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"content": "\u003cp>May 7 is the date that Montana Gov. Steve Bullock, a Democrat, declared it was safe to open up schools. The state has had fewer than 500 reported cases of the coronavirus as of this week.\u003c/p>\n\u003cp>But according to the state's Office of Public Instruction, just a few school districts in small towns have taken the governor up on the offer. That gap — between a state executive proclaiming schools OK to open and the reality of tiny groups of students gathering in just a few schools — shows the logistical challenges educators and state officials around the country face in any decision to reopen.\u003c/p>\n\u003cp>Willow Creek School in Three Forks, Mont., is\u003ca href=\"https://www.greatfallstribune.com/story/news/2020/05/05/tiny-willow-creek-montana-school-among-first-us-reopen/3084566001/\"> opening its doors\u003c/a> and expects a few dozen of its 56 students to show up. Troy, a northwestern Montana town, is holding limited and voluntary \"study hall\" visits, focusing on special education students, as well as some outdoor activities. The town of Glasgow says it will open its schools on a limited basis to students without devices.\u003c/p>\n\u003cp>Libby, a town of fewer than 3,000 people, is allowing students to come back to the single middle/high school to meet face to face with teachers, for what amounts to targeted tutoring sessions. They can sign up for an appointment to get help in a subject they're struggling with.\u003c/p>\n\u003cp>Craig Barringer, the superintendent of Libby's schools, said that educators made this decision based on surveying parents. When it came to elementary school students, \"The parents felt they were more able to handle them and/or more able to help them.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not so at more advanced academic levels. \"When you get into even seventh-grade math, parents can't give the assistance that they need if they really get stuck.\"\u003c/p>\n\u003cp>There's a long list of precautions being taken, Barringer says.\u003c/p>\n\u003cp>Students will be greeted at the door. They'll be encouraged to wear masks. They've put up hand-sanitizing stations. \"We have breaks in between scheduled appointments so we can clean and air out the smell of cleaner.\"\u003c/p>\n\u003cp>Public schools play a range of roles in society beyond education. As child care for millions of working parents, they are a cornerstone of any attempt to reopen the economy. They are hubs for community relationships and distribution points for essential social services.\u003c/p>\n\u003cp>But, before any of that, they must be safe places for children. With those various functions in mind, education leaders are putting out plans that forecast some very big changes to what public school might look like in the coming months and even years.\u003c/p>\n\u003cp>The complications are leading to a patchwork effect and a disconnect between levels of government in many places.\u003c/p>\n\u003cp>In California, Gov. Gavin Newsom, a Democrat, talked about trying to open up for summer school \u003ca href=\"https://www.latimes.com/california/story/2020-04-28/coronavirus-schools-opening-july\">as soon as July\u003c/a>. But school leaders in Palo Alto and Sacramento \u003ca href=\"https://www.google.com/url?q=https://edsource.org/2020/can-california-schools-put-safety-measures-in-place-in-time-to-open-early-many-district-leaders-skeptical/630741&sa=D&ust=1588790343269000&usg=AFQjCNHTuXV2a-Gbvv5RMngppAURoIno_w\">countered that\u003c/a> it would be more likely that they'd have to push the start of the school year later by a few weeks because of all the planning necessary to open up safely.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.google.com/url?q=https://www.ajc.com/news/state--regional-education/two-georgia-school-districts-end-year-early-others-considering/fpwvQsruQ1CmVXH2JiBSSO/&sa=D&ust=1588790343270000&usg=AFQjCNEu6yvo4u_6kn7ugB6qP_K1wxtTyw\">Georgia\u003c/a>, even as Gov. Brian Kemp, a Republican, has been out ahead of the rest of the country on opening up some businesses, there are a few districts that chose to end the school year early, putting an end to their efforts with remote learning.\u003c/p>\n\u003cp>And Washington, D.C., public schools have also decided to \u003ca href=\"https://dcist.com/story/20/04/17/d-c-public-schools-ending-semester-three-weeks-early-will-remain-entirely-remote/\">end the school year early\u003c/a>, pledging to tack those weeks back on by starting earlier in August. In Washington state and in Chicago, leaders have acknowledged that some form of remote learning might continue off and on through the 2020-2021 school year or even beyond.\u003c/p>\n\u003cp>In the past few days, the American Federation of Teachers, the nation's second-largest teachers union, put out \u003ca href=\"https://www.google.com/url?q=https://www.aft.org/press-release/aft-launches-landmark-plan-safely-reopen-americas-schools-and-communities&sa=D&ust=1588790343272000&usg=AFQjCNGyxx5itZ7PE-zKgtwWqqBWMtbcWA\">a detailed blueprint \u003c/a>for reopening. And so did the \u003ca href=\"https://www.aei.org/research-products/report/a-blueprint-for-back-to-school/\">American Enterprise Institute\u003c/a>, the conservative think tank, which asked retired state superintendents, city chancellors and other school leaders to weigh in.\u003c/p>\n\u003cp>These two plans have a lot in common as far as basic medical recommendations: the need for rapid and repeated coronavirus testing of students and staff, contact tracing, stepped-up hygiene and cleaning, and reducing class sizes to allow for social distancing.\u003c/p>\n\u003cp>Here are four tough problems that are on experts' minds:\u003c/p>\n\u003cp>\u003cstrong>Running remote and in-person learning in parallel \u003c/strong>\u003c/p>\n\u003cp>New York Gov. Andrew Cuomo, a Democrat, this week \u003ca href=\"https://www.google.com/url?q=https://www.usnews.com/news/education-news/articles/2020-05-05/gov-andrew-cuomo-taps-gates-foundation-to-help-new-york-revolutionize-education-after-coronavirus&sa=D&ust=1588790343264000&usg=AFQjCNFrq6lYxHpsH5ohc9JuEtlxuXCb-Q\">announced that the state will be working with\u003c/a> the Bill & Melinda Gates Foundation (which is a supporter of NPR) to \"reimagine schools.\" The foundation has backed a range of technological innovations in education, from AI to \u003ca href=\"https://www.google.com/url?q=https://www.npr.org/2018/11/16/657895964/the-future-of-learning-well-it-s-personal&sa=D&ust=1588790343265000&usg=AFQjCNGxOVr7WnguP0dNG5niSgSjbGJGOw\">\"personalized learning,\"\u003c/a> sometimes generating controversy.\u003c/p>\n\u003cp>Regardless of the particular path any district takes, the pandemic is likely to be a turning point as far as the role of technology in public, K-12 education.\u003c/p>\n\u003cp>The AFT and AEI blueprints both say remote learning should continue while schools are doing staggered schedules, so that all the kids can keep up. Both plans also foresee further waves of the virus leading to future school shutdowns, another reason to keep remote learning plans in place just as school districts have done for years in the case of snow days or tornadoes.\u003c/p>\n\u003cp>The plans envision schools running in parallel, both online and in-person. That requires huge investments going forward in materials, equipment and training for teachers, and equipment and connectivity for families.\u003c/p>\n\u003cp>\u003cstrong>Serving the neediest and traumatized kids \u003c/strong>\u003c/p>\n\u003cp>Beyond the risk of spreading the virus, there's a laundry list of other concerns to consider, both the AFT and AEI plans say. Learning loss. Missed socialization. A probable increase in \u003ca href=\"https://www.google.com/url?q=https://www.npr.org/sections/coronavirus-live-updates/2020/04/28/847251985/child-sexual-abuse-reports-are-on-the-rise-amid-lockdown-orders&sa=D&ust=1588790343268000&usg=AFQjCNH5wPDlJDcAWCpEJ8lFqcG1TwG6qQ\">child abuse \u003c/a>and domestic violence while students have been home. Lost family members. Many, many families out of work.\u003c/p>\n\u003cp>To meet all of these needs, the American Federation of Teachers plan recommends an idea that's been around for a while: \"\u003ca href=\"https://stateimpact.npr.org/florida/2015/08/11/why-community-schools-are-taking-root-in-florida/\">community schools\u003c/a>.\" Public schools across the country right now are being used for food distribution. Clearly, that's become their essential, non-duplicated function in an emergency. Could more schools, then, add housing, mental health or health care services on top of that?\u003c/p>\n\u003cp>A related idea is to bring the kids with likely higher needs back to campus early, or keep them there longer, such as for summer school. As Troy, Mont., and schools in other countries like Israel have done, should educators focus on bringing back special education services first?\u003c/p>\n\u003cp>\"I think it mitigates inequalities if you start the most vulnerable kids first,\" says Randi Weingarten, the head of the AFT.\u003c/p>\n\u003cp>\u003cstrong>Privacy\u003c/strong>\u003c/p>\n\u003cp>The AEI plan points out that there are privacy problems both with online learning and with the kind of public health surveillance required to control a pandemic in person.\u003c/p>\n\u003cp>\"What data is it OK to share?\" asks Rick Hess at AEI, who co-authored the report. \"If we're talking about tracking and tracing, we're getting very invasive.\"\u003c/p>\n\u003cp>And then, with remote learning, Hess adds, \"a lot of school districts are relying upon products that were never designed to be used with tens of millions of children at home.\" He points to incidents of \"\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/06/828087551/schools-ditch-zoom-amid-concerns-over-online-learning-security\">Zoombombing\u003c/a>,\" online harassment and pranks that led many large school districts to abandon the videoconferencing service.\u003c/p>\n\u003cp>\u003cstrong>Transportation\u003c/strong>\u003c/p>\n\u003cp>A seemingly minor issue that illustrates how complicated it can really be to open schools is transportation. As the AEI plan points out: How can you do social distancing on the school bus? Do you run three times as many school buses so each kid gets their own row? Do you do that at the same time as you're still using buses to run food to students, as many districts in rural areas are doing?\u003c/p>\n\u003cp>The more you dig into the details, the more you realize how staggering of an effort this will be.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It's going to be a scheduling nightmare, a logistical nightmare,\" Weingarten sums up. \"And God forbid a kid or a teacher gets sick. The knives are going to come out that the school is responsible for it.\"\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=A+Few+Schools+Reopen%2C+But+Remote+Learning+Could+Go+On+For+Years+In+U.S.&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>May 7 is the date that Montana Gov. Steve Bullock, a Democrat, declared it was safe to open up schools. The state has had fewer than 500 reported cases of the coronavirus as of this week.\u003c/p>\n\u003cp>But according to the state's Office of Public Instruction, just a few school districts in small towns have taken the governor up on the offer. That gap — between a state executive proclaiming schools OK to open and the reality of tiny groups of students gathering in just a few schools — shows the logistical challenges educators and state officials around the country face in any decision to reopen.\u003c/p>\n\u003cp>Willow Creek School in Three Forks, Mont., is\u003ca href=\"https://www.greatfallstribune.com/story/news/2020/05/05/tiny-willow-creek-montana-school-among-first-us-reopen/3084566001/\"> opening its doors\u003c/a> and expects a few dozen of its 56 students to show up. Troy, a northwestern Montana town, is holding limited and voluntary \"study hall\" visits, focusing on special education students, as well as some outdoor activities. The town of Glasgow says it will open its schools on a limited basis to students without devices.\u003c/p>\n\u003cp>Libby, a town of fewer than 3,000 people, is allowing students to come back to the single middle/high school to meet face to face with teachers, for what amounts to targeted tutoring sessions. They can sign up for an appointment to get help in a subject they're struggling with.\u003c/p>\n\u003cp>Craig Barringer, the superintendent of Libby's schools, said that educators made this decision based on surveying parents. When it came to elementary school students, \"The parents felt they were more able to handle them and/or more able to help them.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not so at more advanced academic levels. \"When you get into even seventh-grade math, parents can't give the assistance that they need if they really get stuck.\"\u003c/p>\n\u003cp>There's a long list of precautions being taken, Barringer says.\u003c/p>\n\u003cp>Students will be greeted at the door. They'll be encouraged to wear masks. They've put up hand-sanitizing stations. \"We have breaks in between scheduled appointments so we can clean and air out the smell of cleaner.\"\u003c/p>\n\u003cp>Public schools play a range of roles in society beyond education. As child care for millions of working parents, they are a cornerstone of any attempt to reopen the economy. They are hubs for community relationships and distribution points for essential social services.\u003c/p>\n\u003cp>But, before any of that, they must be safe places for children. With those various functions in mind, education leaders are putting out plans that forecast some very big changes to what public school might look like in the coming months and even years.\u003c/p>\n\u003cp>The complications are leading to a patchwork effect and a disconnect between levels of government in many places.\u003c/p>\n\u003cp>In California, Gov. Gavin Newsom, a Democrat, talked about trying to open up for summer school \u003ca href=\"https://www.latimes.com/california/story/2020-04-28/coronavirus-schools-opening-july\">as soon as July\u003c/a>. But school leaders in Palo Alto and Sacramento \u003ca href=\"https://www.google.com/url?q=https://edsource.org/2020/can-california-schools-put-safety-measures-in-place-in-time-to-open-early-many-district-leaders-skeptical/630741&sa=D&ust=1588790343269000&usg=AFQjCNHTuXV2a-Gbvv5RMngppAURoIno_w\">countered that\u003c/a> it would be more likely that they'd have to push the start of the school year later by a few weeks because of all the planning necessary to open up safely.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.google.com/url?q=https://www.ajc.com/news/state--regional-education/two-georgia-school-districts-end-year-early-others-considering/fpwvQsruQ1CmVXH2JiBSSO/&sa=D&ust=1588790343270000&usg=AFQjCNEu6yvo4u_6kn7ugB6qP_K1wxtTyw\">Georgia\u003c/a>, even as Gov. Brian Kemp, a Republican, has been out ahead of the rest of the country on opening up some businesses, there are a few districts that chose to end the school year early, putting an end to their efforts with remote learning.\u003c/p>\n\u003cp>And Washington, D.C., public schools have also decided to \u003ca href=\"https://dcist.com/story/20/04/17/d-c-public-schools-ending-semester-three-weeks-early-will-remain-entirely-remote/\">end the school year early\u003c/a>, pledging to tack those weeks back on by starting earlier in August. In Washington state and in Chicago, leaders have acknowledged that some form of remote learning might continue off and on through the 2020-2021 school year or even beyond.\u003c/p>\n\u003cp>In the past few days, the American Federation of Teachers, the nation's second-largest teachers union, put out \u003ca href=\"https://www.google.com/url?q=https://www.aft.org/press-release/aft-launches-landmark-plan-safely-reopen-americas-schools-and-communities&sa=D&ust=1588790343272000&usg=AFQjCNGyxx5itZ7PE-zKgtwWqqBWMtbcWA\">a detailed blueprint \u003c/a>for reopening. And so did the \u003ca href=\"https://www.aei.org/research-products/report/a-blueprint-for-back-to-school/\">American Enterprise Institute\u003c/a>, the conservative think tank, which asked retired state superintendents, city chancellors and other school leaders to weigh in.\u003c/p>\n\u003cp>These two plans have a lot in common as far as basic medical recommendations: the need for rapid and repeated coronavirus testing of students and staff, contact tracing, stepped-up hygiene and cleaning, and reducing class sizes to allow for social distancing.\u003c/p>\n\u003cp>Here are four tough problems that are on experts' minds:\u003c/p>\n\u003cp>\u003cstrong>Running remote and in-person learning in parallel \u003c/strong>\u003c/p>\n\u003cp>New York Gov. Andrew Cuomo, a Democrat, this week \u003ca href=\"https://www.google.com/url?q=https://www.usnews.com/news/education-news/articles/2020-05-05/gov-andrew-cuomo-taps-gates-foundation-to-help-new-york-revolutionize-education-after-coronavirus&sa=D&ust=1588790343264000&usg=AFQjCNFrq6lYxHpsH5ohc9JuEtlxuXCb-Q\">announced that the state will be working with\u003c/a> the Bill & Melinda Gates Foundation (which is a supporter of NPR) to \"reimagine schools.\" The foundation has backed a range of technological innovations in education, from AI to \u003ca href=\"https://www.google.com/url?q=https://www.npr.org/2018/11/16/657895964/the-future-of-learning-well-it-s-personal&sa=D&ust=1588790343265000&usg=AFQjCNGxOVr7WnguP0dNG5niSgSjbGJGOw\">\"personalized learning,\"\u003c/a> sometimes generating controversy.\u003c/p>\n\u003cp>Regardless of the particular path any district takes, the pandemic is likely to be a turning point as far as the role of technology in public, K-12 education.\u003c/p>\n\u003cp>The AFT and AEI blueprints both say remote learning should continue while schools are doing staggered schedules, so that all the kids can keep up. Both plans also foresee further waves of the virus leading to future school shutdowns, another reason to keep remote learning plans in place just as school districts have done for years in the case of snow days or tornadoes.\u003c/p>\n\u003cp>The plans envision schools running in parallel, both online and in-person. That requires huge investments going forward in materials, equipment and training for teachers, and equipment and connectivity for families.\u003c/p>\n\u003cp>\u003cstrong>Serving the neediest and traumatized kids \u003c/strong>\u003c/p>\n\u003cp>Beyond the risk of spreading the virus, there's a laundry list of other concerns to consider, both the AFT and AEI plans say. Learning loss. Missed socialization. A probable increase in \u003ca href=\"https://www.google.com/url?q=https://www.npr.org/sections/coronavirus-live-updates/2020/04/28/847251985/child-sexual-abuse-reports-are-on-the-rise-amid-lockdown-orders&sa=D&ust=1588790343268000&usg=AFQjCNH5wPDlJDcAWCpEJ8lFqcG1TwG6qQ\">child abuse \u003c/a>and domestic violence while students have been home. Lost family members. Many, many families out of work.\u003c/p>\n\u003cp>To meet all of these needs, the American Federation of Teachers plan recommends an idea that's been around for a while: \"\u003ca href=\"https://stateimpact.npr.org/florida/2015/08/11/why-community-schools-are-taking-root-in-florida/\">community schools\u003c/a>.\" Public schools across the country right now are being used for food distribution. Clearly, that's become their essential, non-duplicated function in an emergency. Could more schools, then, add housing, mental health or health care services on top of that?\u003c/p>\n\u003cp>A related idea is to bring the kids with likely higher needs back to campus early, or keep them there longer, such as for summer school. As Troy, Mont., and schools in other countries like Israel have done, should educators focus on bringing back special education services first?\u003c/p>\n\u003cp>\"I think it mitigates inequalities if you start the most vulnerable kids first,\" says Randi Weingarten, the head of the AFT.\u003c/p>\n\u003cp>\u003cstrong>Privacy\u003c/strong>\u003c/p>\n\u003cp>The AEI plan points out that there are privacy problems both with online learning and with the kind of public health surveillance required to control a pandemic in person.\u003c/p>\n\u003cp>\"What data is it OK to share?\" asks Rick Hess at AEI, who co-authored the report. \"If we're talking about tracking and tracing, we're getting very invasive.\"\u003c/p>\n\u003cp>And then, with remote learning, Hess adds, \"a lot of school districts are relying upon products that were never designed to be used with tens of millions of children at home.\" He points to incidents of \"\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/06/828087551/schools-ditch-zoom-amid-concerns-over-online-learning-security\">Zoombombing\u003c/a>,\" online harassment and pranks that led many large school districts to abandon the videoconferencing service.\u003c/p>\n\u003cp>\u003cstrong>Transportation\u003c/strong>\u003c/p>\n\u003cp>A seemingly minor issue that illustrates how complicated it can really be to open schools is transportation. As the AEI plan points out: How can you do social distancing on the school bus? Do you run three times as many school buses so each kid gets their own row? Do you do that at the same time as you're still using buses to run food to students, as many districts in rural areas are doing?\u003c/p>\n\u003cp>The more you dig into the details, the more you realize how staggering of an effort this will be.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's going to be a scheduling nightmare, a logistical nightmare,\" Weingarten sums up. \"And God forbid a kid or a teacher gets sick. The knives are going to come out that the school is responsible for it.\"\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=A+Few+Schools+Reopen%2C+But+Remote+Learning+Could+Go+On+For+Years+In+U.S.&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Jessyka Bagdon set out to move her tap dancing classes online, big questions started popping up right away: What about kids who don't own their own tap shoes? How to tap dance at home without ruining the floor?\u003c/p>\n\u003cp>And then came the really big challenge: Online programs like Zoom are designed for meetings, not dance classes. \"They're made to pick up voices,\" she explains, not the clickety clack of tap-dancing shoes. \"So how do we make the system not filter out our tap sounds as background noise?\"\u003c/p>\n\u003cp>So Blagdon, an instructor at 'Knock on Wood Tap Studio' in Washington, D.C., set about problem-solving. No tap shoes? Turns out Mary Jane flats work well. Saving the floor? A piece of plywood does the trick. And that muffled sound over Zoom? Blagdon says fiddling around with some computer settings can help.\u003c/p>\n\u003cp>In the nation's capital, like the rest of the country, kids cooped up at home for weeks now are craving both physical activity and the mental and creative challenges that extracurricular activities bring. And ballet instructors, soccer coaches and piano teachers — just to name a few — are finding the shutdown every bit as complicated as schools moving academic lessons online.\u003c/p>\n\u003cp>As their counterparts in schools are finding every day, it's really difficult to explain — watching on a screen — to children in a painting class exactly how to hold the brush to get the right effect. Or to align a young karate student's body just so, for a proper sidekick.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Nevertheless, coaches and instructors are finding creative ways of keeping children active and engaged.\u003c/p>\n\u003cp>Weeks in, Bagdon says she still has the occasional bump but not always because of technology.\u003c/p>\n\u003cp>\"Emmy, how come you're not dancing with us, my friend?\" she asks one 5-year-old who has wandered off screen during class. Her student Emeline has a perfectly valid response, \"Sometimes I go to drink a glass of milk!\"\u003c/p>\n\u003cp>For student athletes looking ahead to a summer of meets, games and matches, and the companionship of their friends and teammates, the shutdown is frustrating.\u003c/p>\n\u003cp>Ava Morales, 16, of Bethesda, Md., was excited about showing off her skills this month in front of hundreds of college recruiters. But instead of being in Arizona, she's stuck at home and can't even see her teammates.