Tuesday afternoon, among 916 centers serving more than 20,000 children, just over 1% of staff and 0.16% of children were confirmed infected with the coronavirus.\u003c/p>\n\u003cp>The Y emphasized to NPR that its data is not comprehensive, and the availability of testing has varied across the country. But experts say it's worth taking these low numbers into account.\u003c/p>\n\u003cfigure id=\"attachment_56163\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56163\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251.jpe\" alt=\"\" width=\"200\" height=\"129\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251-160x103.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">A Valley of the Sun YMCA staff member takes the temperature of a child before she enters child care. \u003ccite>(Valley of the Sun YMCA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"There are almost no recorded cases of child-to-adult transmission of COVID-19,\" says Elliot Haspel, an education policy expert and child care advocate who wrote \u003ca href=\"http://earlylearningnation.com/2020/06/opinion-child-cares-look-safe-its-time-to-act-like-it/\">an op-ed\u003c/a> arguing for reopening full-time child care and schools as soon as possible. \"It's not zero risk, [but] we're acting with a March 2020 understanding of COVID-19 and kids, and not with a June 2020 understanding of COVID-19 and kids.\"\u003c/p>\n\u003cp>\u003cstrong>Pods and \"airplane arms\"\u003c/strong>\u003c/p>\n\u003cp>In March, the CDC had yet to issue its official guidance about how to safely operate schools or group child care. And yet, the protocols that the Y and New York City came up with were strikingly similar to the CDC's May recommendations, as well as guidelines now being considered by states and districts.\u003c/p>\n\u003cp>In order to slow the spread of illness, local YMCAs and New York City grouped \"pods\" of no more than nine children with each adult. Heidi Brasher of the YMCA of the USA says this often meant using spaces such as basketball courts or even boardrooms, taking advantage of buildings that were otherwise closed. \"They were very creative in the way they utilized space,\" Brasher says.\u003c/p>\n\u003cp>Pods didn't mix, but social distancing and use of masks weren't necessarily observed within each pod, especially with very young children — the Y cares for children as young as 1 year old.\u003c/p>\n\u003cp>Brasher says her organization consulted with the CDC to create a \"quick start\" guide for each location around the country to get up and running with emergency child care, going over everything from morning check-in procedures to food prep.\u003c/p>\n\u003cp>They did temperature checks and symptom screenings on each child coming in each day, with staff members wearing masks, gloves and gowns where available. Children with symptoms were urged to stay home.\u003c/p>\n\u003cp>Staff came up with creative ways to reinforce frequent and thorough hand-washing. Libby Corral is chief operating officer of the Valley of the Sun YMCA, which operated nine emergency child care sites across Arizona (this month they expanded to regular camp programming). She says that at the beginning of each 30-minute activity, such as sports or craft time, children get a stamp or marker doodle on their hands, which they have to wash off before moving on to the next activity.\u003c/p>\n\u003cp>\"We were teaching them not just 'rinse your hands,' but 'scrub them.' And instead of having to dread washing their hands, they were able to get excited and laugh and have fun while they were doing that.\"\u003c/p>\n\u003cp>They also reinforce social distancing by having the kids make \"airplane arms\" when they're standing in line or moving from place to place. And children get their own materials, such as art supplies, to use from day to day, rather than sharing. Having individual materials worked so well, says Corral, that they plan to make it a policy in the future.\u003c/p>\n\u003cfigure id=\"attachment_56164\" class=\"wp-caption alignnone\" style=\"max-width: 1221px\">\u003cimg class=\"size-full wp-image-56164\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d.jpe\" alt=\"\" width=\"1221\" height=\"916\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d.jpe 1221w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-800x600.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-1020x765.jpe 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-160x120.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-768x576.jpe 768w\" sizes=\"(max-width: 1221px) 100vw, 1221px\">\u003cfigcaption class=\"wp-caption-text\">A Valley of the Sun YMCA staff member poses with children after a craft project that involved making face masks. \u003ccite>(Valley of the Sun YMCA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Of course, running things this way is expensive. Even after emergency state aid, her YMCA locations ran at a deficit, Corral says.\u003c/p>\n\u003cp>In New York, which is still operating its city-run child care centers, the rules are similar, and in some ways stricter. Face coverings are mandatory for all, whereas children at YMCA sites aren't required to wear them. Social distancing is maintained as much as possible by everyone inside the building, reinforced with 6-foot-long posters of animals like sea turtles. And daily temperature checks of everyone coming in the building are done by school nurses, according to New York City Department of Education spokeswoman Katie O'Hanlon.