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"content": "\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>On a shelf in her Chicago classroom, third grader Arianna has a thick binder that details her achievements, strengths and goals as a student, along with some revealing information about her personality. It describes her love of guitar and singing and notes that she wants to advance to a higher level in reading and grasp math concepts more quickly. Her sister, Alanni, an eighth grader, has a binder too. It discusses her grades and standardized test scores, as well as her academic goals: to speak up more frequently in math class and read texts more closely.\u003c/p>\n\u003cp>The binders resemble, to a degree, the individualized education programs, or IEPs, that are at the heart of education for students with disabilities. But Arianna and Alanni aren’t special education students. Every child at their pre-K-8 school, Belmont-Cragin, has one of these so-called individual learner profiles. The profiles are part of the school’s embrace of personalized learning, which centers on the belief that a teacher lecturing at the front of a classroom is a bad fit for today’s students. Instead, the thinking goes, students must be encouraged to learn at their own pace, with lessons tailored to their specific aptitudes and needs, often with the aid of technology.\u003c/p>\n\u003cp>Personalized learning has, in recent years, become one of the most talked-about trends in education. Fueled by donations from Silicon Valley philanthropists, the instructional approach has spread to classrooms around the country and more than \u003ca href=\"https://www.ncld.org/personalized-learning/state-landscape\">40 states are exploring it in some form\u003c/a>. As education leaders cast about for solutions to the performance gaps exacerbated by the coronavirus pandemic, some are hitting upon the idea that more personalized methods could help schools better serve students who’ve had wildly different experiences with education this year. In the process, they are finding inspiration in special education, which, since the 1975 passage of what’s now known as the federal Individuals with Disabilities Education Act, has promised students with disabilities special services and accommodations to help them learn at their full potential.\u003c/p>\n\u003cp>“Can you imagine the power of an individualized education plan for every student?” Richard Carranza, New York City’s education chancellor, \u003ca href=\"https://ny.chalkbeat.org/2020/12/10/22168384/nyc-schools-covid-learning-loss\">said recently\u003c/a> in discussing his agency’s plans for new tools to help students recover the learning they’ve lost during school closures. “Just think about identifying the explicit skills that students need to work on and the plan that we have to help them achieve a mastery of that explicit skill.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But there are plenty of reasons to be cautious. If anything, special education demonstrates the vast challenges of individualizing education. Tailoring learning to students’ exact needs takes significant resources, teacher training and, ideally, close collaboration with families — something many schools struggle to pull off. While there are limits to comparisons between the two educational approaches — special education is legally mandated and personalized learning is a loosely defined pedagogical philosophy that takes many forms — some of the cracks that have appeared in personalized learning are not unlike those facing special education. Both types of education, for example, require significant resources and trained staff — but often don’t get either. Schools introducing personalized learning have faced criticism for relying on technology to help kids learn at different paces within the same classroom as districts avoid having to drastically scale up their staff; staff shortages have long been \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\">endemic in special education\u003c/a>. Meanwhile, for all the hype around personalized learning, evidence of its success remains scant.\u003c/p>\n\u003cp>“School systems and schools have struggled to deliver on the promise of special education,” said Betheny Gross, associate director of the nonprofit Center on Reinventing Public Education. “It isn’t just a matter of taking the principles of special education and doing them at scale.”\u003c/p>\n\u003cfigure id=\"attachment_57300\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57300\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Students at CICS West Belden often work in small groups or with the help of technology prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At present, roughly 7 million students, or \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14 percent\u003c/a> of public schoolchildren, are enrolled in special education nationwide. As personalized learning advocates push forward with plans to roll out their approach to many more of the nation’s schoolchildren, it’s worth considering how lessons from 45 years of educating students with disabilities might help shape this latest educational experiment.\u003c/p>\n\u003cp>One morning in 2019, close to 40 educators gathered in a commercial building on the Chicago riverfront that houses the offices of LEAP Innovations. LEAP is a nonprofit organization that trains schools and teachers to use personalized learning in their classrooms. The day’s professional development for these Chicago Public Schools teachers, alumni of the program, was a refresher, a way to strengthen their teaching practice, share ideas and return to the classroom newly inspired.\u003c/p>\n\u003cp>Chicago has embraced personalized learning in a big way. In early 2018, Chicago Public Schools and LEAP received $14 million in grants from the Chan Zuckerberg Initiative (CZI) to train teachers and principals on personalizing learning. (CZI is one of The Hechinger Report’s many donors.) The grant funding provided 35 city schools with two-and-a-half years of professional development and instructional coaching through LEAP, plus technology and classroom resources, via the school district’s \u003ca href=\"https://practices.learningaccelerator.org/artifacts/the-chicago-public-schools-elevate-program\">Elevate Program\u003c/a>, which aims to bring personalized learning to 150 Chicago schools by the end of 2021. Concurrently, a portion of the funding went to LEAP to help train principals and teachers at more than 100 Chicago-area schools on personalized learning.