\u003c/p>\n\u003cp>\"We're all best friends,\" she says. \"So it's heartbreaking we can't spend time together and that our season is basically cancelled.\" The online activities are comforting, she says, because it helps keep all her team motivated.\u003c/p>\n\u003cp>In the Washington area, 60 local soccer clubs have joined together in a new group called DMV United. And they've made a pledge that, during the shutdown, coaches won't engage in recruiting activities.\u003c/p>\n\u003cp>Tommy Park, with the Alexandria Soccer Association in Virginia, says coaches have shared different online workouts as well as apps that focus on specific soccer skills.\u003c/p>\n\u003cp>\"The apps allow you to log how many juggles you have on the ball in a row and then log that,\" Park explains. \"Maybe you can only get five the first time and then you see your teammates at eight. So try to get nine and you see all of your teammates progress.\"\u003c/p>\n\u003cp>Some players are reviewing championship games on video, or making Instagram videos of soccer tricks; others are reading about sports psychology.\u003c/p>\n\u003cp>But Matt Libber with the Maryland SoccerPlex is clear, this can never replace the adrenaline rush of actually being on the field.\u003c/p>\n\u003cp>And he worries about some of those bigger lessons kids are missing out on, like the importance of losing sometimes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Competing online or through Instagram, yeah, you're losing but you're not losing,\" he says. A big part of what he and other coaches teach, he says, are \"some of those life lessons that, you know, if you learn them as a kid, it makes being an adult so much easier.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KQAC-FM. To see more, visit \u003ca>KQAC-FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+After-School+Is+Shut+Down%2C+Too&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Jessyka Bagdon set out to move her tap dancing classes online, big questions started popping up right away: What about kids who don't own their own tap shoes? How to tap dance at home without ruining the floor?\u003c/p>\n\u003cp>And then came the really big challenge: Online programs like Zoom are designed for meetings, not dance classes. \"They're made to pick up voices,\" she explains, not the clickety clack of tap-dancing shoes. \"So how do we make the system not filter out our tap sounds as background noise?\"\u003c/p>\n\u003cp>So Blagdon, an instructor at 'Knock on Wood Tap Studio' in Washington, D.C., set about problem-solving. No tap shoes? Turns out Mary Jane flats work well. Saving the floor? A piece of plywood does the trick. And that muffled sound over Zoom? Blagdon says fiddling around with some computer settings can help.\u003c/p>\n\u003cp>In the nation's capital, like the rest of the country, kids cooped up at home for weeks now are craving both physical activity and the mental and creative challenges that extracurricular activities bring. And ballet instructors, soccer coaches and piano teachers — just to name a few — are finding the shutdown every bit as complicated as schools moving academic lessons online.\u003c/p>\n\u003cp>As their counterparts in schools are finding every day, it's really difficult to explain — watching on a screen — to children in a painting class exactly how to hold the brush to get the right effect. Or to align a young karate student's body just so, for a proper sidekick.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Nevertheless, coaches and instructors are finding creative ways of keeping children active and engaged.\u003c/p>\n\u003cp>Weeks in, Bagdon says she still has the occasional bump but not always because of technology.\u003c/p>\n\u003cp>\"Emmy, how come you're not dancing with us, my friend?\" she asks one 5-year-old who has wandered off screen during class. Her student Emeline has a perfectly valid response, \"Sometimes I go to drink a glass of milk!\"\u003c/p>\n\u003cp>For student athletes looking ahead to a summer of meets, games and matches, and the companionship of their friends and teammates, the shutdown is frustrating.\u003c/p>\n\u003cp>Ava Morales, 16, of Bethesda, Md., was excited about showing off her skills this month in front of hundreds of college recruiters. But instead of being in Arizona, she's stuck at home and can't even see her teammates.\u003c/p>\n\u003cp>\"We're all best friends,\" she says. \"So it's heartbreaking we can't spend time together and that our season is basically cancelled.\" The online activities are comforting, she says, because it helps keep all her team motivated.\u003c/p>\n\u003cp>In the Washington area, 60 local soccer clubs have joined together in a new group called DMV United. And they've made a pledge that, during the shutdown, coaches won't engage in recruiting activities.\u003c/p>\n\u003cp>Tommy Park, with the Alexandria Soccer Association in Virginia, says coaches have shared different online workouts as well as apps that focus on specific soccer skills.\u003c/p>\n\u003cp>\"The apps allow you to log how many juggles you have on the ball in a row and then log that,\" Park explains. \"Maybe you can only get five the first time and then you see your teammates at eight. So try to get nine and you see all of your teammates progress.\"\u003c/p>\n\u003cp>Some players are reviewing championship games on video, or making Instagram videos of soccer tricks; others are reading about sports psychology.\u003c/p>\n\u003cp>But Matt Libber with the Maryland SoccerPlex is clear, this can never replace the adrenaline rush of actually being on the field.\u003c/p>\n\u003cp>And he worries about some of those bigger lessons kids are missing out on, like the importance of losing sometimes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Competing online or through Instagram, yeah, you're losing but you're not losing,\" he says. A big part of what he and other coaches teach, he says, are \"some of those life lessons that, you know, if you learn them as a kid, it makes being an adult so much easier.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KQAC-FM. To see more, visit \u003ca>KQAC-FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+After-School+Is+Shut+Down%2C+Too&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "6 Ways College Might Look Different In The Fall",
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"content": "\u003cp>What will happen on college campuses in the fall? It's a big question for families, students and the schools themselves.\u003c/p>\n\u003cp>A lot of what happens depends on factors outside the control of individual schools: Will there be more testing? Contact tracing? Enough physical space for distancing? Will the coronavirus have a second wave? Will any given state allow campuses to reopen?\u003c/p>\n\u003cp>For all of these questions, it's really too early to know the answers. But one thing is clear: Life, and learning for the nation's 20 million students in higher education, will be different.\u003c/p>\n\u003cp>\"I don't think there's any scenario under which it's business as usual on American college campuses in the fall,\" says Nicholas Christakis, a sociologist and physician at Yale University.\u003c/p>\n\u003cp>So why are so many colleges \u003ca href=\"https://www.chronicle.com/article/Here-s-a-List-of-Colleges-/248626/#.XrFupw8b0Ws.twitter\">announcing they will be back on campus\u003c/a> in the fall?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In many cases, it's because they're still trying to woo students. A survey of college presidents found their \u003ca href=\"https://www.acenet.edu/Research-Insights/Pages/Senior-Leaders/College-and-University-Presidents-Respond-to-COVID-19-April-2020.aspx\">most pressing concern right now \u003c/a>is summer and fall enrollment. Even elite schools, typically more stable when it comes to enrollment, have reportedly been \u003ca href=\"https://www.nytimes.com/2020/05/01/us/coronavirus-college-enrollment.html\">tapping their waitlists\u003c/a>.\u003c/p>\n\u003cp>In the midst of all this uncertainty, it's worth looking at some of the ideas out there. With the help of Joshua Kim and Edward J. Maloney, professors and authors of the book \u003cem>Learning Innovation and the Future of Higher Education, \u003c/em>here are some potential scenarios for reopening colleges and universities:\u003c/p>\n\u003cp>\u003cstrong>All virtual\u003c/strong>\u003c/p>\n\u003cp>Perhaps the most obvious option for the fall is to continue doing what they've been doing this spring. Colleges have signaled that they're planning for this option — even if it's a last resort. California State University, Fullerton, was one of the first to announce publicly it was planning for a fall semester online.\u003c/p>\n\u003cp>\"Obviously we want to resume in-person teaching as soon as possible, but we also need to make sure that we're safe,\" says Ellen Treanor, who helps lead strategic communication at the school. Treanor says it made a lot of sense to assume the school would start online. \"What would be the easier way to transition? It would be easier to transition beginning virtually and then transitioning in person,\" she said. \"The faculty [needs] to be prepared.\"\u003c/p>\n\u003cp>With virtual classes, students can remain at home, although some colleges are exploring bringing them back to campus, where they could use the school's Wi-Fi to take online classes.\u003c/p>\n\u003cp>\u003cstrong>Delayed start\u003c/strong>\u003c/p>\n\u003cp>A delay in the semester would allow a school to wait it out until it was safer to reopen. One option is to push back a month or two, starting in October or November. Another idea is to push a normal start to January. In that case, the spring semester would become the fall semester, and potentially students could stay on campus through next summer to make up the spring semester. \u003ca href=\"http://www.bu.edu/articles/2020/covid-19-recovery-plan/\">Boston University floated a version \u003c/a>of this January start date when it announced a number of plans it was exploring.\u003c/p>\n\u003cp>One downside to a late start is what students will do in the meantime, especially those who don't have financial stability and rely on campus or the university to be a safe and stable home.\u003c/p>\n\u003cp>\u003cstrong>Some online, some face-to-face\u003c/strong>\u003c/p>\n\u003cp>This would be a hybrid model, with a combination of virtual and in-person classes. It may be a good choice for campuses that don't have enough classrooms to allow adjusting face-to-face teaching to the requirements of social distancing.\u003c/p>\n\u003cp>\"You might have some of the larger classes being taught online simply because it's harder to imagine a 150- or 350-person classroom,\" says Maloney, who leads the Center for New Designs in Learning and Scholarship at Georgetown University. \"So you might see that class split up into multiple sections.\" For large, entry-level classes, colleges may have a lecture component online and then meet in smaller groups in person.\u003c/p>\n\u003cp>\"The hybrid model doesn't have to just be about modality,\" Maloney says. \"It can be, but it could also be about fundamentally rethinking what the core structure has been for those large classes.\"\u003c/p>\n\u003cp>Of course, shifting larger classes online may not be enough, by itself, to alleviate the health concerns of having students on campus. \u003ca href=\"https://www.chronicle.com/article/a-very-small-world-how/248556?key=wD5N8zUKkQDLHNwlH_yTVj-uA1zVrKPWroGDfuRN-ZQuFzXOyqTdmRrRygeinPP-cHZXc3BSTmNheFl1M1RCT016N1c4X0J6dW1namJMeWtyOFdHZmxEQ1JrUQ\">Early research from Cornell University \u003c/a>found that eliminating very large classes still left the small world network of the campus intact.\u003c/p>\n\u003cp>\u003cstrong>Shortened blocks\u003c/strong>\u003c/p>\n\u003cp>In block scheduling, students take just one course at a time for a shorter duration, typically three or four weeks. Colorado College, a liberal arts school south of Denver, has been using this model for 50 years. The college adopted this style of classes because \"it allows [students] to take a deep dive and really focus in unique ways on the single subject,\" says Alan Townsend, the provost there. In a typical year, the school offers eight blocks.\u003c/p>\n\u003cp>In addition to its intensity, block scheduling is attractive right now because it allows flexibility. Colleges that use it have the opportunity to change the way classes look every three weeks — since there are multiple start and stop points. (With a semester, you have only a single start and then, often 16 weeks later, an end.)\u003c/p>\n\u003cp>\"It's easier for us to now think creatively for next year,\" Townsend says. \"Different students can make different choices. That's really hard to do with a semester-based system, but the blocks allow us to do that a little bit more flexibly.\"\u003c/p>\n\u003cp>The school is also entertaining the idea of sending faculty abroad to teach a block for international students who might not be able to enter the U.S, or adding summer blocks to give students even more opportunities to take classes.\u003c/p>\n\u003cp>\u003cstrong>Only some on campus\u003c/strong>\u003c/p>\n\u003cp>Some colleges have suggested bringing only freshmen back to campus and having upperclassmen either delay their start, or be online and remote.\u003c/p>\n\u003cp>The idea centers on research that shows just how important a student's first year of college is as a predictor of graduation. Adapting to campus can be a challenge, so this would allow first-year students to get comfortable and have extra support on campus.\u003c/p>\n\u003cp>Since upperclassmen are already familiar with how campus and classes work, the theory goes, they can more easily adapt to an online environment. Other versions of this approach would have students who have housing needs come back to campus first, and then, over time, phase in other groups of students.\u003c/p>\n\u003cp>All these options seek to keep the population density of the campus lower while still maintaining some face-to-face interactions.\u003c/p>\n\u003cp>\u003cstrong>On campus, with some changes\u003c/strong>\u003c/p>\n\u003cp>Social distancing, improved testing and contact tracing could help colleges reopen their campuses.\u003c/p>\n\u003cp>\"Every school is trying to figure out a way to have students come back and do whatever we can while also protecting public health,\" says \u003cem>Learning Innovation\u003c/em> co-author Joshua Kim, director of online programs and strategy at Dartmouth College.\u003c/p>\n\u003cp>\"At the same time, we know that, however that works, things will be different. It's probably unlikely that we'll be able to cram students together in large, packed lecture halls or put doubles and triples in residence halls or have big events.\"\u003c/p>\n\u003cp>To follow social distancing, professors are measuring their classrooms, calculating how many students could fit in the space if they were 6 feet apart. Deans are planning out how students could enter and exit the classrooms safely.\u003c/p>\n\u003cp>But it's not just the classrooms that pose a challenge. For residential colleges, it's the dorms.\u003c/p>\n\u003cp>\"Whether or not students are actually learning in the classroom, it's incredibly important for them to have an on-campus experience,\" Maloney says. So schools are thinking about how they can spread their students out, putting them in places where they normally wouldn't go.\u003c/p>\n\u003cp>Some ideas include housing students in offices that aren't being used, local hotel rooms or off-campus housing. Institutions are also reimagining campus events, like freshman orientation, since it's unlikely hundreds of students will be in a packed auditorium.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Rethinking how we do everything we do at a university is part of the process,\" Maloney says.\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=6+Ways+College+Might+Look+Different+In+The+Fall&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Colleges have been careful to leave the door open on their plans for the fall semester. Most experts say it will be anything but normal. Here's a sampling of how it could look.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What will happen on college campuses in the fall? It's a big question for families, students and the schools themselves.\u003c/p>\n\u003cp>A lot of what happens depends on factors outside the control of individual schools: Will there be more testing? Contact tracing? Enough physical space for distancing? Will the coronavirus have a second wave? Will any given state allow campuses to reopen?\u003c/p>\n\u003cp>For all of these questions, it's really too early to know the answers. But one thing is clear: Life, and learning for the nation's 20 million students in higher education, will be different.\u003c/p>\n\u003cp>\"I don't think there's any scenario under which it's business as usual on American college campuses in the fall,\" says Nicholas Christakis, a sociologist and physician at Yale University.\u003c/p>\n\u003cp>So why are so many colleges \u003ca href=\"https://www.chronicle.com/article/Here-s-a-List-of-Colleges-/248626/#.XrFupw8b0Ws.twitter\">announcing they will be back on campus\u003c/a> in the fall?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In many cases, it's because they're still trying to woo students. A survey of college presidents found their \u003ca href=\"https://www.acenet.edu/Research-Insights/Pages/Senior-Leaders/College-and-University-Presidents-Respond-to-COVID-19-April-2020.aspx\">most pressing concern right now \u003c/a>is summer and fall enrollment. Even elite schools, typically more stable when it comes to enrollment, have reportedly been \u003ca href=\"https://www.nytimes.com/2020/05/01/us/coronavirus-college-enrollment.html\">tapping their waitlists\u003c/a>.\u003c/p>\n\u003cp>In the midst of all this uncertainty, it's worth looking at some of the ideas out there. With the help of Joshua Kim and Edward J. Maloney, professors and authors of the book \u003cem>Learning Innovation and the Future of Higher Education, \u003c/em>here are some potential scenarios for reopening colleges and universities:\u003c/p>\n\u003cp>\u003cstrong>All virtual\u003c/strong>\u003c/p>\n\u003cp>Perhaps the most obvious option for the fall is to continue doing what they've been doing this spring. Colleges have signaled that they're planning for this option — even if it's a last resort. California State University, Fullerton, was one of the first to announce publicly it was planning for a fall semester online.\u003c/p>\n\u003cp>\"Obviously we want to resume in-person teaching as soon as possible, but we also need to make sure that we're safe,\" says Ellen Treanor, who helps lead strategic communication at the school. Treanor says it made a lot of sense to assume the school would start online. \"What would be the easier way to transition? It would be easier to transition beginning virtually and then transitioning in person,\" she said. \"The faculty [needs] to be prepared.\"\u003c/p>\n\u003cp>With virtual classes, students can remain at home, although some colleges are exploring bringing them back to campus, where they could use the school's Wi-Fi to take online classes.\u003c/p>\n\u003cp>\u003cstrong>Delayed start\u003c/strong>\u003c/p>\n\u003cp>A delay in the semester would allow a school to wait it out until it was safer to reopen. One option is to push back a month or two, starting in October or November. Another idea is to push a normal start to January. In that case, the spring semester would become the fall semester, and potentially students could stay on campus through next summer to make up the spring semester. \u003ca href=\"http://www.bu.edu/articles/2020/covid-19-recovery-plan/\">Boston University floated a version \u003c/a>of this January start date when it announced a number of plans it was exploring.\u003c/p>\n\u003cp>One downside to a late start is what students will do in the meantime, especially those who don't have financial stability and rely on campus or the university to be a safe and stable home.\u003c/p>\n\u003cp>\u003cstrong>Some online, some face-to-face\u003c/strong>\u003c/p>\n\u003cp>This would be a hybrid model, with a combination of virtual and in-person classes. It may be a good choice for campuses that don't have enough classrooms to allow adjusting face-to-face teaching to the requirements of social distancing.\u003c/p>\n\u003cp>\"You might have some of the larger classes being taught online simply because it's harder to imagine a 150- or 350-person classroom,\" says Maloney, who leads the Center for New Designs in Learning and Scholarship at Georgetown University. \"So you might see that class split up into multiple sections.\" For large, entry-level classes, colleges may have a lecture component online and then meet in smaller groups in person.\u003c/p>\n\u003cp>\"The hybrid model doesn't have to just be about modality,\" Maloney says. \"It can be, but it could also be about fundamentally rethinking what the core structure has been for those large classes.\"\u003c/p>\n\u003cp>Of course, shifting larger classes online may not be enough, by itself, to alleviate the health concerns of having students on campus. \u003ca href=\"https://www.chronicle.com/article/a-very-small-world-how/248556?key=wD5N8zUKkQDLHNwlH_yTVj-uA1zVrKPWroGDfuRN-ZQuFzXOyqTdmRrRygeinPP-cHZXc3BSTmNheFl1M1RCT016N1c4X0J6dW1namJMeWtyOFdHZmxEQ1JrUQ\">Early research from Cornell University \u003c/a>found that eliminating very large classes still left the small world network of the campus intact.\u003c/p>\n\u003cp>\u003cstrong>Shortened blocks\u003c/strong>\u003c/p>\n\u003cp>In block scheduling, students take just one course at a time for a shorter duration, typically three or four weeks. Colorado College, a liberal arts school south of Denver, has been using this model for 50 years. The college adopted this style of classes because \"it allows [students] to take a deep dive and really focus in unique ways on the single subject,\" says Alan Townsend, the provost there. In a typical year, the school offers eight blocks.\u003c/p>\n\u003cp>In addition to its intensity, block scheduling is attractive right now because it allows flexibility. Colleges that use it have the opportunity to change the way classes look every three weeks — since there are multiple start and stop points. (With a semester, you have only a single start and then, often 16 weeks later, an end.)\u003c/p>\n\u003cp>\"It's easier for us to now think creatively for next year,\" Townsend says. \"Different students can make different choices. That's really hard to do with a semester-based system, but the blocks allow us to do that a little bit more flexibly.\"\u003c/p>\n\u003cp>The school is also entertaining the idea of sending faculty abroad to teach a block for international students who might not be able to enter the U.S, or adding summer blocks to give students even more opportunities to take classes.\u003c/p>\n\u003cp>\u003cstrong>Only some on campus\u003c/strong>\u003c/p>\n\u003cp>Some colleges have suggested bringing only freshmen back to campus and having upperclassmen either delay their start, or be online and remote.\u003c/p>\n\u003cp>The idea centers on research that shows just how important a student's first year of college is as a predictor of graduation. Adapting to campus can be a challenge, so this would allow first-year students to get comfortable and have extra support on campus.\u003c/p>\n\u003cp>Since upperclassmen are already familiar with how campus and classes work, the theory goes, they can more easily adapt to an online environment. Other versions of this approach would have students who have housing needs come back to campus first, and then, over time, phase in other groups of students.\u003c/p>\n\u003cp>All these options seek to keep the population density of the campus lower while still maintaining some face-to-face interactions.\u003c/p>\n\u003cp>\u003cstrong>On campus, with some changes\u003c/strong>\u003c/p>\n\u003cp>Social distancing, improved testing and contact tracing could help colleges reopen their campuses.\u003c/p>\n\u003cp>\"Every school is trying to figure out a way to have students come back and do whatever we can while also protecting public health,\" says \u003cem>Learning Innovation\u003c/em> co-author Joshua Kim, director of online programs and strategy at Dartmouth College.\u003c/p>\n\u003cp>\"At the same time, we know that, however that works, things will be different. It's probably unlikely that we'll be able to cram students together in large, packed lecture halls or put doubles and triples in residence halls or have big events.\"\u003c/p>\n\u003cp>To follow social distancing, professors are measuring their classrooms, calculating how many students could fit in the space if they were 6 feet apart. Deans are planning out how students could enter and exit the classrooms safely.\u003c/p>\n\u003cp>But it's not just the classrooms that pose a challenge. For residential colleges, it's the dorms.\u003c/p>\n\u003cp>\"Whether or not students are actually learning in the classroom, it's incredibly important for them to have an on-campus experience,\" Maloney says. So schools are thinking about how they can spread their students out, putting them in places where they normally wouldn't go.\u003c/p>\n\u003cp>Some ideas include housing students in offices that aren't being used, local hotel rooms or off-campus housing. Institutions are also reimagining campus events, like freshman orientation, since it's unlikely hundreds of students will be in a packed auditorium.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Rethinking how we do everything we do at a university is part of the process,\" Maloney says.\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=6+Ways+College+Might+Look+Different+In+The+Fall&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Seven Distance Learning Priorities to Consider Before Reopening Schools",