\u003c/p>\n\u003cp>Officials with both organizations say they don't know of any clusters of cases associated with a site. Corral, in Arizona, says she knows of one case in which a staff member, who didn't work directly with children, tested positive, and another case in which a parent called in and volunteered to self-quarantine after an exposure.\u003c/p>\n\u003cp>Laimit, the nurse in Phoenix, credits the Valley of the Sun YMCA with \"really great communication,\" both about health practices and her daughter's social and emotional needs.\u003c/p>\n\u003cp>\"It takes a weight off of me as a parent, because when I'm at work, especially providing care for others — and it's absolutely chaotic right now, Arizona is on the rise with their COVID cases — not having to worry about my daughter and her safety ... it's a savior for me. It's a weight off of my shoulders.\"\u003c/p>\n\u003cp>\u003cstrong>\"There are ways to substantially reduce the risks\"\u003c/strong>\u003c/p>\n\u003cp>Should parents across the country stop worrying about sending their kids off to camp and school, as long as a version of these guidelines is followed?\u003c/p>\n\u003cp>Dr. Joshua Sharfstein at the Johns Hopkins School of Public Health says we can learn from the YMCA and New York City examples, but we shouldn't overgeneralize.\u003c/p>\n\u003cp>\"These experiences illustrate that it's possible to bring kids together without a guarantee of an outbreak or a serious situation developing,\" he explains. On the other hand, they don't guarantee the opposite.\u003c/p>\n\u003cp>Sharfstein agrees it's OK to extrapolate — not only from essential worker child care in the U.S., but from the experiences of countries around the world where schools have already opened up. \"There are ways to substantially reduce the risks when kids get together,\" he says.\u003c/p>\n\u003cp>He also agrees with Haspel, the child care advocate, in saying that \"there is converging evidence that the coronavirus doesn't transmit among children like the flu — that it's a lower risk.\"\u003c/p>\n\u003cp>There are two related reasons for this, Sharfstein explains: One is that children \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/06/20/880983822/coronavirus-mystery-are-kids-less-likely-to-catch-it-than-adults-are\">seem to be less likely to get infected\u003c/a>, and the second is that when they \u003cem>are \u003c/em>infected they are much more likely to be mildly symptomatic or asymptomatic. If they're not coughing or sneezing, it's harder for them to spread the virus to others. \u003cem>The New Yorker\u003c/em> \u003ca href=\"https://www.newyorker.com/magazine/2020/06/08/how-iceland-beat-the-coronavirus\">reported\u003c/a> that Iceland, which did extensive contact tracing, found only two examples of child-to-parent transmission.\u003c/p>\n\u003cp>\u003cstrong>A question of priorities\u003c/strong>\u003c/p>\n\u003cp>Sharfstein says there are still some really important things we don't know — and that we'd like to know — as group child care and schools start to open up. He cites a \u003ca href=\"https://www.centerforhealthsecurity.org/our-work/publications/2020/filling-in-the-blanks-national-research-needs-to-guide-decisions-about-reopening-schools-in-the-united-states\">May report\u003c/a> from the Johns Hopkins Center for Health Security. It calls for a national research agenda to quickly address the outstanding questions about children and the coronavirus. Among them, says the report:\u003c/p>\n\u003cblockquote>\u003cp>\"How vulnerable to severe illness are students who have underlying health conditions, such as asthma, diabetes, or severe obesity? How safe is it for adults who themselves have serious underlying health conditions? ... How safe is it for teachers, administrators, and other school staff? ... Are certain school communities at greater risk than others relative to exposure, and should each school community be evaluated independently to determine level of risk?\"\u003c/p>\u003c/blockquote>\n\u003cp>And then there's the question of priorities. Among all the steps organizations are taking — hand-washing, masks, temperature checks, pods, social distancing, and guidelines about staying home if sick — which are the most important?\u003c/p>\n\u003cp>And crucially, how important is group size? The recommendation to keep groups of children small and separate imposes a particular burden on school districts. In most places, reducing class sizes means reducing in-person class time, staggering schedules and continuing remote learning in parallel with in-class instruction. That requires resources that not all students and schools have access to.\u003c/p>\n\u003cp>Right now, Sharfstein says, we just don't know how important it is to limit group size. \"I think it's a failure that we haven't prioritized opening schools.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Prioritizing schools, he adds, means doing lots of research on children and the coronavirus as soon as possible to inform the right policies to put in place.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Parents+Can+Learn+From+Child+Care+Centers+That+Stayed+Open+During+Lockdowns&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Arizona schools shut down in mid-March to prevent the spread of the coronavirus, Tatiana Laimit, a nurse in Phoenix, knew she needed a backup plan. Laimit is a single mother of a 6-year-old girl and had recently relocated to the area. She didn't have any friends or family nearby to ask for help.\u003c/p>\n\u003cp>It was past 8 on a Friday night when she shot off an email to her local YMCA to ask if they were providing emergency care for the children of front-line workers. \"And immediately [someone] responded and let me know, 'Yes.' \"\u003c/p>\n\u003cp>Throughout the pandemic, many child care centers have stayed open for the children of front-line workers — everyone from doctors to grocery store clerks. YMCA of the USA and New York City's Department of Education have been caring for, collectively, tens of thousands of children since March, and both tell NPR they have no reports of coronavirus clusters or outbreaks. As school districts sweat over reopening plans, and with just over half of parents \u003ca href=\"https://news.gallup.com/poll/312674/parents-slightly-favor-full-time-person-school-fall.aspx\">telling pollsters\u003c/a> they're comfortable with in-person school this fall, public health and policy experts say education leaders should be discussing and drawing on these real-world child care experiences.\u003c/p>\n\u003cp>The Y says that during the lockdowns it cared for up to 40,000 children between the ages of 1 and 14 at 1,100 separate sites, often in partnership with local and state governments. And in New York City, the pandemic's national epicenter in March and April, the city's Department of Education reports that it cared for more than 10,000 children at 170 sites.\u003c/p>\n\u003cp>Working in early days, and on very short notice, these two organizations followed safety guidance that closely resembles what's now been \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/14/856483424/cdc-issues-decision-tools-to-guide-reopening-of-schools-businesses-transit\">officially put out\u003c/a> by the Centers for Disease Control and Prevention. The Y says a few staff members and parents at sites around the country did test positive, but there are no records of having more than one case at a site. This, among a population of essential workers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a \u003ca href=\"https://docs.google.com/spreadsheets/d/1L45r63t8hpYfGLpT6gWKjYMscu8Wut6jtlxO-1FAW9c/edit#gid=204576280\">separate, unscientific survey\u003c/a> of child care centers, Brown University economist Emily Oster found that, as of Tuesday afternoon, among 916 centers serving more than 20,000 children, just over 1% of staff and 0.16% of children were confirmed infected with the coronavirus.\u003c/p>\n\u003cp>The Y emphasized to NPR that its data is not comprehensive, and the availability of testing has varied across the country. But experts say it's worth taking these low numbers into account.\u003c/p>\n\u003cfigure id=\"attachment_56163\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56163\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251.jpe\" alt=\"\" width=\"200\" height=\"129\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-temp1_custom-f2738490111b426ff8741a02bb9d3570d9bce251-160x103.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">A Valley of the Sun YMCA staff member takes the temperature of a child before she enters child care. \u003ccite>(Valley of the Sun YMCA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"There are almost no recorded cases of child-to-adult transmission of COVID-19,\" says Elliot Haspel, an education policy expert and child care advocate who wrote \u003ca href=\"http://earlylearningnation.com/2020/06/opinion-child-cares-look-safe-its-time-to-act-like-it/\">an op-ed\u003c/a> arguing for reopening full-time child care and schools as soon as possible. \"It's not zero risk, [but] we're acting with a March 2020 understanding of COVID-19 and kids, and not with a June 2020 understanding of COVID-19 and kids.\"\u003c/p>\n\u003cp>\u003cstrong>Pods and \"airplane arms\"\u003c/strong>\u003c/p>\n\u003cp>In March, the CDC had yet to issue its official guidance about how to safely operate schools or group child care. And yet, the protocols that the Y and New York City came up with were strikingly similar to the CDC's May recommendations, as well as guidelines now being considered by states and districts.\u003c/p>\n\u003cp>In order to slow the spread of illness, local YMCAs and New York City grouped \"pods\" of no more than nine children with each adult. Heidi Brasher of the YMCA of the USA says this often meant using spaces such as basketball courts or even boardrooms, taking advantage of buildings that were otherwise closed. \"They were very creative in the way they utilized space,\" Brasher says.\u003c/p>\n\u003cp>Pods didn't mix, but social distancing and use of masks weren't necessarily observed within each pod, especially with very young children — the Y cares for children as young as 1 year old.