"title": "Seven Distance Learning Priorities to Consider Before Reopening Schools",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When U.S. schools initially closed in March, distance learning emerged as a way to keep kids learning. Classroom teachers scrambled to learn how to put lessons online and tens of thousands of\u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/04/01/coronavirus-squeezes-supply-of-chromebooks-ipads-and.html\"> \u003cspan style=\"font-weight: 400\">Chromebooks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other devices were distributed in a matter of weeks in large school districts. The kind of change that typically takes years to implement in school systems happened practically overnight.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders are now weighing how and if to reopen schools in the fall or sooner; and if they reopen, how to prepare for closing schools again when \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> outbreaks recur. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diana Laufenberg wants decision-makers to make sure they’re asking the right questions while developing their plans. She is the executive director of \u003c/span>\u003ca href=\"https://www.inquiryschools.org/\">\u003cspan style=\"font-weight: 400\">Inquiry Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and previously taught at the \u003ca href=\"https://scienceleadership.org/\">Science Leadership Academy\u003c/a> in Philadelphia. She speaks regularly at SLA’s \u003ca href=\"https://www.kqed.org/mindshift/tag/educon\">EduCon\u003c/a> conference about \u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">how to change schools\u003c/a> to meet students’ needs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She was also in her tenth week working as a long-term substitute teacher in her rural Wisconsin community when shelter-in-place orders went into effect and her history lessons for 115 students in grades 7 - 12 had to be transformed to distance teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Tech is not an issue for me, and I'm still telling you this is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> hard,” said Laufenberg of distance teaching. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said we’re still struggling to process the ripple effects of school closures amid this pandemic because schools play such a fundamental role in society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">[aside postID=\"mindshift_55679\" label=\"Understanding Trauma During Distance Learning\" hero=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/04/iStock-1073164374-1020x1020.jpg\"]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's trying to rethink a base societal structure that has been serving communities for a hundred years, and then we just stopped and tried to send a version of that into their homes,” said Laufenberg.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools provide education, medical care, counseling services, technology, transportation, physical activity, meals and a place for kids to be. Without schools, parents can’t work; and businesses can’t function without its workforce. Children miss out on developmental needs they typically get at school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Schools are kind of complicated, but they've been functioning in society for so long that we almost don't think of them as complex societal structures,” she said. “We're currently finding just how both necessary and core to the function of how we do life that schools have been.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Right now, school closures are \u003ca href=\"https://www.vox.com/2020/4/9/21200159/coronavirus-school-digital-low-income-students-covid-new-york\">exacerbating\u003c/a> inequities among the most vulnerable, who are already bearing a greater brunt of the financial, physical and mental harm caused by COVID-19. Students are \u003ca href=\"https://www.latimes.com/california/story/2020-03-30/coronavirus-los-angeles-schools-15000-high-school-students-absent\">not showing up\u003c/a> for distance learning. Many don’t have internet access and some students are \u003ca href=\"https://twitter.com/larryferlazzo/status/1250765098349588481?s=12\">taking jobs\u003c/a> as essential workers to make up for financial losses in their family or taking care of siblings while parents work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So as school leaders are thinking about reopening schools, how can they improve upon what they’ve done so far and better serve student needs? Laufenberg says it’s imperative that educators take a moment to pause and reflect by asking these questions: \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>-What did we do?\u003cbr>\n-What worked? Why did it work?\u003c/strong>\u003cbr>\n\u003cstrong>-What didn't work? Why didn't it work?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She offers questions to educators because the answers will differ for each community. She says you then have to think about what people are doing right now to make distance learning as good as it can be. What she sees that falls into that category is “light academics and mostly trying to support kids to not fall apart in the midst of some really, really challenging times.” \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/dlaufenberg/status/1250086339061657601?s=12\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are, however, specific issues to address in order to improve learning for students when the next disruption strikes, according to Laufenberg. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Ensure students have devices and internet connectivity.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools distributed WiFi hotspots, Chromebooks and other devices when shelter-in-place orders began. Educators have also helped families sign up for the internet at home, but there are still significant obstacles to making sure students have the connection they need to learn. Internet service providers still have more work to do to provide connections to students in need. When schools first closed, broadband companies offered free or discounted internet for low-income families of students, but restrictions — such as no overdue bills in the past or residential documentation — are still getting in the way of helping kids get the internet they need to learn. Some school districts have suggested sending students to\u003c/span>\u003ca href=\"https://billypenn.com/2020/04/23/philly-students-without-internet-can-do-remote-learning-in-parking-lots-district-says/\"> \u003cspan style=\"font-weight: 400\">parking lots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with their devices so they can access the Internet in order to do distance learning. (It turns out, teachers have been resorting to parking lots to do the\u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/04/29/teachers-without-internet-work-in-parking-lots.html\"> \u003cspan style=\"font-weight: 400\">teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) And some of the data packages offered to low-income families can’t support multiple family members online at the same time. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MechanteAnemone/status/1244691223991865344\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">2. Know when to pause. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At many schools, teachers jumped online with incredible speed in order to maintain a sense of normalcy and routine. But taking some time off could have served everyone better in the long run.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was kind of amazing how fast the teachers made that turn,” said Laufenberg. “But in retrospect, as I talked with our principal, we both kind of chuckled and agreed that we should have taken a couple of days off from instruction to retool and to pause and to breathe and to just enter that space with a little less frenzy.” \u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">3. Examine what kind of skills would be helpful for students who struggled. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot of students are missing out on distance learning, but some are\u003c/span>\u003ca href=\"https://www.edutopia.org/article/why-are-some-kids-thriving-during-remote-learning\"> \u003cspan style=\"font-weight: 400\">thriving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at home. Laufenberg says \u003c/span>\u003cspan style=\"font-weight: 400\">there's an opportunity to teach kids the skills they need to be more self-reliant, which would help with distance learning\u003c/span>\u003cspan style=\"font-weight: 400\">. For example, when a child’s school schedule is planned to the minute, it might be more difficult for them to learn at home in a situation that requires more self-motivation and self-regulation. This might mean teaching students about time management or how to advocate for yourself when they’re struggling. Some students know how to ask for help online, but for others, it’s too overwhelming. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They're not sure of themselves. There's not that feedback loop that you can get in person,” said Laufenberg. Students are missing out on the reassurances that keep them plugging away at their work. “So kids question whether or not they're doing it, ‘right’ or ‘right enough’ and get a little anxious about that.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Understand how people self-motivate. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are a lot of feelings to work through right now for teachers and students. People are \u003ca href=\"https://hbr.org/2020/03/that-discomfort-youre-feeling-is-grief\">grieving over the way things used to be.\u003c/a> It’s important to figure out how to be productive while scaling back expectations of teachers and students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just the social and emotional side of what's going on is so overwhelming that a lot of folks kind of start beating themselves up that they're not doing better at it or being efficient enough or effective enough,” said Laufenberg.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers that the kind of emergency distance learning few had adequate time to prepare for “is not going to be as good as your classroom. Ever. Breathe that truth in and then let it go. Grieve the loss of that because it hurts. It's not going to be as good; that's a fact. You will make it as good as it possibly can be under the circumstances, under what we are functioning under. But it will not be as effective as what we were doing in school.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Understand that emergency remote distance learning has a shelf life.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laufenberg said there’s nothing wrong with well-crafted distance learning done by educators who know the pedagogy that goes into online learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools are trying to figure out how to make up for lost learning and are looking to extend the current school year into summer break or starting the next school year as early as July. The school district where Laufenberg teaches did the opposite and will end new instruction for middle and high school students three weeks early. She said people understood that the kind of distance learning they were improvising couldn’t continue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The general feeling is we can’t keep this thing on the rails and feel good about what we're doing,” she said. “The challenge of trying to meet everybody where they are in all of these very unique scenarios inside their homes — it’s almost impossible for teachers to strike that balance and to meet the needs of everybody.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Starting the school year with testing won’t help.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools that assess learning at the beginning of the school year to look for “gaps” in learning will feel brutally unfair and inequitable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would just caution any system that thinks August is for benchmarking their kids to see what they did get. We know what they didn't get,” said Laufenberg. “It really can wait until we get students back into feeling safe and supported at school so that they can learn instead of just fast tracking them back into this track of producing scores.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Get past “falling behind.” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disruption caused by COVID-19 has many people trying to get back to where they were pre-pandemic. Students and parents are looking for the same schoolwork, grades or experiences needed to keep them “on track,” especially for college admissions, despite the fact that colleges are adjusting their admissions requirements. Laufenberg worries about administrators who pressure teachers to catch students up to a standard that doesn’t take into account the harmful effects of the pandemic and what that could do to kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laufenberg says there are valuable insights to be gained from the scramble to do distance learning. There is time to do things differently next time and better serve students’ needs. The crisis created an opportunity to prove how quickly schools can implement change. Her hope is that schools use this moment to constantly improve and figure out how to do better next time.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is forward and there is through on this thing. There is no going back. We will be a different kind of system out the other side of this.” \u003c/span>\u003c/p>\n\n",
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"excerpt": "Schools went online at a rapid pace because of COVID-19 social distancing measures. As school leaders decide how to reopen schools, here's a list of seven priorities to consider first.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When U.S. schools initially closed in March, distance learning emerged as a way to keep kids learning. Classroom teachers scrambled to learn how to put lessons online and tens of thousands of\u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/04/01/coronavirus-squeezes-supply-of-chromebooks-ipads-and.html\"> \u003cspan style=\"font-weight: 400\">Chromebooks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other devices were distributed in a matter of weeks in large school districts. The kind of change that typically takes years to implement in school systems happened practically overnight.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders are now weighing how and if to reopen schools in the fall or sooner; and if they reopen, how to prepare for closing schools again when \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> outbreaks recur. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diana Laufenberg wants decision-makers to make sure they’re asking the right questions while developing their plans. She is the executive director of \u003c/span>\u003ca href=\"https://www.inquiryschools.org/\">\u003cspan style=\"font-weight: 400\">Inquiry Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and previously taught at the \u003ca href=\"https://scienceleadership.org/\">Science Leadership Academy\u003c/a> in Philadelphia. She speaks regularly at SLA’s \u003ca href=\"https://www.kqed.org/mindshift/tag/educon\">EduCon\u003c/a> conference about \u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">how to change schools\u003c/a> to meet students’ needs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She was also in her tenth week working as a long-term substitute teacher in her rural Wisconsin community when shelter-in-place orders went into effect and her history lessons for 115 students in grades 7 - 12 had to be transformed to distance teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Tech is not an issue for me, and I'm still telling you this is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> hard,” said Laufenberg of distance teaching. \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\">She said we’re still struggling to process the ripple effects of school closures amid this pandemic because schools play such a fundamental role in society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003c/p>\u003c/div>",
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"label": "Understanding Trauma During Distance Learning ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's trying to rethink a base societal structure that has been serving communities for a hundred years, and then we just stopped and tried to send a version of that into their homes,” said Laufenberg.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools provide education, medical care, counseling services, technology, transportation, physical activity, meals and a place for kids to be. Without schools, parents can’t work; and businesses can’t function without its workforce. Children miss out on developmental needs they typically get at school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Schools are kind of complicated, but they've been functioning in society for so long that we almost don't think of them as complex societal structures,” she said. “We're currently finding just how both necessary and core to the function of how we do life that schools have been.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Right now, school closures are \u003ca href=\"https://www.vox.com/2020/4/9/21200159/coronavirus-school-digital-low-income-students-covid-new-york\">exacerbating\u003c/a> inequities among the most vulnerable, who are already bearing a greater brunt of the financial, physical and mental harm caused by COVID-19. Students are \u003ca href=\"https://www.latimes.com/california/story/2020-03-30/coronavirus-los-angeles-schools-15000-high-school-students-absent\">not showing up\u003c/a> for distance learning. Many don’t have internet access and some students are \u003ca href=\"https://twitter.com/larryferlazzo/status/1250765098349588481?s=12\">taking jobs\u003c/a> as essential workers to make up for financial losses in their family or taking care of siblings while parents work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So as school leaders are thinking about reopening schools, how can they improve upon what they’ve done so far and better serve student needs? Laufenberg says it’s imperative that educators take a moment to pause and reflect by asking these questions: \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>-What did we do?\u003cbr>\n-What worked? Why did it work?\u003c/strong>\u003cbr>\n\u003cstrong>-What didn't work? Why didn't it work?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She offers questions to educators because the answers will differ for each community. She says you then have to think about what people are doing right now to make distance learning as good as it can be. What she sees that falls into that category is “light academics and mostly trying to support kids to not fall apart in the midst of some really, really challenging times.” \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\">There are, however, specific issues to address in order to improve learning for students when the next disruption strikes, according to Laufenberg. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Ensure students have devices and internet connectivity.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools distributed WiFi hotspots, Chromebooks and other devices when shelter-in-place orders began. Educators have also helped families sign up for the internet at home, but there are still significant obstacles to making sure students have the connection they need to learn. Internet service providers still have more work to do to provide connections to students in need. When schools first closed, broadband companies offered free or discounted internet for low-income families of students, but restrictions — such as no overdue bills in the past or residential documentation — are still getting in the way of helping kids get the internet they need to learn. Some school districts have suggested sending students to\u003c/span>\u003ca href=\"https://billypenn.com/2020/04/23/philly-students-without-internet-can-do-remote-learning-in-parking-lots-district-says/\"> \u003cspan style=\"font-weight: 400\">parking lots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with their devices so they can access the Internet in order to do distance learning. (It turns out, teachers have been resorting to parking lots to do the\u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/04/29/teachers-without-internet-work-in-parking-lots.html\"> \u003cspan style=\"font-weight: 400\">teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) And some of the data packages offered to low-income families can’t support multiple family members online at the same time. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cb style=\"font-size: 24px\">2. Know when to pause. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At many schools, teachers jumped online with incredible speed in order to maintain a sense of normalcy and routine. But taking some time off could have served everyone better in the long run.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was kind of amazing how fast the teachers made that turn,” said Laufenberg. “But in retrospect, as I talked with our principal, we both kind of chuckled and agreed that we should have taken a couple of days off from instruction to retool and to pause and to breathe and to just enter that space with a little less frenzy.” \u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">3. Examine what kind of skills would be helpful for students who struggled. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot of students are missing out on distance learning, but some are\u003c/span>\u003ca href=\"https://www.edutopia.org/article/why-are-some-kids-thriving-during-remote-learning\"> \u003cspan style=\"font-weight: 400\">thriving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at home. Laufenberg says \u003c/span>\u003cspan style=\"font-weight: 400\">there's an opportunity to teach kids the skills they need to be more self-reliant, which would help with distance learning\u003c/span>\u003cspan style=\"font-weight: 400\">. For example, when a child’s school schedule is planned to the minute, it might be more difficult for them to learn at home in a situation that requires more self-motivation and self-regulation. This might mean teaching students about time management or how to advocate for yourself when they’re struggling. Some students know how to ask for help online, but for others, it’s too overwhelming. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They're not sure of themselves. There's not that feedback loop that you can get in person,” said Laufenberg. Students are missing out on the reassurances that keep them plugging away at their work. “So kids question whether or not they're doing it, ‘right’ or ‘right enough’ and get a little anxious about that.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Understand how people self-motivate. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are a lot of feelings to work through right now for teachers and students. People are \u003ca href=\"https://hbr.org/2020/03/that-discomfort-youre-feeling-is-grief\">grieving over the way things used to be.\u003c/a> It’s important to figure out how to be productive while scaling back expectations of teachers and students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Just the social and emotional side of what's going on is so overwhelming that a lot of folks kind of start beating themselves up that they're not doing better at it or being efficient enough or effective enough,” said Laufenberg.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers that the kind of emergency distance learning few had adequate time to prepare for “is not going to be as good as your classroom. Ever. Breathe that truth in and then let it go. Grieve the loss of that because it hurts. It's not going to be as good; that's a fact. You will make it as good as it possibly can be under the circumstances, under what we are functioning under. But it will not be as effective as what we were doing in school.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Understand that emergency remote distance learning has a shelf life.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laufenberg said there’s nothing wrong with well-crafted distance learning done by educators who know the pedagogy that goes into online learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools are trying to figure out how to make up for lost learning and are looking to extend the current school year into summer break or starting the next school year as early as July. The school district where Laufenberg teaches did the opposite and will end new instruction for middle and high school students three weeks early. She said people understood that the kind of distance learning they were improvising couldn’t continue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The general feeling is we can’t keep this thing on the rails and feel good about what we're doing,” she said. “The challenge of trying to meet everybody where they are in all of these very unique scenarios inside their homes — it’s almost impossible for teachers to strike that balance and to meet the needs of everybody.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Starting the school year with testing won’t help.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools that assess learning at the beginning of the school year to look for “gaps” in learning will feel brutally unfair and inequitable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would just caution any system that thinks August is for benchmarking their kids to see what they did get. We know what they didn't get,” said Laufenberg. “It really can wait until we get students back into feeling safe and supported at school so that they can learn instead of just fast tracking them back into this track of producing scores.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Get past “falling behind.” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disruption caused by COVID-19 has many people trying to get back to where they were pre-pandemic. Students and parents are looking for the same schoolwork, grades or experiences needed to keep them “on track,” especially for college admissions, despite the fact that colleges are adjusting their admissions requirements. Laufenberg worries about administrators who pressure teachers to catch students up to a standard that doesn’t take into account the harmful effects of the pandemic and what that could do to kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Laufenberg says there are valuable insights to be gained from the scramble to do distance learning. There is time to do things differently next time and better serve students’ needs. The crisis created an opportunity to prove how quickly schools can implement change. Her hope is that schools use this moment to constantly improve and figure out how to do better next time.\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\">“There is forward and there is through on this thing. There is no going back. We will be a different kind of system out the other side of this.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Teacher Appreciation Week: What Teachers Would Like to Have During Distance Learning",
"title": "Teacher Appreciation Week: What Teachers Would Like to Have During Distance Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cp class=\"p9\">There’s no doubt that COVID-19 distance learning makes this academic school year unlike any other. \u003ca href=\"https://www.pta.org/home/events/PTA-Teacher-Appreciation-Week\">Teacher Appreciation Week\u003c/a> begins on May 4th and it offers an opportunity to take a moment and express our gratitude to teachers.\u003c/p>\n\u003cp class=\"p9\">MindShift \u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">asked educators\u003c/a> on \u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/MindShiftKQED/status/1255319674692218883\">Twitter\u003c/a> what would help them feel appreciated, especially during this time of emergency distance learning. And what many educators requested was a note of appreciation.\u003c/p>\n\u003cp class=\"p10\">\u003cem>\u003cspan class=\"s6\">Notes from my students would be amazing.... and also probably break me. Which is also okay in my book. All the feels! \u003c/span>\u003cspan class=\"s7\">❤️\u003cbr>\n\u003c/span>\u003c/em>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">\u003cem>-Juliana Freed\u003c/em>\u003c/a>\u003c/p>\n\u003cp class=\"p12\">The need for communication feels especially urgent because it’s hard to tell what’s happening on the other side of a Zoom call or Google Meet once the student logs on – if they are able to log on at all. Seeing someone in person every day can give you a better sense of how they’re feeling. But distance learning has cut off families who don’t have access to the internet; and the hardships brought on by COVID-19 have kept students from being in touch with their teachers.\u003c/p>\n\u003cp>https://twitter.com/Larryferlazzo/status/1254101216457441281\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p10\">\u003cem>\u003cspan class=\"s6\">I'm a high school teacher. I really just want kids and families to check in via email and let me know they're okay.\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">-Sara Simpson\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"p15\">Communication would also help teachers improve upon what they’re teaching online. Many were thrust into the role of distance learning teachers within a matter of days and weeks. Student feedback can let them know what’s working well and what could use improvement.\u003c/p>\n\u003cp class=\"p16\">\u003cem>\u003cspan class=\"s11\">A note of appreciation is honestly #1 for me. We all like to hear what we've done well / what's working.\u003cbr>\n\u003c/span>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">-Sharon Nieve\u003c/a>\u003c/em>\u003c/p>\n\u003cp>https://twitter.com/KathyHeinrich1/status/1255450800693878785\u003c/p>\n\u003cp class=\"p12\">So many teachers have gone out of their way \u003ca href=\"https://www.kqed.org/mindshift/55743/phone-calls-become-crucial-tools-for-teachers-to-stay-in-touch-with-students\">to reach out\u003c/a> to students and families. But teachers need support, too. After all, they ramped up crisis distance teaching in record time while checking in on their students and managing the pandemic \u003ca href=\"https://www.kqed.org/mindshift/55710/teaching-without-schools-grief-then-a-free-for-all\">in their own lives\u003c/a>.\u003c/p>\n\u003cp class=\"p10\">\u003cem>\u003cspan class=\"s6\">I would have felt appreciated if, during the 2 weeks between when school let out and distance learning began, if even one student, or parent, or former student or parent had sent a simple email checking in on me and my family---just asking if we were ok.\u003c/span>\u003c/em>\u003c/p>\n\u003cp class=\"p10\">\u003cem>\u003cspan class=\"s6\">I've asked many teacher friends far and wide. All say they sent emails like that or made phone calls to their students, but none of them received a message from a student or parent.\u003c/span>\u003c/em>\u003c/p>\n\u003cp class=\"p16\">\u003cem>\u003cspan class=\"s11\">While we've been doing distance learning for a while now, I would still appreciate a little email of conc\u003c/span>\u003cspan class=\"s11\">ern. Just ask to make sure all in my family are well, ask if the oil prices have affected my family members' jobs. Show some care.\u003c/span>\u003cspan class=\"s11\">\u003cbr>\n\u003c/span>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">-PJ McIntire Williams\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"p15\">And with so much of the teaching responsibilities now on the shoulders of \u003ca href=\"https://www.kqed.org/mindshift/55621/how-parents-can-help-their-kids-while-managing-distance-learning\">parents and caregivers\u003c/a> at home, Shannon O’Brien suggested recognizing parents, too, with appreciation.\u003c/p>\n\u003cp class=\"p10\">\u003cem>\u003cspan class=\"s6\">As a teacher and a mom I think we should be including parents in appreciation week. They are suddenly homeschooling.\u003cbr>\n\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">-Shannon O'Brien\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp class=\"p15\">But there’s no denying the overwhelm people are feeling, especially for those who are dealing with COVID19 infections and economic hardship. \u003cspan class=\"Apple-converted-space\"> \u003c/span>\u003c/p>\n\u003cp class=\"p10\">\u003cem>\u003cspan class=\"s6\">I have student families dealing with covid illness. Last thing on my mind is being appreciated.\u003cbr>\n\u003c/span>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">-Ariana Vilcins\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p30\">See what others had to say about Teacher Appreciation Week on \u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/MindShiftKQED/status/1255319674692218883\">Twitter\u003c/a>, including many calls for more funding for public education.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p9\">There’s no doubt that COVID-19 distance learning makes this academic school year unlike any other. \u003ca href=\"https://www.pta.org/home/events/PTA-Teacher-Appreciation-Week\">Teacher Appreciation Week\u003c/a> begins on May 4th and it offers an opportunity to take a moment and express our gratitude to teachers.\u003c/p>\n\u003cp class=\"p9\">MindShift \u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">asked educators\u003c/a> on \u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/MindShiftKQED/status/1255319674692218883\">Twitter\u003c/a> what would help them feel appreciated, especially during this time of emergency distance learning. And what many educators requested was a note of appreciation.\u003c/p>\n\u003cp class=\"p10\">\u003cem>\u003cspan class=\"s6\">Notes from my students would be amazing.... and also probably break me. Which is also okay in my book. All the feels! \u003c/span>\u003cspan class=\"s7\">❤️\u003cbr>\n\u003c/span>\u003c/em>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">\u003cem>-Juliana Freed\u003c/em>\u003c/a>\u003c/p>\n\u003cp class=\"p12\">The need for communication feels especially urgent because it’s hard to tell what’s happening on the other side of a Zoom call or Google Meet once the student logs on – if they are able to log on at all. Seeing someone in person every day can give you a better sense of how they’re feeling. But distance learning has cut off families who don’t have access to the internet; and the hardships brought on by COVID-19 have kept students from being in touch with their teachers.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p10\">\u003cem>\u003cspan class=\"s6\">I'm a high school teacher. I really just want kids and families to check in via email and let me know they're okay.\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">-Sara Simpson\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"p15\">Communication would also help teachers improve upon what they’re teaching online. Many were thrust into the role of distance learning teachers within a matter of days and weeks. Student feedback can let them know what’s working well and what could use improvement.\u003c/p>\n\u003cp class=\"p16\">\u003cem>\u003cspan class=\"s11\">A note of appreciation is honestly #1 for me. We all like to hear what we've done well / what's working.\u003cbr>\n\u003c/span>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">-Sharon Nieve\u003c/a>\u003c/em>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp class=\"p12\">So many teachers have gone out of their way \u003ca href=\"https://www.kqed.org/mindshift/55743/phone-calls-become-crucial-tools-for-teachers-to-stay-in-touch-with-students\">to reach out\u003c/a> to students and families. But teachers need support, too. After all, they ramped up crisis distance teaching in record time while checking in on their students and managing the pandemic \u003ca href=\"https://www.kqed.org/mindshift/55710/teaching-without-schools-grief-then-a-free-for-all\">in their own lives\u003c/a>.\u003c/p>\n\u003cp class=\"p10\">\u003cem>\u003cspan class=\"s6\">I would have felt appreciated if, during the 2 weeks between when school let out and distance learning began, if even one student, or parent, or former student or parent had sent a simple email checking in on me and my family---just asking if we were ok.\u003c/span>\u003c/em>\u003c/p>\n\u003cp class=\"p10\">\u003cem>\u003cspan class=\"s6\">I've asked many teacher friends far and wide. All say they sent emails like that or made phone calls to their students, but none of them received a message from a student or parent.\u003c/span>\u003c/em>\u003c/p>\n\u003cp class=\"p16\">\u003cem>\u003cspan class=\"s11\">While we've been doing distance learning for a while now, I would still appreciate a little email of conc\u003c/span>\u003cspan class=\"s11\">ern. Just ask to make sure all in my family are well, ask if the oil prices have affected my family members' jobs. Show some care.\u003c/span>\u003cspan class=\"s11\">\u003cbr>\n\u003c/span>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">-PJ McIntire Williams\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"p15\">And with so much of the teaching responsibilities now on the shoulders of \u003ca href=\"https://www.kqed.org/mindshift/55621/how-parents-can-help-their-kids-while-managing-distance-learning\">parents and caregivers\u003c/a> at home, Shannon O’Brien suggested recognizing parents, too, with appreciation.\u003c/p>\n\u003cp class=\"p10\">\u003cem>\u003cspan class=\"s6\">As a teacher and a mom I think we should be including parents in appreciation week. They are suddenly homeschooling.\u003cbr>\n\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">-Shannon O'Brien\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp class=\"p15\">But there’s no denying the overwhelm people are feeling, especially for those who are dealing with COVID19 infections and economic hardship. \u003cspan class=\"Apple-converted-space\"> \u003c/span>\u003c/p>\n\u003cp class=\"p10\">\u003cem>\u003cspan class=\"s6\">I have student families dealing with covid illness. Last thing on my mind is being appreciated.\u003cbr>\n\u003c/span>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">-Ariana Vilcins\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p30\">See what others had to say about Teacher Appreciation Week on \u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2858458750856692/?type=3&theater\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/MindShiftKQED/status/1255319674692218883\">Twitter\u003c/a>, including many calls for more funding for public education.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Homeless Families Face High Hurdles Home-Schooling Their Kids",
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"content": "\u003cp>Eight-year-old Mariana Aceves is doing her math homework — subtraction by counting backward — while sitting on the bed she shares with her mom, Lorena Aceves.\u003c/p>\n\u003cp>They're sitting on the bed because they have nowhere else to go. They live in an 8-foot-by-12-foot room called a tiny house. It's part of Seattle's transitional housing, where people experiencing homelessness can live until they find a job and a place of their own.\u003c/p>\n\u003cp>There's room for the bed they share, a TV shelf and \"a little tiny plastic dresser.\"\u003c/p>\n\u003cp>\"And then all of our clothing and our food goes underneath our bed,\" Lorena Aceves says.\u003c/p>\n\u003cp>Tens of millions of kids are taking classes online at home right now because of the coronavirus pandemic. That's hard enough for most families. But if you're homeless and have no computer, sketchy Wi-Fi and no quiet place to study, it's even more difficult. That's the case for the \u003ca href=\"https://nche.ed.gov/wp-content/uploads/2020/01/Federal-Data-Summary-SY-15.16-to-17.18-Published-1.30.2020.pdf\">1.5 million schoolchildren\u003c/a> currently experiencing homelessness across the United States.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When Seattle's schools closed in March, Aceves had to quit her new job because she couldn't find child care. She and her daughter have been holed up in their tiny house ever since.\u003c/p>\n\u003cp>\"It's the boredom,\" Aceves says, \"and me trying to reach out and find resources — work, a car, things like that — while also making sure that she's entertained.\"\u003c/p>\n\u003cp>Aceves and her daughter have a tiny amount of private space. Other homeless families have no privacy at all.\u003c/p>\n\u003cfigure id=\"attachment_55786\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-55786\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/capelle_sq-e5ca50bde0e3c76cf1be9ad731c0604b82946a94-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"700\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/capelle_sq-e5ca50bde0e3c76cf1be9ad731c0604b82946a94-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/capelle_sq-e5ca50bde0e3c76cf1be9ad731c0604b82946a94-s700-c85-160x160.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Capelle Belij, 16, lives with his parents at a Seattle-area shelter run by the nonprofit Mary's Place. They share a room with three other families, divided by curtains. \u003ccite>(Courtesy of Caleb Casto)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sixteen-year-old Capelle Belij is living with his parents at a shelter, part of a network of family shelters in the Seattle area run by the nonprofit Mary's Place.\u003c/p>\n\u003cp>The Belijes share a room with two other families, divided only by curtains.\u003c/p>\n\u003cp>\"My friends, like, come up to my bed space and ask if I want to play or something,\" Belij says. \"If we had our own place, I could learn better.\"\u003c/p>\n\u003cp>Three-quarters of children and youth considered homeless live doubled-up with another family. That's the situation for the family of 17-year-old Michelle Aguilar. She's part of KUOW's youth reporting program called RadioActive.\u003c/p>\n\u003cp>\"I can't really find a specific space where it's, like, quiet and calm and I can actually have Wi-Fi,\" Aguilar says.\u003c/p>\n\u003cp>Since Aguilar's shared bedroom doesn't have Wi-Fi, she ends up in the living room or kitchen with the rest of her family.\u003c/p>\n\u003cp>\"And they just, like, continue their chaotic life of yelling and screaming and, like, playing music and listening to the TV and cooking,\" she says.\u003c/p>\n\u003cp>\"Whenever I'm, like, in the environment of it being really loud,\" Aguilar says, \"I tend to, like, read over and over and over and over the assignment.\"\u003c/p>\n\u003cp>\"We're definitely very concerned with there being an achievement gap during this time,\" says Tisha Tallman, executive director of the National Center for the Education of Homeless Children and Youth. \"The longer this goes, the more likely our children are to fall behind.\"\u003c/p>\n\u003cp>And, Tallman adds, schools provide much more than an education. Many homeless kids get two meals per day there, and they rely on it as a safe and stable place to be.\u003c/p>\n\u003cp>Back in her tiny house, Lorena Aceves is trying to keep her daughter's education on track with a strict schedule of math, reading and typing.\u003c/p>\n\u003cp>\"Even though this is frustrating,\" Aceves says, \"we are having this time together, and that's something typically that we don't have.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Aceves says it's good to feel close to her daughter during a time that she has to stay far away from nearly everyone else.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Homeless+Families+Face+High+Hurdles+Home-Schooling+Their+Kids+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eight-year-old Mariana Aceves is doing her math homework — subtraction by counting backward — while sitting on the bed she shares with her mom, Lorena Aceves.\u003c/p>\n\u003cp>They're sitting on the bed because they have nowhere else to go. They live in an 8-foot-by-12-foot room called a tiny house. It's part of Seattle's transitional housing, where people experiencing homelessness can live until they find a job and a place of their own.\u003c/p>\n\u003cp>There's room for the bed they share, a TV shelf and \"a little tiny plastic dresser.\"\u003c/p>\n\u003cp>\"And then all of our clothing and our food goes underneath our bed,\" Lorena Aceves says.\u003c/p>\n\u003cp>Tens of millions of kids are taking classes online at home right now because of the coronavirus pandemic. That's hard enough for most families. But if you're homeless and have no computer, sketchy Wi-Fi and no quiet place to study, it's even more difficult. That's the case for the \u003ca href=\"https://nche.ed.gov/wp-content/uploads/2020/01/Federal-Data-Summary-SY-15.16-to-17.18-Published-1.30.2020.pdf\">1.5 million schoolchildren\u003c/a> currently experiencing homelessness across the United States.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When Seattle's schools closed in March, Aceves had to quit her new job because she couldn't find child care. She and her daughter have been holed up in their tiny house ever since.\u003c/p>\n\u003cp>\"It's the boredom,\" Aceves says, \"and me trying to reach out and find resources — work, a car, things like that — while also making sure that she's entertained.\"\u003c/p>\n\u003cp>Aceves and her daughter have a tiny amount of private space. Other homeless families have no privacy at all.\u003c/p>\n\u003cfigure id=\"attachment_55786\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-55786\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/capelle_sq-e5ca50bde0e3c76cf1be9ad731c0604b82946a94-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"700\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/capelle_sq-e5ca50bde0e3c76cf1be9ad731c0604b82946a94-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/capelle_sq-e5ca50bde0e3c76cf1be9ad731c0604b82946a94-s700-c85-160x160.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Capelle Belij, 16, lives with his parents at a Seattle-area shelter run by the nonprofit Mary's Place. They share a room with three other families, divided by curtains. \u003ccite>(Courtesy of Caleb Casto)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sixteen-year-old Capelle Belij is living with his parents at a shelter, part of a network of family shelters in the Seattle area run by the nonprofit Mary's Place.\u003c/p>\n\u003cp>The Belijes share a room with two other families, divided only by curtains.\u003c/p>\n\u003cp>\"My friends, like, come up to my bed space and ask if I want to play or something,\" Belij says. \"If we had our own place, I could learn better.