\u003c/p>\n\u003cp>Brasher says her organization consulted with the CDC to create a \"quick start\" guide for each location around the country to get up and running with emergency child care, going over everything from morning check-in procedures to food prep.\u003c/p>\n\u003cp>They did temperature checks and symptom screenings on each child coming in each day, with staff members wearing masks, gloves and gowns where available. Children with symptoms were urged to stay home.\u003c/p>\n\u003cp>Staff came up with creative ways to reinforce frequent and thorough hand-washing. Libby Corral is chief operating officer of the Valley of the Sun YMCA, which operated nine emergency child care sites across Arizona (this month they expanded to regular camp programming). She says that at the beginning of each 30-minute activity, such as sports or craft time, children get a stamp or marker doodle on their hands, which they have to wash off before moving on to the next activity.\u003c/p>\n\u003cp>\"We were teaching them not just 'rinse your hands,' but 'scrub them.' And instead of having to dread washing their hands, they were able to get excited and laugh and have fun while they were doing that.\"\u003c/p>\n\u003cp>They also reinforce social distancing by having the kids make \"airplane arms\" when they're standing in line or moving from place to place. And children get their own materials, such as art supplies, to use from day to day, rather than sharing. Having individual materials worked so well, says Corral, that they plan to make it a policy in the future.\u003c/p>\n\u003cfigure id=\"attachment_56164\" class=\"wp-caption alignnone\" style=\"max-width: 1221px\">\u003cimg class=\"size-full wp-image-56164\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d.jpe\" alt=\"\" width=\"1221\" height=\"916\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d.jpe 1221w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-800x600.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-1020x765.jpe 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-160x120.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ymca-masks1-ed9261aa398f162e6b06bb2a41aa2a5117acc57d-768x576.jpe 768w\" sizes=\"(max-width: 1221px) 100vw, 1221px\">\u003cfigcaption class=\"wp-caption-text\">A Valley of the Sun YMCA staff member poses with children after a craft project that involved making face masks. \u003ccite>(Valley of the Sun YMCA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Of course, running things this way is expensive. Even after emergency state aid, her YMCA locations ran at a deficit, Corral says.\u003c/p>\n\u003cp>In New York, which is still operating its city-run child care centers, the rules are similar, and in some ways stricter. Face coverings are mandatory for all, whereas children at YMCA sites aren't required to wear them. Social distancing is maintained as much as possible by everyone inside the building, reinforced with 6-foot-long posters of animals like sea turtles. And daily temperature checks of everyone coming in the building are done by school nurses, according to New York City Department of Education spokeswoman Katie O'Hanlon.\u003c/p>\n\u003cp>Officials with both organizations say they don't know of any clusters of cases associated with a site. Corral, in Arizona, says she knows of one case in which a staff member, who didn't work directly with children, tested positive, and another case in which a parent called in and volunteered to self-quarantine after an exposure.\u003c/p>\n\u003cp>Laimit, the nurse in Phoenix, credits the Valley of the Sun YMCA with \"really great communication,\" both about health practices and her daughter's social and emotional needs.\u003c/p>\n\u003cp>\"It takes a weight off of me as a parent, because when I'm at work, especially providing care for others — and it's absolutely chaotic right now, Arizona is on the rise with their COVID cases — not having to worry about my daughter and her safety ... it's a savior for me. It's a weight off of my shoulders.\"\u003c/p>\n\u003cp>\u003cstrong>\"There are ways to substantially reduce the risks\"\u003c/strong>\u003c/p>\n\u003cp>Should parents across the country stop worrying about sending their kids off to camp and school, as long as a version of these guidelines is followed?\u003c/p>\n\u003cp>Dr. Joshua Sharfstein at the Johns Hopkins School of Public Health says we can learn from the YMCA and New York City examples, but we shouldn't overgeneralize.\u003c/p>\n\u003cp>\"These experiences illustrate that it's possible to bring kids together without a guarantee of an outbreak or a serious situation developing,\" he explains. On the other hand, they don't guarantee the opposite.\u003c/p>\n\u003cp>Sharfstein agrees it's OK to extrapolate — not only from essential worker child care in the U.S., but from the experiences of countries around the world where schools have already opened up. \"There are ways to substantially reduce the risks when kids get together,\" he says.\u003c/p>\n\u003cp>He also agrees with Haspel, the child care advocate, in saying that \"there is converging evidence that the coronavirus doesn't transmit among children like the flu — that it's a lower risk.