\"\u003c/p>\n\u003cp>Three-quarters of children and youth considered homeless live doubled-up with another family. That's the situation for the family of 17-year-old Michelle Aguilar. She's part of KUOW's youth reporting program called RadioActive.\u003c/p>\n\u003cp>\"I can't really find a specific space where it's, like, quiet and calm and I can actually have Wi-Fi,\" Aguilar says.\u003c/p>\n\u003cp>Since Aguilar's shared bedroom doesn't have Wi-Fi, she ends up in the living room or kitchen with the rest of her family.\u003c/p>\n\u003cp>\"And they just, like, continue their chaotic life of yelling and screaming and, like, playing music and listening to the TV and cooking,\" she says.\u003c/p>\n\u003cp>\"Whenever I'm, like, in the environment of it being really loud,\" Aguilar says, \"I tend to, like, read over and over and over and over the assignment.\"\u003c/p>\n\u003cp>\"We're definitely very concerned with there being an achievement gap during this time,\" says Tisha Tallman, executive director of the National Center for the Education of Homeless Children and Youth. \"The longer this goes, the more likely our children are to fall behind.\"\u003c/p>\n\u003cp>And, Tallman adds, schools provide much more than an education. Many homeless kids get two meals per day there, and they rely on it as a safe and stable place to be.\u003c/p>\n\u003cp>Back in her tiny house, Lorena Aceves is trying to keep her daughter's education on track with a strict schedule of math, reading and typing.\u003c/p>\n\u003cp>\"Even though this is frustrating,\" Aceves says, \"we are having this time together, and that's something typically that we don't have.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Aceves says it's good to feel close to her daughter during a time that she has to stay far away from nearly everyone else.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Homeless+Families+Face+High+Hurdles+Home-Schooling+Their+Kids+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When schools closed in Fall Creek, Wis., because of the coronavirus, the district staff got an unusual message. Don't worry for now about assignments or quizzes, Superintendent Joe Sanfelippo told them. Instead, \"I want you to call people. And I want you to ask them two questions: How are you doing? And do you need anything?\"\u003c/p>\n\u003cp>The district had also ordered Chromebooks and Wi-Fi hot spots to help connect families in this small, rural community. But the hotspots were delayed, and many families live in areas with poor signal strength.\u003c/p>\n\u003cp>Plus, Sanfelippo was after a different connection: \"We're not even talking about Internet connection,\" he says. \"We're talking about connection to an adult in the building.\"\u003c/p>\n\u003cp>For Sanfelippo and many educators around the country, the biggest fear with schools shut down isn't lost learning, it's losing contact with their students. So they're going back to an old-fashioned communication tool: the telephone.\u003c/p>\n\u003cp>\"It's kind of an analog approach to connecting with students, but it works,\" says Michael Magee, the CEO of Chiefs for Change, an organization that works with school superintendents across the country. \"The greatest danger to both learning and the health and well-being of their communities is not having a line of sight on every single child.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Schools are often the most trusted places in communities. Families turn to them for information, resources, food and a link to other social services. \"It's a teacher or a principal or someone in the school community who families are most likely to trust,\" says Magee, \"and so they play a critical role at this moment that goes well beyond the role they play in learning and academic achievement.\"\u003c/p>\n\u003cp>Chad Gestson, superintendent of the Phoenix Union High School District, agrees. \"There's magic in phone calls,\" he says. \"Magic and personal touch.\"\u003c/p>\n\u003cp>In Arizona's capital, the digital divide is stark, despite a massive effort to get families connected to the Internet. So Gestson and his team created an initiative called Every Student, Every Day: They pledged to call every student — there are about 28,000 of them — every day.\u003c/p>\n\u003cp>\"We certainly haven't abandoned the importance of the Internet and laptops and devices and online learning,\" Gestson explains. \"We continue to push that. But we serve a large population of youth who don't have devices or connectivity in the house. If we want to connect to 100% of our youth, most of that will have to happen over the phone.\"\u003c/p>\n\u003cp>Every adult who works for the district — bus drivers, teachers, coaches, support staff — even the superintendent — was assigned a list of students to call.\u003c/p>\n\u003cp>And while they ask questions about academics and connectivity, that's not the main reason they call, Gestson says. Instead, it's: How are you doing today? How's your family doing today? Do you still live in your current residence? Are you worried about rent? Do you have food on your table and in your cupboards? Is your electricity still on? Is anyone sick in your house?\u003c/p>\n\u003cp>The district staff have been at this for a little more than a week. They've heard stories of successes — that students are filling out their financial aid forms for college, or they're working on projects and assignments. But they're also hearing from families who've lost their incomes and are on the brink of homelessness, who need food and other social services.\u003c/p>\n\u003cp>And while they estimate they've talked to most of the district's students, there are still about 5,000 they haven't reached.\u003c/p>\n\u003cp>\"That's a scary number,\" says Gestson. \"We're trying every day. Numbers are disconnected, and youth aren't answering phone calls. We don't know if that means they're homeless or if they've moved. We don't know if that just means they no longer have a phone or electricity.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Gestson says he and his staff aren't giving up. They're doing home visits now, too. While maintaining a safe social distance, he says, educators are out there, knocking on doors. They're letting students and families know that even though school buildings are closed, the teachers and staff are still there, with open arms.\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=To+Stay+In+Touch+With+Students%2C+Teachers+Bypass+Computers%2C+Pick+Up+Phones&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When schools closed in Fall Creek, Wis., because of the coronavirus, the district staff got an unusual message. Don't worry for now about assignments or quizzes, Superintendent Joe Sanfelippo told them. Instead, \"I want you to call people. And I want you to ask them two questions: How are you doing? And do you need anything?\"\u003c/p>\n\u003cp>The district had also ordered Chromebooks and Wi-Fi hot spots to help connect families in this small, rural community. But the hotspots were delayed, and many families live in areas with poor signal strength.\u003c/p>\n\u003cp>Plus, Sanfelippo was after a different connection: \"We're not even talking about Internet connection,\" he says. \"We're talking about connection to an adult in the building.\"\u003c/p>\n\u003cp>For Sanfelippo and many educators around the country, the biggest fear with schools shut down isn't lost learning, it's losing contact with their students. So they're going back to an old-fashioned communication tool: the telephone.\u003c/p>\n\u003cp>\"It's kind of an analog approach to connecting with students, but it works,\" says Michael Magee, the CEO of Chiefs for Change, an organization that works with school superintendents across the country. \"The greatest danger to both learning and the health and well-being of their communities is not having a line of sight on every single child.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schools are often the most trusted places in communities. Families turn to them for information, resources, food and a link to other social services. \"It's a teacher or a principal or someone in the school community who families are most likely to trust,\" says Magee, \"and so they play a critical role at this moment that goes well beyond the role they play in learning and academic achievement.\"\u003c/p>\n\u003cp>Chad Gestson, superintendent of the Phoenix Union High School District, agrees. \"There's magic in phone calls,\" he says. \"Magic and personal touch.\"\u003c/p>\n\u003cp>In Arizona's capital, the digital divide is stark, despite a massive effort to get families connected to the Internet. So Gestson and his team created an initiative called Every Student, Every Day: They pledged to call every student — there are about 28,000 of them — every day.\u003c/p>\n\u003cp>\"We certainly haven't abandoned the importance of the Internet and laptops and devices and online learning,\" Gestson explains. \"We continue to push that. But we serve a large population of youth who don't have devices or connectivity in the house. If we want to connect to 100% of our youth, most of that will have to happen over the phone.\"\u003c/p>\n\u003cp>Every adult who works for the district — bus drivers, teachers, coaches, support staff — even the superintendent — was assigned a list of students to call.\u003c/p>\n\u003cp>And while they ask questions about academics and connectivity, that's not the main reason they call, Gestson says. Instead, it's: How are you doing today? How's your family doing today? Do you still live in your current residence? Are you worried about rent? Do you have food on your table and in your cupboards? Is your electricity still on? Is anyone sick in your house?\u003c/p>\n\u003cp>The district staff have been at this for a little more than a week. They've heard stories of successes — that students are filling out their financial aid forms for college, or they're working on projects and assignments. But they're also hearing from families who've lost their incomes and are on the brink of homelessness, who need food and other social services.\u003c/p>\n\u003cp>And while they estimate they've talked to most of the district's students, there are still about 5,000 they haven't reached.\u003c/p>\n\u003cp>\"That's a scary number,\" says Gestson. \"We're trying every day. Numbers are disconnected, and youth aren't answering phone calls. We don't know if that means they're homeless or if they've moved. We don't know if that just means they no longer have a phone or electricity.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Gestson says he and his staff aren't giving up. They're doing home visits now, too. While maintaining a safe social distance, he says, educators are out there, knocking on doors. They're letting students and families know that even though school buildings are closed, the teachers and staff are still there, with open arms.\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=To+Stay+In+Touch+With+Students%2C+Teachers+Bypass+Computers%2C+Pick+Up+Phones&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Educators Get Creative To Serve Students With Disabilities",
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"content": "\u003cp>Despite cranky computers, conflicting schedules, shaky Internet connections and stubborn software glitches, Danielle Kovach got her whole class together a few Fridays ago for a video chat.\u003c/p>\n\u003cp>Kovach teaches special education in Hopatcong, N.J., and this Friday class session was a celebration: They'd made it through the first few weeks of distance learning.\u003c/p>\n\u003cp>Throughout those weeks, she'd maintained her 8:30 a.m. morning meeting over the computer, she was adhering to each student's IEP, or Individualized Education Plan, and juggling new lessons with old routines, as she adapted to the coronavirus crisis. She was exhausted.\u003c/p>\n\u003cp>And so the celebration was a big moment (and a big hit with her students). She instructed everyone to bring your pet to class. \"They were all holding up their dogs, their cats,\" says Kovach. \"We had fish, stuffed animals. They were so excited, it was just a fun time together.\"\u003c/p>\n\u003cp>She needed that victory.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In my over 20 years of teaching, this by far has been my most challenging moment,\" says Kovach. The Internet has been a blessing and a curse — it took time to get all her families connected, but even now, the connection speed is flaky, and she really misses the personal contact she enjoys with her second- and third-graders.\u003c/p>\n\u003cp>On top of that, she's got three kids of her own at home. \"I think that all of our teachers have risen to the challenge to make this work,\" Kovach says. \"But there's also a lot of sleepless nights, a lot of worry.\"\u003c/p>\n\u003cp>As schools and learning have moved online, one of the biggest challenges has been providing special education. An estimated 14% of public school students receive such services in the U.S., and federal law requires schools to provide them. The U.S. Education Department has\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning\"> offered schools some flexibility\u003c/a>, but with no road map or template for how to teach special needs students in this new world, teachers have been forced to innovate, adapting as they go along.\u003c/p>\n\u003cp>\"We're seeing kids have services because people are being creative,\" says Kelly Grillo, a special education coordinator at Cooperative School Services who oversees special education at two rural school districts in Indiana. She's inspired by the ways teachers have embraced familiar tools, like Youtube, or \u003ca href=\"https://www.npr.org/sections/ed/2014/09/16/347377022/a-is-for-apps-teachers-share-top-digital-tools-of-the-trade\">apps like Remind\u003c/a>.\u003c/p>\n\u003cp>One occupational therapist, Grillo says, sent packets home detailing ways to grip a pencil. Included in the delivery: extra pencils, so students could follow along with the videos the therapist posts online.\u003c/p>\n\u003cp>To help a second-grader who is immobile and non-verbal, Grillo and her team have been brainstorming ways he can use his family's smart speaker while he's at home. She says her team has not delayed or omitted services from any of their students' IEPs. In some cases, to help juggle the schedules of students and parents, teachers are even connecting with them in the evenings.\u003c/p>\n\u003cp>\"It's really actually quite exciting,\" Grillo says. \"This is actually changing a field to create access for kids with disabilities far beyond what anybody could imagine.\"\u003c/p>\n\u003cp>And it's not all high technology. For students who don't have access to the Internet, Grillo and her team — like many teachers across the country — are resorting to phone calls and text messages as well.\u003c/p>\n\u003cp>\"Before this,\" she explains, \"we didn't have an urgency to have tools in front of kids that they know how to use independently to access learning.\"\u003c/p>\n\u003cp>Andrea Leonardi feels that urgency, too. She's the assistant superintendent for student services in Wilton, Conn., and when schools closed, her first thought was: \"How are we going to meet the needs of students with disabilities? What's that going to look like?\"\u003c/p>\n\u003cp>In just a few days, she convinced her district to purchase software from PresenceLearning, a company that works with hundreds of school districts offering live speech therapy, occupational therapy, and behavior and mental health services. At first, Leonardi was thinking the district would use the company's therapists for services, but the idea shifted instead to train Wilton educators and therapists to use the platform.\u003c/p>\n\u003cp>That way, their students would see familiar faces. \"Before this, I was pretty skeptical,\" Leonardi says. \"I'm a face-to-face educator, and so the idea of teletherapy ... I wasn't sure.\" But when she knew her own team would be on the other end of the video calls to students, \"that was just too good to pass up.\"\u003c/p>\n\u003cp>About 40 district staff — including speech and language pathologists, occupational therapists, behavioral mental health staff, school psychologists, school social workers and special-ed teachers — got trained on the platform. It's essentially like a digital office, with a video chat component, built-in ways to \"gamify\" activities (like dice and spinners and lots of emojis).\u003c/p>\n\u003cp>But there are also familiar tools to use in a therapy session or lesson.\u003c/p>\n\u003cp>\"We are very lucky to live in the digital age that we live in right now because I don't think we would be able to do any of what I'm doing right now without it,\" says Katie Miller, a speech and language pathologist at Cider Mill School in Wilton. Miller has been using the platform and says her virtual office \"functions pretty similarly to how I would do it in my classroom.\"\u003c/p>\n\u003cp>Miller, who's been with the district for five years, is working with her students on language skills and articulation. Using PresenceLearning, she's created a dice game: when students roll a number, there's a corresponding board with numbers that dictates the sound or word they're practicing. When the student gets the sound right, they can click the digital die again, to try another word or sound.\u003c/p>\n\u003cp>\"Articulation can be a little bit dry at this level, because it's motor memory,\" Miller explains. If it has to be done over a screen, at least the game livens it up. \"Anything to make it a little more interactive.\"\u003c/p>\n\u003cp>Leonardi says that's typical of how teachers are finding new ways to make the tools fit their students' needs. \"This situation has forced us to drop everything we've known and try to think about how we do our work differently.\"\u003c/p>\n\u003cp>Joy Lawrence, a speech and language pathologist at the high school in Wilton, says she is grateful for the new digital tools, but she knows they can't replace actual face-to-face contact.\u003c/p>\n\u003cp>Some of her students have autism or attention deficit disorders, she says, and so eye contact and physical proximity are essential to her work. Lawrence offered one quick example: When she's sitting right next to a student, she can use her voice as a teaching tool. \"The softer your voice is,\" she says, \"the more they pay attention, the more they listen,\" she says. On the computer, \"you're like yelling into this speaker and your voice is echoing through the house. It's really difficult.\"\u003c/p>\n\u003cp>Online, it's much harder to gauge that level of attention. \"It's really challenging when you're sitting on a computer screen and you don't know what they're looking at.\"\u003c/p>\n\u003cp>Lawrence says, given those challenges, she's working with her students to reinforce what they learned before, and trying to maintain that personal relationship with them.\u003c/p>\n\u003cp>Many educators say that's essential right now: Staying in contact with students and letting families know that the special education supports are still there.\u003c/p>\n\u003cp>Though sometimes, even when you're doing the best you can, it doesn't feel like enough, says Danielle Kovach, the special education teacher in New Jersey.\u003c/p>\n\u003cp>\"The students know that their classroom and their school is a place where they are loved, where they are safe, where they're cared for, where they're fed. And I'm the one that provides that for them,\" she says. \"And now I'm in a situation where I can't.\"\u003c/p>\n\u003cp>On Easter Sunday, she says, her phone rang. She was tied up with her family, and let it go to voicemail. It was one of her students. In the message, he told her she was the best teacher ever and that he missed her and wished this coronavirus would go away because he wants to be back in school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It was a nice moment. \"It felt like he knew that I was still here, that his teacher wasn't going anywhere.\" And in that way, she says, \"we're still teaching a lesson.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Educators+Get+Creative+To+Serve+Students+With+Disabilities&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Despite cranky computers, conflicting schedules, shaky Internet connections and stubborn software glitches, Danielle Kovach got her whole class together a few Fridays ago for a video chat.\u003c/p>\n\u003cp>Kovach teaches special education in Hopatcong, N.J., and this Friday class session was a celebration: They'd made it through the first few weeks of distance learning.\u003c/p>\n\u003cp>Throughout those weeks, she'd maintained her 8:30 a.m. morning meeting over the computer, she was adhering to each student's IEP, or Individualized Education Plan, and juggling new lessons with old routines, as she adapted to the coronavirus crisis. She was exhausted.\u003c/p>\n\u003cp>And so the celebration was a big moment (and a big hit with her students). She instructed everyone to bring your pet to class. \"They were all holding up their dogs, their cats,\" says Kovach. \"We had fish, stuffed animals. They were so excited, it was just a fun time together.\"\u003c/p>\n\u003cp>She needed that victory.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In my over 20 years of teaching, this by far has been my most challenging moment,\" says Kovach. The Internet has been a blessing and a curse — it took time to get all her families connected, but even now, the connection speed is flaky, and she really misses the personal contact she enjoys with her second- and third-graders.\u003c/p>\n\u003cp>On top of that, she's got three kids of her own at home. \"I think that all of our teachers have risen to the challenge to make this work,\" Kovach says. \"But there's also a lot of sleepless nights, a lot of worry.\"\u003c/p>\n\u003cp>As schools and learning have moved online, one of the biggest challenges has been providing special education. An estimated 14% of public school students receive such services in the U.S., and federal law requires schools to provide them. The U.S. Education Department has\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning\"> offered schools some flexibility\u003c/a>, but with no road map or template for how to teach special needs students in this new world, teachers have been forced to innovate, adapting as they go along.\u003c/p>\n\u003cp>\"We're seeing kids have services because people are being creative,\" says Kelly Grillo, a special education coordinator at Cooperative School Services who oversees special education at two rural school districts in Indiana. She's inspired by the ways teachers have embraced familiar tools, like Youtube, or \u003ca href=\"https://www.npr.org/sections/ed/2014/09/16/347377022/a-is-for-apps-teachers-share-top-digital-tools-of-the-trade\">apps like Remind\u003c/a>.\u003c/p>\n\u003cp>One occupational therapist, Grillo says, sent packets home detailing ways to grip a pencil. Included in the delivery: extra pencils, so students could follow along with the videos the therapist posts online.\u003c/p>\n\u003cp>To help a second-grader who is immobile and non-verbal, Grillo and her team have been brainstorming ways he can use his family's smart speaker while he's at home. She says her team has not delayed or omitted services from any of their students' IEPs. In some cases, to help juggle the schedules of students and parents, teachers are even connecting with them in the evenings.\u003c/p>\n\u003cp>\"It's really actually quite exciting,\" Grillo says. \"This is actually changing a field to create access for kids with disabilities far beyond what anybody could imagine.\"\u003c/p>\n\u003cp>And it's not all high technology. For students who don't have access to the Internet, Grillo and her team — like many teachers across the country — are resorting to phone calls and text messages as well.\u003c/p>\n\u003cp>\"Before this,\" she explains, \"we didn't have an urgency to have tools in front of kids that they know how to use independently to access learning.\"\u003c/p>\n\u003cp>Andrea Leonardi feels that urgency, too. She's the assistant superintendent for student services in Wilton, Conn., and when schools closed, her first thought was: \"How are we going to meet the needs of students with disabilities? What's that going to look like?\"\u003c/p>\n\u003cp>In just a few days, she convinced her district to purchase software from PresenceLearning, a company that works with hundreds of school districts offering live speech therapy, occupational therapy, and behavior and mental health services. At first, Leonardi was thinking the district would use the company's therapists for services, but the idea shifted instead to train Wilton educators and therapists to use the platform.\u003c/p>\n\u003cp>That way, their students would see familiar faces. \"Before this, I was pretty skeptical,\" Leonardi says. \"I'm a face-to-face educator, and so the idea of teletherapy ... I wasn't sure.\" But when she knew her own team would be on the other end of the video calls to students, \"that was just too good to pass up.\"\u003c/p>\n\u003cp>About 40 district staff — including speech and language pathologists, occupational therapists, behavioral mental health staff, school psychologists, school social workers and special-ed teachers — got trained on the platform. It's essentially like a digital office, with a video chat component, built-in ways to \"gamify\" activities (like dice and spinners and lots of emojis).\u003c/p>\n\u003cp>But there are also familiar tools to use in a therapy session or lesson.\u003c/p>\n\u003cp>\"We are very lucky to live in the digital age that we live in right now because I don't think we would be able to do any of what I'm doing right now without it,\" says Katie Miller, a speech and language pathologist at Cider Mill School in Wilton. Miller has been using the platform and says her virtual office \"functions pretty similarly to how I would do it in my classroom.\"\u003c/p>\n\u003cp>Miller, who's been with the district for five years, is working with her students on language skills and articulation. Using PresenceLearning, she's created a dice game: when students roll a number, there's a corresponding board with numbers that dictates the sound or word they're practicing. When the student gets the sound right, they can click the digital die again, to try another word or sound.\u003c/p>\n\u003cp>\"Articulation can be a little bit dry at this level, because it's motor memory,\" Miller explains. If it has to be done over a screen, at least the game livens it up. \"Anything to make it a little more interactive.\"\u003c/p>\n\u003cp>Leonardi says that's typical of how teachers are finding new ways to make the tools fit their students' needs. \"This situation has forced us to drop everything we've known and try to think about how we do our work differently.\"\u003c/p>\n\u003cp>Joy Lawrence, a speech and language pathologist at the high school in Wilton, says she is grateful for the new digital tools, but she knows they can't replace actual face-to-face contact.\u003c/p>\n\u003cp>Some of her students have autism or attention deficit disorders, she says, and so eye contact and physical proximity are essential to her work. Lawrence offered one quick example: When she's sitting right next to a student, she can use her voice as a teaching tool. \"The softer your voice is,\" she says, \"the more they pay attention, the more they listen,\" she says. On the computer, \"you're like yelling into this speaker and your voice is echoing through the house. It's really difficult.\"\u003c/p>\n\u003cp>Online, it's much harder to gauge that level of attention. \"It's really challenging when you're sitting on a computer screen and you don't know what they're looking at.\"\u003c/p>\n\u003cp>Lawrence says, given those challenges, she's working with her students to reinforce what they learned before, and trying to maintain that personal relationship with them.\u003c/p>\n\u003cp>Many educators say that's essential right now: Staying in contact with students and letting families know that the special education supports are still there.\u003c/p>\n\u003cp>Though sometimes, even when you're doing the best you can, it doesn't feel like enough, says Danielle Kovach, the special education teacher in New Jersey.\u003c/p>\n\u003cp>\"The students know that their classroom and their school is a place where they are loved, where they are safe, where they're cared for, where they're fed. And I'm the one that provides that for them,\" she says. \"And now I'm in a situation where I can't.\"\u003c/p>\n\u003cp>On Easter Sunday, she says, her phone rang. She was tied up with her family, and let it go to voicemail. It was one of her students. In the message, he told her she was the best teacher ever and that he missed her and wished this coronavirus would go away because he wants to be back in school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When Jennifer Szot sat down with her son to play a game involving mixed fractions, she found herself falling behind the fifth-grade math. “It took me five steps, and he did it in three,” she said. The assignment was one of many that her son is expected to complete at home, when he’s not working online, taking part in “live” classes, or participating in Google meetings with teachers. For Szot, who in regular life is a stay-at-home mother and volunteer, taking on the role of teacher, too, has been daunting.\u003c/p>\n\u003cp>“They teach everything differently,” she said, making her approach to such problems seem obsolete. And there are other challenges, she tells me while shushing the family dog, starting with the need to scatter everyone throughout the house so that the four simultaneous video conferences don’t clog the airwaves. She checks on her son while he’s in “class” to make sure he’s not secretly playing video games. She calms her 11\u003csup>th\u003c/sup>-grade daughter who is taking three A.P. classes and worrying about how she’ll manage the exams. Most of all, she tries to lower the collective stress that everyone feels under their roof, including her husband and 9\u003csup>th\u003c/sup>-grade daughter. “Nobody is sleeping well,” she said.\u003c/p>\n\u003cp>Parents like Szot who’ve been repurposed as teachers or managers of their kids’ schoolwork can benefit from the wisdom of experienced educators. Several teachers offered advice for mothers and fathers who need a hand:\u003c/p>\n\u003cp>\u003cstrong>Start with fun\u003c/strong>. “Try to have some fun before you get started,” said Becky Van Ry, an elementary school science teacher. Run around the house or do some yoga.\u003c/p>\n\u003cp>\u003cstrong>Build a routine. \u003c/strong>Kids do best when the world is predictable, said psychologist and author Lisa Damour. Start with “aspirational” practices—everyone up by 7:00 a.m., class starts at 8:00 a.m.—and refine them as needed. Think of them as provisional routines, Damour said, which over time can become sturdy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Trust the teachers\u003c/strong>. A lot of parents are sending around cool STEM projects and off-the-shelf English assignments. Though well-intended, such work shouldn’t supplant the assignments given to students by their teachers. “The child’s teacher is providing all they need,” Van Ry said. “Teachers are trying to figure out the best system for doing this without overwhelming kids and their families.” If a child is desperate for supplemental work, fine. But otherwise, stick to what the teachers require.\u003c/p>\n\u003cp>\u003cstrong>If you’re stumped, turn it over to the teachers\u003c/strong>. Making sense of and then explaining concepts that parents (might have) learned 30 years ago could be impossible. This is the time for kids to contact their teachers. “Teachers have office hours built into each day, so students have the opportunity to Google chat, Google Meet, email, or call their teachers,” said Ben Krahn, who teaches English at Middlebury Union High School, in Vermont.\u003c/p>\n\u003cp>\u003cstrong>Take frequent ten-minute walks\u003c/strong>, \u003cstrong>without a phone.\u003c/strong> Managing kids and their schoolwork at home, sometimes while juggling a job, will be frustrating. It also may be boring, Krahn said. If possible, retreat to the outdoors and walk, unburdened by smartphones.\u003c/p>\n\u003cp>\u003cb>It requires the whole family\u003c/b>. “This isn’t just a ‘Mom’s’ job,” said Neal Sharma, an eighth-grade English teacher at the Lawton C. Johnson Summit Middle School and father of four. Especially in bustling families like his own—Sharma and his wife work full-time—both parents need to take responsibility for helping their kids learn. This might take some creative juggling of schedules, but the at-home learning can’t be left to one parent. And children crave their parents’ attention, during the best of times. Though not a peaceful period, this odd disruption in ordinary life might provide a rare window for some parents to spend quantity time with their children.\u003c/p>\n\u003cp>\u003cstrong>Remember to wait\u003c/strong>. Children take more time to process questions than adults might realize, said Vicky Tong, a middle-school science teacher, especially if the question isn’t in writing. “You have to pause and give them time to consider an answer and resist the urge to jump in giving them clues to get to the right answer,” she added. Being patient with a child’s answer encourages thinking and builds confidence. Consciously waiting for kids to respond will also prevent parents from doing the work for them.\u003c/p>\n\u003cp>\u003cstrong>Stifle your own perfectionism\u003c/strong>. “Maybe their letter 'e' looks kind of wonky or it took them a long time to figure out 4x8. That’s ok!” Tong said. Stay positive, offer upbeat feedback with as much specific detail as possible—not just a generic “good job”—and the child will be more apt to keep practicing. Repetition will lead to improvement which will inspire intrinsic motivation. Erin Hennessy, who teaches 7\u003csup>th\u003c/sup> grade English, echoed that view. “Remember that their work won’t look perfect! They are kids and are learning. They need to learn to find their own mistakes.”\u003c/p>\n\u003cp>\u003cstrong>Reinforce positively. \u003c/strong>When he’s not teaching English or tending to his four kids, Sharma coaches high-school cross country and track. What he’s found to be most helpful in both settings is encouragement. “Parents forget how powerful praise can be,” he said. It’s “the best way to motivate and teach.” Being upbeat during a global crisis might be unnatural, especially when parents themselves feel like freaking out, but highlighting what’s right works for kids.\u003c/p>\n\u003cp>\u003cstrong>Keep it low-key\u003c/strong>. It’s OK if your child doesn’t finish something, “We’re just getting started,” Van Ry said about online learning. “Nobody knows what they’re doing,” she added. “Every family in the U.S. feels the same way.” Krahn echoed that view. “There is something comforting to know that we are ALL in the same boat,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Szot recognizes that fallout from the virus, including mandatory home-schooling, is much more dire for others. “I worry about families with underlying disease,” she said, and for parents with special-needs children who have to make do at home. In the meantime, she’s keeping an eye on the family’s stress levels and letting the dog out when he gets riled up. “We have to accept the new norms, at least for the time being,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Jennifer Szot sat down with her son to play a game involving mixed fractions, she found herself falling behind the fifth-grade math. “It took me five steps, and he did it in three,” she said. The assignment was one of many that her son is expected to complete at home, when he’s not working online, taking part in “live” classes, or participating in Google meetings with teachers. For Szot, who in regular life is a stay-at-home mother and volunteer, taking on the role of teacher, too, has been daunting.\u003c/p>\n\u003cp>“They teach everything differently,” she said, making her approach to such problems seem obsolete. And there are other challenges, she tells me while shushing the family dog, starting with the need to scatter everyone throughout the house so that the four simultaneous video conferences don’t clog the airwaves. She checks on her son while he’s in “class” to make sure he’s not secretly playing video games. She calms her 11\u003csup>th\u003c/sup>-grade daughter who is taking three A.P. classes and worrying about how she’ll manage the exams. Most of all, she tries to lower the collective stress that everyone feels under their roof, including her husband and 9\u003csup>th\u003c/sup>-grade daughter. “Nobody is sleeping well,” she said.\u003c/p>\n\u003cp>Parents like Szot who’ve been repurposed as teachers or managers of their kids’ schoolwork can benefit from the wisdom of experienced educators. Several teachers offered advice for mothers and fathers who need a hand:\u003c/p>\n\u003cp>\u003cstrong>Start with fun\u003c/strong>. “Try to have some fun before you get started,” said Becky Van Ry, an elementary school science teacher. Run around the house or do some yoga.\u003c/p>\n\u003cp>\u003cstrong>Build a routine. \u003c/strong>Kids do best when the world is predictable, said psychologist and author Lisa Damour. Start with “aspirational” practices—everyone up by 7:00 a.m., class starts at 8:00 a.m.—and refine them as needed. Think of them as provisional routines, Damour said, which over time can become sturdy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Trust the teachers\u003c/strong>. A lot of parents are sending around cool STEM projects and off-the-shelf English assignments. Though well-intended, such work shouldn’t supplant the assignments given to students by their teachers. “The child’s teacher is providing all they need,” Van Ry said. “Teachers are trying to figure out the best system for doing this without overwhelming kids and their families.” If a child is desperate for supplemental work, fine. But otherwise, stick to what the teachers require.\u003c/p>\n\u003cp>\u003cstrong>If you’re stumped, turn it over to the teachers\u003c/strong>. Making sense of and then explaining concepts that parents (might have) learned 30 years ago could be impossible. This is the time for kids to contact their teachers. “Teachers have office hours built into each day, so students have the opportunity to Google chat, Google Meet, email, or call their teachers,” said Ben Krahn, who teaches English at Middlebury Union High School, in Vermont.\u003c/p>\n\u003cp>\u003cstrong>Take frequent ten-minute walks\u003c/strong>, \u003cstrong>without a phone.\u003c/strong> Managing kids and their schoolwork at home, sometimes while juggling a job, will be frustrating. It also may be boring, Krahn said. If possible, retreat to the outdoors and walk, unburdened by smartphones.\u003c/p>\n\u003cp>\u003cb>It requires the whole family\u003c/b>. “This isn’t just a ‘Mom’s’ job,” said Neal Sharma, an eighth-grade English teacher at the Lawton C. Johnson Summit Middle School and father of four. Especially in bustling families like his own—Sharma and his wife work full-time—both parents need to take responsibility for helping their kids learn. This might take some creative juggling of schedules, but the at-home learning can’t be left to one parent. And children crave their parents’ attention, during the best of times. Though not a peaceful period, this odd disruption in ordinary life might provide a rare window for some parents to spend quantity time with their children.\u003c/p>\n\u003cp>\u003cstrong>Remember to wait\u003c/strong>. Children take more time to process questions than adults might realize, said Vicky Tong, a middle-school science teacher, especially if the question isn’t in writing. “You have to pause and give them time to consider an answer and resist the urge to jump in giving them clues to get to the right answer,” she added. Being patient with a child’s answer encourages thinking and builds confidence. Consciously waiting for kids to respond will also prevent parents from doing the work for them.\u003c/p>\n\u003cp>\u003cstrong>Stifle your own perfectionism\u003c/strong>. “Maybe their letter 'e' looks kind of wonky or it took them a long time to figure out 4x8. That’s ok!” Tong said. Stay positive, offer upbeat feedback with as much specific detail as possible—not just a generic “good job”—and the child will be more apt to keep practicing. Repetition will lead to improvement which will inspire intrinsic motivation. Erin Hennessy, who teaches 7\u003csup>th\u003c/sup> grade English, echoed that view. “Remember that their work won’t look perfect! They are kids and are learning. They need to learn to find their own mistakes.”\u003c/p>\n\u003cp>\u003cstrong>Reinforce positively. \u003c/strong>When he’s not teaching English or tending to his four kids, Sharma coaches high-school cross country and track. What he’s found to be most helpful in both settings is encouragement. “Parents forget how powerful praise can be,” he said. It’s “the best way to motivate and teach.” Being upbeat during a global crisis might be unnatural, especially when parents themselves feel like freaking out, but highlighting what’s right works for kids.\u003c/p>\n\u003cp>\u003cstrong>Keep it low-key\u003c/strong>. It’s OK if your child doesn’t finish something, “We’re just getting started,” Van Ry said about online learning. “Nobody knows what they’re doing,” she added. “Every family in the U.S. feels the same way.” Krahn echoed that view. “There is something comforting to know that we are ALL in the same boat,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Szot recognizes that fallout from the virus, including mandatory home-schooling, is much more dire for others. “I worry about families with underlying disease,” she said, and for parents with special-needs children who have to make do at home. In the meantime, she’s keeping an eye on the family’s stress levels and letting the dog out when he gets riled up. “We have to accept the new norms, at least for the time being,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Teaching Without Schools: Grief, Then A 'Free-For-All'",
"title": "Teaching Without Schools: Grief, Then A 'Free-For-All'",
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"content": "\u003cp>They thought they'd have more time, teachers say. Many couldn't even say goodbye.\u003c/p>\n\u003cp>\"Everything happened so quickly,\" remembers Hannah Klumpe, who teaches seventh grade social studies in Greenville, S.C. \"Friday I was at school, talking to my students, and they're like, 'Do you think they're going to close school?' And I was like, 'Oh, not right now!'\"\u003c/p>\n\u003cp>That weekend, South Carolina's governor announced the state's schools would close immediately, including Klumpe's Berea Middle School, and she hasn't seen her students in-person since. Her story is not uncommon.\u003c/p>\n\u003cfigure id=\"attachment_55712\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55712\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">\"Everything happened so quickly,\" remembers Hannah Klumpe, who teaches seventh grade social studies in Greenville, S.C. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Talking through tears, Jaime Gordon remembers, \"our governor just let us know that we will not be returning to school for the rest of the year, and I'm sorry, I get emotional when I say that. It's really hard to say that out loud.\" Gordon teaches third grade at St. Edward-Epiphany Catholic School in Richmond, Va. Like Klumpe, she says she was surprised by the move to close schools. \"I didn't get to properly say goodbye to them.\"\u003c/p>\n\u003cp>America's schools are in crisis. Most of them have closed, according to a tally by \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">Education Week\u003c/a>, and nearly all of the nation's 56.6 million school-age children have been sent home. What began as two- to three-week school closures have crept inexorably into April and now seem capable, even likely, to outlast the school year. Already, more than a dozen states — including Virginia, Kansas and Arizona — have shuttered their schools for the rest of the academic year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators are now shouldering an impossible task: to replicate the functions of school for \u003cem>months\u003c/em> without an actual school building. And that means millions of teachers, like Hannah Klumpe and Jaime Gordon, now isolated at home, having to harness technologies new and old to reach and teach every student. America's schools have never had to improvise like this.\u003c/p>\n\u003cp>For Klumpe, the scramble began the Monday after classes were cancelled. It \"was just like a free-for-all. We [teachers] all went to school. We created lesson plans in, like, 12 hours. So 10 days of lesson plans in a day, essentially. And we had to be prepared to launch those lesson plans by Wednesday and to start doing full-on e-learning, which our kids had never really done before without us.\"\u003c/p>\n\u003cp>In interviews with teachers and school leaders across the country — about how this vast experiment in remote learning is unfolding — a few important patterns emerged.\u003c/p>\n\u003cp>\u003cstrong>The digital divide is real. \u003c/strong>In many districts, the rush to build a remote learning plan began the old-fashioned way, with paper packets — enough to tide kids over while school leaders take stock. Namely, can they provide hardware and Wi-Fi access to every student who needs it?\u003c/p>\n\u003cp>The answer for many school leaders has been a dispiriting no.\u003c/p>\n\u003cp>\"I would easily say that less than 50% of our students and families have access to either a consistent learning device and/or Internet access,\" says Nikolai Vitti, the head of Detroit Public Schools Community District. \"I think that's our greatest challenge right now.\"\u003c/p>\n\u003cp>According to an Associated Press \u003ca href=\"https://apnews.com/7f263b8f7d3a43d6be014f860d5e4132\">analysis of census data\u003c/a>, Detroit is not alone. The AP found \"aAn estimated 17% of U.S. students do not have access to computers at home and 18% do not have home access to broadband internet.\"\u003c/p>\n\u003cfigure id=\"attachment_55713\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55713\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">\"There's a huge disparity in accessing Wi-Fi and students having devices,\" says Cara Godbe, a third grade teacher at Cottonwood Elementary School in rural Montrose, Colo. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"There's a huge disparity in accessing Wi-Fi and students having devices,\" says Cara Godbe, a third grade teacher at Cottonwood Elementary School in rural Montrose, Colo. Godbe says her district is not requiring that students work online and is providing paper packets for anyone without a device or Internet access.\u003c/p>\n\u003cp>\"I have a couple of students where, due to their life circumstances, being able to log in every day is not the reality,\" says Katie Benningfield, a sixth grade teacher at the School for the Talented and Gifted in Dallas. She says that doesn't just hurt their ability to connect academically \"but also just their ability to contact us and be with us.\"\u003c/p>\n\u003cp>Many districts have been handing out as many devices and Wi-Fi hotspots as they can to the students who need them most. Member station \u003ca href=\"https://www.wbez.org/stories/in-some-communities-less-than-60-of-households-have-internet-cps-new-plan-can-t-change-that/09960c93-0a87-4ea9-b5bd-b70d5900de75\">WBEZ has reported\u003c/a> that Chicago Public Schools is giving out more than 100,000 devices.\u003c/p>\n\u003cfigure id=\"attachment_55714\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55714\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">In Baltimore, the city's schools have just one device for every four students, says district CEO Sonja Santelises. \"I said this to my board and my community, 'You cannot make up a 1-to-4 device-to-student ratio in the matter of a week or two in a pandemic. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Baltimore, the city's schools have just one device for every four students, says district CEO Sonja Santelises. \"I said this to my board and my community, 'You cannot make up a 1-to-4 device-to-student ratio in the matter of a week or two in a pandemic. So we are prioritizing families that have no devices, and we're also, frankly, being creative in the use of our local television stations.