\"\u003c/p>\n\u003cp>There are two related reasons for this, Sharfstein explains: One is that children \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/06/20/880983822/coronavirus-mystery-are-kids-less-likely-to-catch-it-than-adults-are\">seem to be less likely to get infected\u003c/a>, and the second is that when they \u003cem>are \u003c/em>infected they are much more likely to be mildly symptomatic or asymptomatic. If they're not coughing or sneezing, it's harder for them to spread the virus to others. \u003cem>The New Yorker\u003c/em> \u003ca href=\"https://www.newyorker.com/magazine/2020/06/08/how-iceland-beat-the-coronavirus\">reported\u003c/a> that Iceland, which did extensive contact tracing, found only two examples of child-to-parent transmission.\u003c/p>\n\u003cp>\u003cstrong>A question of priorities\u003c/strong>\u003c/p>\n\u003cp>Sharfstein says there are still some really important things we don't know — and that we'd like to know — as group child care and schools start to open up. He cites a \u003ca href=\"https://www.centerforhealthsecurity.org/our-work/publications/2020/filling-in-the-blanks-national-research-needs-to-guide-decisions-about-reopening-schools-in-the-united-states\">May report\u003c/a> from the Johns Hopkins Center for Health Security. It calls for a national research agenda to quickly address the outstanding questions about children and the coronavirus. Among them, says the report:\u003c/p>\n\u003cblockquote>\u003cp>\"How vulnerable to severe illness are students who have underlying health conditions, such as asthma, diabetes, or severe obesity? How safe is it for adults who themselves have serious underlying health conditions? ... How safe is it for teachers, administrators, and other school staff? ... Are certain school communities at greater risk than others relative to exposure, and should each school community be evaluated independently to determine level of risk?\"\u003c/p>\u003c/blockquote>\n\u003cp>And then there's the question of priorities. Among all the steps organizations are taking — hand-washing, masks, temperature checks, pods, social distancing, and guidelines about staying home if sick — which are the most important?\u003c/p>\n\u003cp>And crucially, how important is group size? The recommendation to keep groups of children small and separate imposes a particular burden on school districts. In most places, reducing class sizes means reducing in-person class time, staggering schedules and continuing remote learning in parallel with in-class instruction. That requires resources that not all students and schools have access to.\u003c/p>\n\u003cp>Right now, Sharfstein says, we just don't know how important it is to limit group size. \"I think it's a failure that we haven't prioritized opening schools.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Prioritizing schools, he adds, means doing lots of research on children and the coronavirus as soon as possible to inform the right policies to put in place.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Parents+Can+Learn+From+Child+Care+Centers+That+Stayed+Open+During+Lockdowns&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Talking Math With Tweens: How to Bring Math into Daily Life with Middle Schoolers",
"headTitle": "Talking Math With Tweens: How to Bring Math into Daily Life with Middle Schoolers | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Is a dump truck a vehicle? What about a skateboard? An elevator? A hamster wheel? These are some of the questions math educator Christopher Danielson has asked — or been asked — while playing \u003c/span>\u003ca href=\"http://talkingmathwithkids.squarespace.com/posts/2020/3/15/is-it-or-not-excursions-in-mathematical-definitions\">\u003cspan style=\"font-weight: 400\">a reasoning game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he calls “Is It or Not?” The game began with \u003c/span>\u003ca href=\"https://talkingmathwithkids.com/2019/09/09/vehicle-chat-invitation/\">\u003cspan style=\"font-weight: 400\">a debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between another math educator, \u003c/span>\u003ca href=\"https://twitter.com/kassiaowedekind\">\u003cspan style=\"font-weight: 400\">Kassia Wedekind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and her six-year-old daughter, but Danielson has played it with children of all ages, including his own. “It was a dinner table conversation. Both kids really joined in on it and enjoyed thinking of interesting, additional cases,” he said. His daughter, who was 12 at the time, raised the hamster wheel question and continued developing the list well after the meal ended.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Definitions are central to mathematics, but children’s concept images — what they picture for a triangle, for example — do not always line up with the concept definition. “Is It or Not?” helps them strengthen their concept images. It’s also a fun way to bring mathematical thinking into everyday conversation, a practice Danielson champions on his blog, \u003c/span>\u003ca href=\"https://talkingmathwithkids.com/\">\u003cspan style=\"font-weight: 400\">Talking Math With Your Kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and through an \u003c/span>\u003ca href=\"https://twitter.com/hashtag/tmwyk?src=hashtag_click\">\u003cspan style=\"font-weight: 400\">ongoing Twitter discussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our inclination is to think of math as a thing that happens in school,” Danielson said. That leaves parents in the role of homework helper and can lead to anxiety \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41639/homework-battles-when-parent-help-negatively-affects-students\">\u003cspan style=\"font-weight: 400\">when parents lack math confidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially as kids reach middle school and algebra enters the picture. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">Such stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may be particularly acute as parents try to keep their kids’ education on track during \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But watching over your middle schooler’s shoulder as they complete worksheets is not the only or best way to help them. By asking open-ended questions, developing a shared math language and connecting math to young people’s interests, parents can support pre-teens’ \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">\u003cspan style=\"font-weight: 400\">mathematical development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a way that is more fun for everyone involved.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Ask Open-ended Questions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think for students and our own kids, we want to rescue them as they’re working on math. We just want to tell them how to do it,” said eighth grade math instructor and \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/tn/2017/09/28/tennessee-meet-your-new-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">former Tennessee teacher of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Cicely Woodard. She suggested a different starting point for parents: asking questions. That’s a central practice in her \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\">\u003cspan style=\"font-weight: 400\">inquiry-driven classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and she shared a few to try:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you notice about the problem?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are you wondering?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What does this symbol mean?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you see?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These questions can be applied to formal math problems but also during informal conversations, such as noticing patterns in nature. Listening to kids’ answers, said Woodard, can “reveal important information about what they understand and don’t understand.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Develop a Shared Language\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Talking about math takes practice. To give students a structure for engaging in math conversations, Woodard presents sentence stems, such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I agree/disagree with ____ because …” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“My solution is like ____’s because …”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I don’t understand ____ part of your reasoning, because …”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classroom, Woodard’s students use these phrases to compare ideas in small groups, then present different solution paths to the class. At home, young people can use sentence starters like these in family conversations about topics such as screen time or budgets. It’s “amazing” to watch tweens articulate decisions about math when “given the tools and the opportunities to do it,” Woodard said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make the Stakes Real\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://psycnet.apa.org/record/2002-02473-003\">\u003cspan style=\"font-weight: 400\">Identity development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looms large in middle schoolers’ lives. For this reason, Danielson said, math talk with tweens should focus on “helping them gain leverage or influence in the world.” For example, when Danielson’s son was 13, he hired him to help with the manufacturing process for the \u003c/span>\u003ca href=\"http://talkingmathwithkids.squarespace.com/store/wooden-tiling-turtlesstarter-pack\">\u003cspan style=\"font-weight: 400\">tesselating turtle sets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he sells. The pair agreed to a per-pound rate, and when payment time arrived, Danielson asked his son to calculate the bill. Similarly, after his daughter and a friend provided leaf-raking services at a per-bag rate, Danielson asked how much he owed. The friend reacted with surprise. His daughter was accustomed to doing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400\">real-world math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but for her friend, “the idea that she would be responsible for producing a calculation was foreign,” Danielson said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard agreed that it’s important for middle schoolers to explore math problems that are related to their everyday lives. Providing those entry points requires knowing what kids care about, she said. From sports statistics to recipe conversions, math hooks can be found in any topic.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Have Fun\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Danielson often brings math into daily life by making a game out of something mundane. When his family dines out or goes grocery shopping, they play their own version of “The Price Is Right,” guessing what the total cost will be. These days, that game may mean inviting kids to look at a grocery list and predict the total before adding items to a virtual shopping cart. Regardless, the same principles apply. “The most useful thing for parents to do is to pay attention to the times in their own lives when they bump up against numbers or patterns, and instead of leaping to telling … think about how to engage their kids in that,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That process is less predictable than printing out a worksheet and checking a box on a daily schedule. It involves watching for opportunities and seizing the moment. “There’s a lot of trust involved that injecting these conversations into our life over the long-span is going to be productive even if I can’t see it in the 15-minute chunks that school gets doled out in,” Danielson said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He thinks it’s worth it. “If the only reading that kids ever did was the reading that happens in school, we would feel that something was lost,” he said. “I feel the same way about math.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Is a dump truck a vehicle? What about a skateboard? An elevator? A hamster wheel? These are some of the questions math educator Christopher Danielson has asked — or been asked — while playing \u003c/span>\u003ca href=\"http://talkingmathwithkids.squarespace.com/posts/2020/3/15/is-it-or-not-excursions-in-mathematical-definitions\">\u003cspan style=\"font-weight: 400\">a reasoning game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he calls “Is It or Not?” The game began with \u003c/span>\u003ca href=\"https://talkingmathwithkids.com/2019/09/09/vehicle-chat-invitation/\">\u003cspan style=\"font-weight: 400\">a debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between another math educator, \u003c/span>\u003ca href=\"https://twitter.com/kassiaowedekind\">\u003cspan style=\"font-weight: 400\">Kassia Wedekind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and her six-year-old daughter, but Danielson has played it with children of all ages, including his own. “It was a dinner table conversation. Both kids really joined in on it and enjoyed thinking of interesting, additional cases,” he said. His daughter, who was 12 at the time, raised the hamster wheel question and continued developing the list well after the meal ended.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Definitions are central to mathematics, but children’s concept images — what they picture for a triangle, for example — do not always line up with the concept definition. “Is It or Not?” helps them strengthen their concept images. It’s also a fun way to bring mathematical thinking into everyday conversation, a practice Danielson champions on his blog, \u003c/span>\u003ca href=\"https://talkingmathwithkids.com/\">\u003cspan style=\"font-weight: 400\">Talking Math With Your Kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and through an \u003c/span>\u003ca href=\"https://twitter.com/hashtag/tmwyk?src=hashtag_click\">\u003cspan style=\"font-weight: 400\">ongoing Twitter discussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our inclination is to think of math as a thing that happens in school,” Danielson said. That leaves parents in the role of homework helper and can lead to anxiety \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41639/homework-battles-when-parent-help-negatively-affects-students\">\u003cspan style=\"font-weight: 400\">when parents lack math confidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially as kids reach middle school and algebra enters the picture. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">Such stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may be particularly acute as parents try to keep their kids’ education on track during \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But watching over your middle schooler’s shoulder as they complete worksheets is not the only or best way to help them. By asking open-ended questions, developing a shared math language and connecting math to young people’s interests, parents can support pre-teens’ \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">\u003cspan style=\"font-weight: 400\">mathematical development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a way that is more fun for everyone involved.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Ask Open-ended Questions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think for students and our own kids, we want to rescue them as they’re working on math. We just want to tell them how to do it,” said eighth grade math instructor and \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/tn/2017/09/28/tennessee-meet-your-new-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">former Tennessee teacher of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Cicely Woodard. She suggested a different starting point for parents: asking questions. That’s a central practice in her \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\">\u003cspan style=\"font-weight: 400\">inquiry-driven classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and she shared a few to try:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you notice about the problem?