\"\u003c/p>\n\u003cp>Santelises says, in addition to providing learning resources online for kids who can access them, her district is working with Baltimore's educational cable network to broadcast educational programming.\u003c/p>\n\u003cp>This tech inequity among students is also widening the opportunity gap\u003cstrong>,\u003c/strong> says Paige Dulaney, a first grade teacher at Merino Elementary School in Merino, Colo. \"I think it's a gap that we're going to see for a long time,\" Dulaney says.\u003c/p>\n\u003cfigure id=\"attachment_55715\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55715\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Priscila Baldillez teaches English as a second language at Roy Miller High School in Corpus Christi, Texas, and is especially worried about her students losing ground. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Priscila Baldillez teaches English as a second language at Roy Miller High School in Corpus Christi, Texas, and is especially worried about her students losing ground.\u003c/p>\n\u003cp>\"[At school] they go through their entire day at least listening, picking it up and at least having the opportunity to hear English being spoken to them,\" Baldillez says. \"That's not happening right now, and that bothers me.\"\u003c/p>\n\u003cp>\u003cstrong>Teaching remotely can be just as exhausting as teaching in-person\u003c/strong>, says Gordon, the third grade teacher in Richmond. Her morning starts at 7:00 a.m.; by 8:00, she's sending out the day's assignments via email and Google Classroom.\u003c/p>\n\u003cp>\"While [students are] working on today's assignments,\" Gordon says, \"I am making instructional videos. I've even gone so far as to make some fun Snapchat videos to help them ease their anxiety... Definitely working really hard. And in some ways harder than I ever have before. I just didn't think that was possible.\"\u003c/p>\n\u003cfigure id=\"attachment_55716\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55716\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Thu Nguyen, a sixth grade teacher at Sidwell Friends School in Washington, D.C. says, \"I interact with them via face-to-face every day. And I can't respond to 33 kids in writing fast enough.\" \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This is true even for teachers who were already relying on technology. Thu Nguyen, a sixth grade teacher at Sidwell Friends School in Washington, D.C., says her classroom had been paperless for two years, with her students using Google Classroom to turn in their work. But Nguyen says teaching exclusively online has presented new challenges, and she's already had to scrap her initial approach.\u003c/p>\n\u003cp>\"Because it was based on me interacting with [students] via writing the same way that I interact with them via face-to-face every day. And I can't respond to 33 kids in writing fast enough,\" Nguyen says, \"I was getting emails — question after question from one particular student — you know, like 10 emails in five minutes. And I was like, 'This is not going to work.' \"\u003c/p>\n\u003cp>Now Nguyen sends out a morning email, like Gordon , \"and then I have office hours, usually right after that. And so anyone who wants to get on can chat with me, to ask questions or to say hi.\"\u003c/p>\n\u003cp>\u003cstrong>Providing special education has been an enormous challenge. \u003c/strong>\"Our district overall is implementing Google Classroom, but that doesn't work well for my students, since I have students with more significant needs,\" \u003ca href=\"https://www.npr.org/2020/03/27/821926032/with-schools-closed-kids-with-disabilities-are-more-vulnerable-than-ever\">explains \u003c/a>Ann Hiebert, a special education teacher for the Ferguson-Florissant School District, in the suburbs of St. Louis.\u003c/p>\n\u003cp>Many of Hiebert's students are non-verbal, and some struggle with writing and typing and can't use technology independently. \"So all of these things that are out there aren't really going to be the best option for my kids,\" she says.\u003c/p>\n\u003cp>Hiebert has been sending emails with videos of her old morning routine, including familiar songs and pictures of her classroom calendar. \"Routine is very important to my students,\" she says. She also sent packets home but says she's \"still trying to figure out ways that I can have meaningful content for them.\"\u003c/p>\n\u003cp>An estimated \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14% of public school students\u003c/a> receive special education services in the U.S. and federal law ensures that those children have a right to a free, appropriate public education whenever and wherever schools are operating. Some advocates argue that benchmark isn't being met right now, and amid the pandemic the U.S. Education Department has \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning\">offered schools flexibility\u003c/a>.\u003c/p>\n\u003cp>Some special education teachers say technology is helping them provide important services.\u003c/p>\n\u003cp>\"I don't think we would be able to do any of what I'm doing right now without it,\" says Katie Miller, a speech and language pathologist at Cider Mill School in Wilton, Conn. Of course, nothing can replace being at school with her students, but she says, \"We are able to do a lot of what we would be able to do in a normal session.\" Miller is focusing on things like vocabulary and pronunciation, and using digital games and emojis to encourage students.\u003c/p>\n\u003cp>\u003cstrong>Teachers are making connections any way they can. \u003c/strong>Godbe, in rural Colorado, says she spends roughly two hours each morning reaching out to students and families by phone. She says this outreach is especially important for kids who can't connect online.\u003c/p>\n\u003cp>\"I spend a lot of time with those kids, probably more than their parents do, so I keep calling to check in,\" Godbe says. \"I've hopefully touched base, or tried to touch base, with [each family] throughout the week.\"\u003c/p>\n\u003cp>For the children she's still not able to contact, Godbe tries the old-fashioned way.\u003c/p>\n\u003cp>\"I'm sending snail mail letters this week. I'm really trying to target those four or five kids that I've not been able to reach,\" Godbe says. \"I do have Google Classroom as well, but all of these things are so dependent on technology that if they don't have access to that, it would probably be pretty hard to reach me.\"\u003c/p>\n\u003cp>\"Getting in contact with everybody is definitely tough,\" says Baldillez in Corpus Christi. When her school extended its spring break, some of Baldillez's students were visiting Mexico and extended their trips.\u003c/p>\n\u003cp>\"We don't have access to all of our students' cell phones,\" Baldillez says. \"We have their parent's number, and a lot of times, their parents don't respond or they're not with their child. We really have to go through means.\"\u003c/p>\n\u003cp>That includes asking some of her students for their classmates' phone numbers.\u003c/p>\n\u003cp>\"'Can you give me so-and-so's number? And so-and-so's?,'\" Baldillez remembers. \"[This student] was just giving me whatever she had, because getting in touch with our students is difficult.\"\u003c/p>\n\u003cp>\u003cstrong>For online classrooms, it's important for teachers to \u003c/strong>\u003cstrong>\u003cem>see\u003c/em>\u003c/strong>\u003cstrong> their students and for kids to feel \u003c/strong>\u003cstrong>\u003cem>seen\u003c/em>\u003c/strong>, Nguyen says. By noon each day she requires her students to publish a short, fun video using Flipgrid, an education app. \"You know, one of them is like, wear a crazy hat, wear crazy socks, do a dance. And so that's just so that I can see all their faces every day.\"\u003c/p>\n\u003cp>Nguyen even posts her own video each day.\u003c/p>\n\u003cp>\"The best part of my day, hands down,\" says Jaime Gordon, is the daily, 10 o'clock Google Meet she hosts with her students. \"And I get to see their faces and we get to chat and I get to speak with them about things that we have been assigned.\"\u003c/p>\n\u003cp>Every afternoon, Hannah Klumpe, in Greenville, hosts a Google Hangout for her students \"just where they can pop in if I have any questions or if they need help with something... I can read some directions aloud to them, because we do have a special population that needs those directions read aloud instead of just reading it on a computer. Just making sure that my kids are OK during this very crazy time.\"\u003c/p>\n\u003cp>Every educator we spoke with said the hardest part of teaching remotely is the loss of regular contact with students.\u003c/p>\n\u003cp>\"Teaching through a computer is not why I became a teacher,\" Klumpe says. \"I became a teacher to build relationships with my students ... and that one-on-one, face-to-face interaction, I think, is what I'm really gonna miss.\"\u003c/p>\n\u003cfigure id=\"attachment_55717\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55717\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Robin Nelson says a first grader in her class at Ortega Elementary School in Jacksonville, Fla., recently surprised her. \"She left little love notes and pictures on my doorstep,\" Nelson recalls through tears. \"That's the heartbreaking part. You're not a teacher if you can't be with your kids. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Robin Nelson says a first grader in her class at Ortega Elementary School in Jacksonville, Fla., recently surprised her. \"She left little love notes and pictures on my doorstep,\" Nelson recalls through tears. \"That's the heartbreaking part. You're not a teacher if you can't be with your kids. Computers are not — they're not your teacher.\"\u003c/p>\n\u003cp>And there are some things that just can't be taught online, like how to interact with the world and society. That's a big part of school, says Arnetta Thompson, a fifth grade teacher at Lincoln Elementary School in Oak Park, Ill.\u003c/p>\n\u003cp>\"This component is missing right now,\" Thompson says. \"I think that's something that long-term can have an impact, especially on my introverted students, or my students who have a difficult time just understanding their space or place in a social situation.\"\u003c/p>\n\u003cp>\u003cstrong>Many schools' top concern is not academics\u003c/strong>, says Santelises, the CEO of Baltimore City Public Schools. Yes, that personal connection educators have with their students helps kids stay focused when it's time to learn, but she says it's more important than that. Many students experience trauma at home — including poverty, food insecurity, abuse and neighborhood violence.\u003c/p>\n\u003cp>\"School is their safe space,\" says Santelises. \"And so when my mind settles there, I go back to the charge that we have given our principals and teachers: that while absolutely, we are committed to a continuity of learning, we are first and foremost committed to having whole young people. And that means checking in. And that means phone calls.\"\u003c/p>\n\u003cfigure id=\"attachment_55718\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55718\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Arnetta Thompson, a fifth grade teacher at Lincoln Elementary School in Oak Park, Ill. says there are some things that just can't be taught online, like how to interact with the world and society. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Thompson, in Oak Park, says she worries even more now about students whose households are unstable. \"What can my influence be through a computer? ... What if they don't connect at all? And what should I be doing to make sure that they know I am still here to support them, even though it's not the daily check-in, where I can look you in the eye and see how you're doing, or look over your shoulder to see that you're struggling and help you with something.\"\u003c/p>\n\u003cp>Klumpe says she attended a meeting recently \"where my principal was talking about how maybe we just need to really focus on loving our kids... They might not learn as much as they learned in a classroom, but we still need to make sure that we're meeting as many emotional needs as we can.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I am a nurse,\" says third grade teacher Jaime Gordon, \"I am a counselor. I'm a cheerleader. I'm building their growth mindset. I am an anxiety-decreaser. I mean, the list goes on. I'm not just teaching them math, science, social studies and all the content. So that is also part of my job that I was hoping I'd be able to do virtually.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teaching+Without+Schools%3A+Grief%2C+Then+A+%27Free-For-All%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>They thought they'd have more time, teachers say. Many couldn't even say goodbye.\u003c/p>\n\u003cp>\"Everything happened so quickly,\" remembers Hannah Klumpe, who teaches seventh grade social studies in Greenville, S.C. \"Friday I was at school, talking to my students, and they're like, 'Do you think they're going to close school?' And I was like, 'Oh, not right now!'\"\u003c/p>\n\u003cp>That weekend, South Carolina's governor announced the state's schools would close immediately, including Klumpe's Berea Middle School, and she hasn't seen her students in-person since. Her story is not uncommon.\u003c/p>\n\u003cfigure id=\"attachment_55712\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55712\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-11_sq-dc2f33448831bfee3a4df97533b8124b3466ed3f-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">\"Everything happened so quickly,\" remembers Hannah Klumpe, who teaches seventh grade social studies in Greenville, S.C. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Talking through tears, Jaime Gordon remembers, \"our governor just let us know that we will not be returning to school for the rest of the year, and I'm sorry, I get emotional when I say that. It's really hard to say that out loud.\" Gordon teaches third grade at St. Edward-Epiphany Catholic School in Richmond, Va. Like Klumpe, she says she was surprised by the move to close schools. \"I didn't get to properly say goodbye to them.\"\u003c/p>\n\u003cp>America's schools are in crisis. Most of them have closed, according to a tally by \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">Education Week\u003c/a>, and nearly all of the nation's 56.6 million school-age children have been sent home. What began as two- to three-week school closures have crept inexorably into April and now seem capable, even likely, to outlast the school year. Already, more than a dozen states — including Virginia, Kansas and Arizona — have shuttered their schools for the rest of the academic year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators are now shouldering an impossible task: to replicate the functions of school for \u003cem>months\u003c/em> without an actual school building. And that means millions of teachers, like Hannah Klumpe and Jaime Gordon, now isolated at home, having to harness technologies new and old to reach and teach every student. America's schools have never had to improvise like this.\u003c/p>\n\u003cp>For Klumpe, the scramble began the Monday after classes were cancelled. It \"was just like a free-for-all. We [teachers] all went to school. We created lesson plans in, like, 12 hours. So 10 days of lesson plans in a day, essentially. And we had to be prepared to launch those lesson plans by Wednesday and to start doing full-on e-learning, which our kids had never really done before without us.\"\u003c/p>\n\u003cp>In interviews with teachers and school leaders across the country — about how this vast experiment in remote learning is unfolding — a few important patterns emerged.\u003c/p>\n\u003cp>\u003cstrong>The digital divide is real. \u003c/strong>In many districts, the rush to build a remote learning plan began the old-fashioned way, with paper packets — enough to tide kids over while school leaders take stock. Namely, can they provide hardware and Wi-Fi access to every student who needs it?\u003c/p>\n\u003cp>The answer for many school leaders has been a dispiriting no.\u003c/p>\n\u003cp>\"I would easily say that less than 50% of our students and families have access to either a consistent learning device and/or Internet access,\" says Nikolai Vitti, the head of Detroit Public Schools Community District. \"I think that's our greatest challenge right now.\"\u003c/p>\n\u003cp>According to an Associated Press \u003ca href=\"https://apnews.com/7f263b8f7d3a43d6be014f860d5e4132\">analysis of census data\u003c/a>, Detroit is not alone. The AP found \"aAn estimated 17% of U.S. students do not have access to computers at home and 18% do not have home access to broadband internet.\"\u003c/p>\n\u003cfigure id=\"attachment_55713\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55713\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-6_sq-500a9f9e02ccd160ba3dcdaa38f76869c569f791-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">\"There's a huge disparity in accessing Wi-Fi and students having devices,\" says Cara Godbe, a third grade teacher at Cottonwood Elementary School in rural Montrose, Colo. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"There's a huge disparity in accessing Wi-Fi and students having devices,\" says Cara Godbe, a third grade teacher at Cottonwood Elementary School in rural Montrose, Colo. Godbe says her district is not requiring that students work online and is providing paper packets for anyone without a device or Internet access.\u003c/p>\n\u003cp>\"I have a couple of students where, due to their life circumstances, being able to log in every day is not the reality,\" says Katie Benningfield, a sixth grade teacher at the School for the Talented and Gifted in Dallas. She says that doesn't just hurt their ability to connect academically \"but also just their ability to contact us and be with us.\"\u003c/p>\n\u003cp>Many districts have been handing out as many devices and Wi-Fi hotspots as they can to the students who need them most. Member station \u003ca href=\"https://www.wbez.org/stories/in-some-communities-less-than-60-of-households-have-internet-cps-new-plan-can-t-change-that/09960c93-0a87-4ea9-b5bd-b70d5900de75\">WBEZ has reported\u003c/a> that Chicago Public Schools is giving out more than 100,000 devices.\u003c/p>\n\u003cfigure id=\"attachment_55714\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55714\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_sq-0b66170d45ce16467220a3a8af1dbb9229971529-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">In Baltimore, the city's schools have just one device for every four students, says district CEO Sonja Santelises. \"I said this to my board and my community, 'You cannot make up a 1-to-4 device-to-student ratio in the matter of a week or two in a pandemic. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Baltimore, the city's schools have just one device for every four students, says district CEO Sonja Santelises. \"I said this to my board and my community, 'You cannot make up a 1-to-4 device-to-student ratio in the matter of a week or two in a pandemic. So we are prioritizing families that have no devices, and we're also, frankly, being creative in the use of our local television stations.\"\u003c/p>\n\u003cp>Santelises says, in addition to providing learning resources online for kids who can access them, her district is working with Baltimore's educational cable network to broadcast educational programming.\u003c/p>\n\u003cp>This tech inequity among students is also widening the opportunity gap\u003cstrong>,\u003c/strong> says Paige Dulaney, a first grade teacher at Merino Elementary School in Merino, Colo. \"I think it's a gap that we're going to see for a long time,\" Dulaney says.\u003c/p>\n\u003cfigure id=\"attachment_55715\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55715\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-4_sq-15502098258e31e5eccfeb58f17cc09953f5c568-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Priscila Baldillez teaches English as a second language at Roy Miller High School in Corpus Christi, Texas, and is especially worried about her students losing ground. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Priscila Baldillez teaches English as a second language at Roy Miller High School in Corpus Christi, Texas, and is especially worried about her students losing ground.\u003c/p>\n\u003cp>\"[At school] they go through their entire day at least listening, picking it up and at least having the opportunity to hear English being spoken to them,\" Baldillez says. \"That's not happening right now, and that bothers me.\"\u003c/p>\n\u003cp>\u003cstrong>Teaching remotely can be just as exhausting as teaching in-person\u003c/strong>, says Gordon, the third grade teacher in Richmond. Her morning starts at 7:00 a.m.; by 8:00, she's sending out the day's assignments via email and Google Classroom.\u003c/p>\n\u003cp>\"While [students are] working on today's assignments,\" Gordon says, \"I am making instructional videos. I've even gone so far as to make some fun Snapchat videos to help them ease their anxiety... Definitely working really hard. And in some ways harder than I ever have before. I just didn't think that was possible.\"\u003c/p>\n\u003cfigure id=\"attachment_55716\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55716\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-3_sq-7f897d644f02a957eda49d3b1e4b55b030168c1b-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Thu Nguyen, a sixth grade teacher at Sidwell Friends School in Washington, D.C. says, \"I interact with them via face-to-face every day. And I can't respond to 33 kids in writing fast enough.\" \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This is true even for teachers who were already relying on technology. Thu Nguyen, a sixth grade teacher at Sidwell Friends School in Washington, D.C., says her classroom had been paperless for two years, with her students using Google Classroom to turn in their work. But Nguyen says teaching exclusively online has presented new challenges, and she's already had to scrap her initial approach.\u003c/p>\n\u003cp>\"Because it was based on me interacting with [students] via writing the same way that I interact with them via face-to-face every day. And I can't respond to 33 kids in writing fast enough,\" Nguyen says, \"I was getting emails — question after question from one particular student — you know, like 10 emails in five minutes. And I was like, 'This is not going to work.' \"\u003c/p>\n\u003cp>Now Nguyen sends out a morning email, like Gordon , \"and then I have office hours, usually right after that. And so anyone who wants to get on can chat with me, to ask questions or to say hi.\"\u003c/p>\n\u003cp>\u003cstrong>Providing special education has been an enormous challenge. \u003c/strong>\"Our district overall is implementing Google Classroom, but that doesn't work well for my students, since I have students with more significant needs,\" \u003ca href=\"https://www.npr.org/2020/03/27/821926032/with-schools-closed-kids-with-disabilities-are-more-vulnerable-than-ever\">explains \u003c/a>Ann Hiebert, a special education teacher for the Ferguson-Florissant School District, in the suburbs of St. Louis.\u003c/p>\n\u003cp>Many of Hiebert's students are non-verbal, and some struggle with writing and typing and can't use technology independently. \"So all of these things that are out there aren't really going to be the best option for my kids,\" she says.\u003c/p>\n\u003cp>Hiebert has been sending emails with videos of her old morning routine, including familiar songs and pictures of her classroom calendar. \"Routine is very important to my students,\" she says. She also sent packets home but says she's \"still trying to figure out ways that I can have meaningful content for them.\"\u003c/p>\n\u003cp>An estimated \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14% of public school students\u003c/a> receive special education services in the U.S. and federal law ensures that those children have a right to a free, appropriate public education whenever and wherever schools are operating. Some advocates argue that benchmark isn't being met right now, and amid the pandemic the U.S. Education Department has \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/23/820138079/education-dept-says-disability-laws-shouldnt-get-in-the-way-of-online-learning\">offered schools flexibility\u003c/a>.