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are you wondering?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What does this symbol mean?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you see?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These questions can be applied to formal math problems but also during informal conversations, such as noticing patterns in nature. Listening to kids’ answers, said Woodard, can “reveal important information about what they understand and don’t understand.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Develop a Shared Language\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Talking about math takes practice. To give students a structure for engaging in math conversations, Woodard presents sentence stems, such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I agree/disagree with ____ because …” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“My solution is like ____’s because …”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I don’t understand ____ part of your reasoning, because …”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classroom, Woodard’s students use these phrases to compare ideas in small groups, then present different solution paths to the class. At home, young people can use sentence starters like these in family conversations about topics such as screen time or budgets. It’s “amazing” to watch tweens articulate decisions about math when “given the tools and the opportunities to do it,” Woodard said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make the Stakes Real\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://psycnet.apa.org/record/2002-02473-003\">\u003cspan style=\"font-weight: 400\">Identity development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looms large in middle schoolers’ lives. For this reason, Danielson said, math talk with tweens should focus on “helping them gain leverage or influence in the world.” For example, when Danielson’s son was 13, he hired him to help with the manufacturing process for the \u003c/span>\u003ca href=\"http://talkingmathwithkids.squarespace.com/store/wooden-tiling-turtlesstarter-pack\">\u003cspan style=\"font-weight: 400\">tesselating turtle sets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he sells. The pair agreed to a per-pound rate, and when payment time arrived, Danielson asked his son to calculate the bill. Similarly, after his daughter and a friend provided leaf-raking services at a per-bag rate, Danielson asked how much he owed. The friend reacted with surprise. His daughter was accustomed to doing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400\">real-world math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but for her friend, “the idea that she would be responsible for producing a calculation was foreign,” Danielson said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard agreed that it’s important for middle schoolers to explore math problems that are related to their everyday lives. Providing those entry points requires knowing what kids care about, she said. From sports statistics to recipe conversions, math hooks can be found in any topic.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Have Fun\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Danielson often brings math into daily life by making a game out of something mundane. When his family dines out or goes grocery shopping, they play their own version of “The Price Is Right,” guessing what the total cost will be. These days, that game may mean inviting kids to look at a grocery list and predict the total before adding items to a virtual shopping cart. Regardless, the same principles apply. “The most useful thing for parents to do is to pay attention to the times in their own lives when they bump up against numbers or patterns, and instead of leaping to telling … think about how to engage their kids in that,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That process is less predictable than printing out a worksheet and checking a box on a daily schedule. It involves watching for opportunities and seizing the moment. “There’s a lot of trust involved that injecting these conversations into our life over the long-span is going to be productive even if I can’t see it in the 15-minute chunks that school gets doled out in,” Danielson said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He thinks it’s worth it. “If the only reading that kids ever did was the reading that happens in school, we would feel that something was lost,” he said. “I feel the same way about math.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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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": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
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