\u003c/p>\n\u003cp>Some special education teachers say technology is helping them provide important services.\u003c/p>\n\u003cp>\"I don't think we would be able to do any of what I'm doing right now without it,\" says Katie Miller, a speech and language pathologist at Cider Mill School in Wilton, Conn. Of course, nothing can replace being at school with her students, but she says, \"We are able to do a lot of what we would be able to do in a normal session.\" Miller is focusing on things like vocabulary and pronunciation, and using digital games and emojis to encourage students.\u003c/p>\n\u003cp>\u003cstrong>Teachers are making connections any way they can. \u003c/strong>Godbe, in rural Colorado, says she spends roughly two hours each morning reaching out to students and families by phone. She says this outreach is especially important for kids who can't connect online.\u003c/p>\n\u003cp>\"I spend a lot of time with those kids, probably more than their parents do, so I keep calling to check in,\" Godbe says. \"I've hopefully touched base, or tried to touch base, with [each family] throughout the week.\"\u003c/p>\n\u003cp>For the children she's still not able to contact, Godbe tries the old-fashioned way.\u003c/p>\n\u003cp>\"I'm sending snail mail letters this week. I'm really trying to target those four or five kids that I've not been able to reach,\" Godbe says. \"I do have Google Classroom as well, but all of these things are so dependent on technology that if they don't have access to that, it would probably be pretty hard to reach me.\"\u003c/p>\n\u003cp>\"Getting in contact with everybody is definitely tough,\" says Baldillez in Corpus Christi. When her school extended its spring break, some of Baldillez's students were visiting Mexico and extended their trips.\u003c/p>\n\u003cp>\"We don't have access to all of our students' cell phones,\" Baldillez says. \"We have their parent's number, and a lot of times, their parents don't respond or they're not with their child. We really have to go through means.\"\u003c/p>\n\u003cp>That includes asking some of her students for their classmates' phone numbers.\u003c/p>\n\u003cp>\"'Can you give me so-and-so's number? And so-and-so's?,'\" Baldillez remembers. \"[This student] was just giving me whatever she had, because getting in touch with our students is difficult.\"\u003c/p>\n\u003cp>\u003cstrong>For online classrooms, it's important for teachers to \u003c/strong>\u003cstrong>\u003cem>see\u003c/em>\u003c/strong>\u003cstrong> their students and for kids to feel \u003c/strong>\u003cstrong>\u003cem>seen\u003c/em>\u003c/strong>, Nguyen says. By noon each day she requires her students to publish a short, fun video using Flipgrid, an education app. \"You know, one of them is like, wear a crazy hat, wear crazy socks, do a dance. And so that's just so that I can see all their faces every day.\"\u003c/p>\n\u003cp>Nguyen even posts her own video each day.\u003c/p>\n\u003cp>\"The best part of my day, hands down,\" says Jaime Gordon, is the daily, 10 o'clock Google Meet she hosts with her students. \"And I get to see their faces and we get to chat and I get to speak with them about things that we have been assigned.\"\u003c/p>\n\u003cp>Every afternoon, Hannah Klumpe, in Greenville, hosts a Google Hangout for her students \"just where they can pop in if I have any questions or if they need help with something... I can read some directions aloud to them, because we do have a special population that needs those directions read aloud instead of just reading it on a computer. Just making sure that my kids are OK during this very crazy time.\"\u003c/p>\n\u003cp>Every educator we spoke with said the hardest part of teaching remotely is the loss of regular contact with students.\u003c/p>\n\u003cp>\"Teaching through a computer is not why I became a teacher,\" Klumpe says. \"I became a teacher to build relationships with my students ... and that one-on-one, face-to-face interaction, I think, is what I'm really gonna miss.\"\u003c/p>\n\u003cfigure id=\"attachment_55717\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55717\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-2_sq-95ed0a632278feabfb3cb27586049fcc9f94e9cb-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Robin Nelson says a first grader in her class at Ortega Elementary School in Jacksonville, Fla., recently surprised her. \"She left little love notes and pictures on my doorstep,\" Nelson recalls through tears. \"That's the heartbreaking part. You're not a teacher if you can't be with your kids. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Robin Nelson says a first grader in her class at Ortega Elementary School in Jacksonville, Fla., recently surprised her. \"She left little love notes and pictures on my doorstep,\" Nelson recalls through tears. \"That's the heartbreaking part. You're not a teacher if you can't be with your kids. Computers are not — they're not your teacher.\"\u003c/p>\n\u003cp>And there are some things that just can't be taught online, like how to interact with the world and society. That's a big part of school, says Arnetta Thompson, a fifth grade teacher at Lincoln Elementary School in Oak Park, Ill.\u003c/p>\n\u003cp>\"This component is missing right now,\" Thompson says. \"I think that's something that long-term can have an impact, especially on my introverted students, or my students who have a difficult time just understanding their space or place in a social situation.\"\u003c/p>\n\u003cp>\u003cstrong>Many schools' top concern is not academics\u003c/strong>, says Santelises, the CEO of Baltimore City Public Schools. Yes, that personal connection educators have with their students helps kids stay focused when it's time to learn, but she says it's more important than that. Many students experience trauma at home — including poverty, food insecurity, abuse and neighborhood violence.\u003c/p>\n\u003cp>\"School is their safe space,\" says Santelises. \"And so when my mind settles there, I go back to the charge that we have given our principals and teachers: that while absolutely, we are committed to a continuity of learning, we are first and foremost committed to having whole young people. And that means checking in. And that means phone calls.\"\u003c/p>\n\u003cfigure id=\"attachment_55718\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-55718\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-7_sq-860512507fbda82d4459d2051549e110b013d25f-160x160.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Arnetta Thompson, a fifth grade teacher at Lincoln Elementary School in Oak Park, Ill. says there are some things that just can't be taught online, like how to interact with the world and society. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Thompson, in Oak Park, says she worries even more now about students whose households are unstable. \"What can my influence be through a computer? ... What if they don't connect at all? And what should I be doing to make sure that they know I am still here to support them, even though it's not the daily check-in, where I can look you in the eye and see how you're doing, or look over your shoulder to see that you're struggling and help you with something.\"\u003c/p>\n\u003cp>Klumpe says she attended a meeting recently \"where my principal was talking about how maybe we just need to really focus on loving our kids... They might not learn as much as they learned in a classroom, but we still need to make sure that we're meeting as many emotional needs as we can.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I am a nurse,\" says third grade teacher Jaime Gordon, \"I am a counselor. I'm a cheerleader. I'm building their growth mindset. I am an anxiety-decreaser. I mean, the list goes on. I'm not just teaching them math, science, social studies and all the content. So that is also part of my job that I was hoping I'd be able to do virtually.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teaching+Without+Schools%3A+Grief%2C+Then+A+%27Free-For-All%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>With most schools closed nationwide because of the coronavirus pandemic, a national poll of young people ages 13 to 17 suggests distance learning has been far from a universal substitute.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.commonsensemedia.org/research/quarterly-survey-series\">poll of 849 teenagers\u003c/a>, by Common Sense Media, conducted with SurveyMonkey, found that as schools across the country transition to some form of online learning, 41% of teenagers overall, including 47% of public school students, say they haven't attended a single online or virtual class.\u003c/p>\n\u003cp>This broad lack of engagement with online learning could be due to many factors. The survey was conducted between March 24 and April 1; some districts may have been on spring break or not have begun regular online classes.\u003c/p>\n\u003cp>There are also resource gaps. In the past few weeks, school districts have purchased and started \u003ca href=\"https://www.kvue.com/article/news/health/coronavirus/coronavirus-austin-round-rock-schools-giving-out-student-laptops/269-1380fc40-1347-46c5-b33a-cc8e23964786\">loaning out\u003c/a> \u003ca href=\"https://www.schools.nyc.gov/learn-at-home/ipad-distribution\">hundreds of thousands\u003c/a> of laptops and tablets and \u003ca href=\"https://www.latimes.com/socal/glendale-news-press/news/story/2020-03-20/spectrum-and-other-internet-providers-offer-free-internet-for-students-at-home\">worked with telecom providers\u003c/a> to get families set up with Internet. But the need is large. Before the pandemic, it was estimated that about \u003ca href=\"https://www.commonsensemedia.org/kids-action/publications/homework-gap\">12 million students\u003c/a> had no broadband access at home.\u003c/p>\n\u003cp>There is a big gap between public and private school students in the survey, with 47% of public school students saying they have not attended a class, compared with just 18% of private school students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The survey suggests the nation's young people also have a lot on their minds to distract them from online learning. It found that 4 out of 5 teens say they're following news about the coronavirus pandemic closely. More than 60% said they are worried that they, or someone in their family, will be exposed to the virus and that it will have an effect on their family's ability to earn a living. Those numbers were significantly higher among teenagers of color.\u003c/p>\n\u003cp>Jose Luis Vilson, a middle school teacher in the Washington Heights section of New York City, says those findings echo what he's seeing among his students. \"You think about the vast majority of the kids, they're going through their own levels of stress,\" he said.\u003c/p>\n\u003cp>Engaging them right now, in a city that has been at the center of one of the worst outbreaks of the coronavirus, he added, is challenging, and not just for technical reasons: \"There are hundreds of cases just within the school district that I work in of COVID-19.\"\u003c/p>\n\u003cp>And, Vilson adds, many of those students have parents or family members who are essential workers, such as nurses, doctors and home health care aides. \"So really, we as educators have to be mindful of all those things.\"\u003c/p>\n\u003cp>A majority of teens in the survey, 56%, said not being able to keep up with their schoolwork worried them. African American (66%) and Hispanic/Latino (70%) teens were significantly more likely than white teens to report being worried.\u003c/p>\n\u003cp>Research done in past disasters suggests that it is teenagers who are \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">the most at risk\u003c/a> when school is interrupted. Many are forced to work to earn money or have stay home and take care of younger siblings. They are more likely to drop out and less likely to go on to college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But, experts say, keeping young people connected to a community improves their future chances. From that point of view, it's a bright spot that most teens say that they're connecting with friends or family outside their household every day, using texting, social media and the old-fashioned telephone. And 68% say they are keeping in regular touch with school, at least by email.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=4+In+10+U.S.+Teens+Say+They+Haven%27t+Done+Online+Learning+Since+Schools+Closed&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With most schools closed nationwide because of the coronavirus pandemic, a national poll of young people ages 13 to 17 suggests distance learning has been far from a universal substitute.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.commonsensemedia.org/research/quarterly-survey-series\">poll of 849 teenagers\u003c/a>, by Common Sense Media, conducted with SurveyMonkey, found that as schools across the country transition to some form of online learning, 41% of teenagers overall, including 47% of public school students, say they haven't attended a single online or virtual class.\u003c/p>\n\u003cp>This broad lack of engagement with online learning could be due to many factors. The survey was conducted between March 24 and April 1; some districts may have been on spring break or not have begun regular online classes.\u003c/p>\n\u003cp>There are also resource gaps. In the past few weeks, school districts have purchased and started \u003ca href=\"https://www.kvue.com/article/news/health/coronavirus/coronavirus-austin-round-rock-schools-giving-out-student-laptops/269-1380fc40-1347-46c5-b33a-cc8e23964786\">loaning out\u003c/a> \u003ca href=\"https://www.schools.nyc.gov/learn-at-home/ipad-distribution\">hundreds of thousands\u003c/a> of laptops and tablets and \u003ca href=\"https://www.latimes.com/socal/glendale-news-press/news/story/2020-03-20/spectrum-and-other-internet-providers-offer-free-internet-for-students-at-home\">worked with telecom providers\u003c/a> to get families set up with Internet. But the need is large. Before the pandemic, it was estimated that about \u003ca href=\"https://www.commonsensemedia.org/kids-action/publications/homework-gap\">12 million students\u003c/a> had no broadband access at home.\u003c/p>\n\u003cp>There is a big gap between public and private school students in the survey, with 47% of public school students saying they have not attended a class, compared with just 18% of private school students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The survey suggests the nation's young people also have a lot on their minds to distract them from online learning. It found that 4 out of 5 teens say they're following news about the coronavirus pandemic closely. More than 60% said they are worried that they, or someone in their family, will be exposed to the virus and that it will have an effect on their family's ability to earn a living. Those numbers were significantly higher among teenagers of color.\u003c/p>\n\u003cp>Jose Luis Vilson, a middle school teacher in the Washington Heights section of New York City, says those findings echo what he's seeing among his students. \"You think about the vast majority of the kids, they're going through their own levels of stress,\" he said.\u003c/p>\n\u003cp>Engaging them right now, in a city that has been at the center of one of the worst outbreaks of the coronavirus, he added, is challenging, and not just for technical reasons: \"There are hundreds of cases just within the school district that I work in of COVID-19.\"\u003c/p>\n\u003cp>And, Vilson adds, many of those students have parents or family members who are essential workers, such as nurses, doctors and home health care aides. \"So really, we as educators have to be mindful of all those things.\"\u003c/p>\n\u003cp>A majority of teens in the survey, 56%, said not being able to keep up with their schoolwork worried them. African American (66%) and Hispanic/Latino (70%) teens were significantly more likely than white teens to report being worried.\u003c/p>\n\u003cp>Research done in past disasters suggests that it is teenagers who are \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">the most at risk\u003c/a> when school is interrupted. Many are forced to work to earn money or have stay home and take care of younger siblings. They are more likely to drop out and less likely to go on to college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But, experts say, keeping young people connected to a community improves their future chances. From that point of view, it's a bright spot that most teens say that they're connecting with friends or family outside their household every day, using texting, social media and the old-fashioned telephone. And 68% say they are keeping in regular touch with school, at least by email.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=4+In+10+U.S.+Teens+Say+They+Haven%27t+Done+Online+Learning+Since+Schools+Closed&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Spring semester was off to a pretty normal start at Rolling Meadows High School. The school, in a northwest suburb of Chicago, was gearing up for the goodbye rituals of every spring semester: senior prom, end-of-year exams and graduation.\u003c/p>\n\u003cp>Caitlyn Walsh, the school's music teacher, was looking forward to the big choir concert and the spring musical. \"From the fine arts scene we have a lot of end-of-year activities that are very cherished,\" she says.\u003c/p>\n\u003cp>Walsh had worked with this group of students for four years, and knew they were special, a \"really strong senior class.\" So for their spring concert she pulled out all the stops — even ordering custom red T-shirts for the show. When the news broke that all Illinois schools were closed, Walsh and her students were crushed.\u003c/p>\n\u003cp>She was picking up the t-shirts from a friend in her neighborhood when she heard schools were shutting down. And then, she had an epiphany: \"this a-ha moment of, 'You know, why don't we just get something together?' So that way, we can at least honor the concert.\"\u003c/p>\n\u003cp>She told her students to come grab their T-shirts and then send in videos of themselves singing their parts. One of her seniors mixed all the videos together, and the end result sounded like they were all on-stage together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/RMHS_Choir/status/1240803710529409029\u003c/p>\n\u003cp>The resulting video is a huge online success, with 100,000 views and counting. It was picked up by local news and even featured on \u003ca href=\"https://www.youtube.com/watch?v=b-nKOY7ihdQ\">Access Hollywood\u003c/a>!\u003c/p>\n\u003cp>Walsh's class made one of the first virtual choir videos, but now educators all over the country are getting in on the fun.\u003c/p>\n\u003cp>Greg Gardner is the music director of Camden Catholic High School in Cherry Hill, N.J. With all the state's schools closed, he also had to find a way to connect with his students outside the choir room.\u003c/p>\n\u003cp>\"My students genuinely miss being in the halls of Camden Catholic,\" Gardner says, \"I genuinely miss teaching my music classes.\"\u003c/p>\n\u003cp>Both teachers lamented the fact that software programs like Zoom and Google Hangout have too much lag time for choirs to practice. Instead, Gardner decided to get his students practicing on their own.\u003c/p>\n\u003cp>Once a day, his students send in a 10-minute voice memo of themselves practicing a song. Then, on Fridays, they send in a video of the finished product. From those submissions Gardner creates his virtual choir. He wants to get his students performing every week.\u003c/p>\n\u003cp>https://youtu.be/eWQfMte7GcE\u003c/p>\n\u003cp>Gardner says it's been a lot harder than he expected: \"There's no magic app or plug-in that will do this for you. It just takes hours and hours of work.\"\u003c/p>\n\u003cp>He actually uses several different software programs to put his videos together. One helps him line the videos up in the right order, another synchronizes them, so they start at the correct time, and yet another aligns the sound and video so the students are all singing in unison.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For their latest video? Gardner's students created a virtual version of their annual Spring Cabaret.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Beat+Goes+On%3A+High+School+Choirs+Improvise+In+The+Age+Of+Coronavirus&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Spring semester was off to a pretty normal start at Rolling Meadows High School. The school, in a northwest suburb of Chicago, was gearing up for the goodbye rituals of every spring semester: senior prom, end-of-year exams and graduation.\u003c/p>\n\u003cp>Caitlyn Walsh, the school's music teacher, was looking forward to the big choir concert and the spring musical. \"From the fine arts scene we have a lot of end-of-year activities that are very cherished,\" she says.\u003c/p>\n\u003cp>Walsh had worked with this group of students for four years, and knew they were special, a \"really strong senior class.\" So for their spring concert she pulled out all the stops — even ordering custom red T-shirts for the show. When the news broke that all Illinois schools were closed, Walsh and her students were crushed.\u003c/p>\n\u003cp>She was picking up the t-shirts from a friend in her neighborhood when she heard schools were shutting down. And then, she had an epiphany: \"this a-ha moment of, 'You know, why don't we just get something together?' So that way, we can at least honor the concert.\"\u003c/p>\n\u003cp>She told her students to come grab their T-shirts and then send in videos of themselves singing their parts. One of her seniors mixed all the videos together, and the end result sounded like they were all on-stage together.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The resulting video is a huge online success, with 100,000 views and counting. It was picked up by local news and even featured on \u003ca href=\"https://www.youtube.com/watch?v=b-nKOY7ihdQ\">Access Hollywood\u003c/a>!\u003c/p>\n\u003cp>Walsh's class made one of the first virtual choir videos, but now educators all over the country are getting in on the fun.\u003c/p>\n\u003cp>Greg Gardner is the music director of Camden Catholic High School in Cherry Hill, N.J. With all the state's schools closed, he also had to find a way to connect with his students outside the choir room.\u003c/p>\n\u003cp>\"My students genuinely miss being in the halls of Camden Catholic,\" Gardner says, \"I genuinely miss teaching my music classes.\"\u003c/p>\n\u003cp>Both teachers lamented the fact that software programs like Zoom and Google Hangout have too much lag time for choirs to practice. Instead, Gardner decided to get his students practicing on their own.\u003c/p>\n\u003cp>Once a day, his students send in a 10-minute voice memo of themselves practicing a song. Then, on Fridays, they send in a video of the finished product. From those submissions Gardner creates his virtual choir. He wants to get his students performing every week.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/eWQfMte7GcE'\n title='//www.youtube.com/embed/eWQfMte7GcE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Gardner says it's been a lot harder than he expected: \"There's no magic app or plug-in that will do this for you. It just takes hours and hours of work.\"\u003c/p>\n\u003cp>He actually uses several different software programs to put his videos together. One helps him line the videos up in the right order, another synchronizes them, so they start at the correct time, and yet another aligns the sound and video so the students are all singing in unison.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For their latest video? Gardner's students created a virtual version of their annual Spring Cabaret.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Beat+Goes+On%3A+High+School+Choirs+Improvise+In+The+Age+Of+Coronavirus&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"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. ",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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"reveal": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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