\u003c/p>\n\u003cp>After a morning of workshops on topics like helping students puzzle through problems, working in teams and designing learning goals, teachers broke for lunch that day in 2019, gathering around large tables to chat. At one table, the conversation turned to the growing pains of changing course from the traditional “sage on a stage” teaching model, where a teacher holds forth at the front of the classroom while students listen, to a student-focused, personalized model.\u003c/p>\n\u003cp>“We started this process five years ago and all I could think was: ‘Oh my god, this is going to be a nightmare!’ Because I thought this would mean that, on top of everything I was already doing, I’d be creating an IEP for every single student,” said Kathleen Bourret, a teacher at R.H. Lee Elementary, a Pre-K-8 school on Chicago’s southwest side. “I didn’t have the mindset to make this shift. I’ve been teaching for 30 years, and now you’re gonna make me do what?”\u003c/p>\n\u003cp>Bourret’s learning curve when it came to personalized learning is pretty typical for teachers, said Chris Liang-Vergara, who was then serving as LEAP’s chief of learning innovation. And it’s something the people at LEAP try to alleviate by bringing in past cohorts, like that day’s group, to mingle and continue sharing ideas and inspiration.\u003c/p>\n\u003cp>“It’s definitely not always rainbows and sunshine,” said Liang-Vergara. “Keeping that honest and real is important. You don’t say: ‘I’m going to do personalized learning and it’s going to be beautiful.’ There’s a real shift that happens with you as a professional, with your kids in the classroom, and that change process takes time.”\u003c/p>\n\u003cfigure id=\"attachment_57298\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg class=\"size-full wp-image-57298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg\" alt=\"\" width=\"1536\" height=\"1152\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Colleen Collins, school director at CICS West Belden, works with students prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The shift in mindset involves moving away from a teaching model that is centered on curriculum and meeting benchmarks toward being student-centered in ways that demand differentiated instruction based on a child’s interests, strengths, weaknesses and background. Students often work in small groups, with help from a co-teacher, or one-on-one, with lessons fitted to their skills and abilities. In theory, their progress is tracked closely, with their goals and assignments updated continually to meet their needs.\u003c/p>\n\u003cp>Much of this may sound familiar to teachers of special education. As part of their jobs, special education teachers assess students and develop teaching plans based on each student’s skill levels. They teach students as a class and one-on-one or in small groups. They collaborate with school-based service providers such as occupational, physical and speech therapists, in order to cull reams of information and write IEPs that, often, run more than ten double-sided pages, and ideally provide detailed documentation of a child’s strengths, weaknesses and goals.\u003c/p>\n\u003cp>But teachers often come unprepared to do this work, and don’t get the support they need from their schools and districts, in part because special education is \u003ca href=\"https://www.edweek.org/teaching-learning/why-the-feds-still-fall-short-on-special-education-funding/2020/01\">chronically underfunded\u003c/a>. They may struggle to assess students’ abilities and needs, education researchers say, and \u003ca href=\"https://iris.peabody.vanderbilt.edu/module/tchr-ret/cresource/q1/p01/\">turnover\u003c/a> for special education teachers tends to be high. The paperwork involved can be overwhelming. All of this suggests that if personalized learning is to succeed, it must emphasize supporting teachers and investing in their professional development, say education experts.\u003c/p>\n\u003cp>“When you get a master’s degree in special education, do you come out knowing how to teach every single child with every singly kind of disability? Absolutely not,” said Megan Benay, senior national director of data systems and strategy at Great Oaks Charter Schools, a network of charter schools that focuses on preparing kids for college through personalized tutoring. “As far as I see it, the only path forward is to figure out how to invest in our people and invest in the kind of ongoing professional learning that provides practical, applicable research-infused training into the daily practice of our educators. This is hard because the reality of teaching is that you’re on every hour of the day, you’re lesson-planning, you’re calling parents, you’re writing curriculum. Oh, and then you have to figure out how to fit in eating lunch somewhere in there.”\u003c/p>\n\u003cp>Ace Parsi, senior consultant with Equity Journey Partners and the former director of innovation for the National Center for Learning Disabilities, said that if school districts don’t invest in teachers while making the shift to personalized learning, they are bound to fail. “It’s not that educators don’t want to try personalized learning. But it’s a vulnerable feeling when you’re trying to implement this new thing and you’re like: ‘Oh my god, how do I approach this for these students, I just don’t have the skill set to do this’,” he said. “It’s really incumbent on school districts and states to create a professional learning system that meets the educators and empowers them to actually implement personalized learning for all kids.”\u003c/p>\n\u003cfigure id=\"attachment_57296\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Stacy Stewart, principal of Belmont-Cragin Elementary School seen here before the COVID-19 pandemic, credits personalized learning for helping to improve student engagement. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stacy Stewart, principal of Belmont-Cragin, the school on Chicago’s northwest side that Alanni and Arianna attend, has heard teachers make comparisons between personalized learning and the IEPs that drive special education. “My teachers say: ‘It’s almost like all our students have an IEP’ — not formally, of course, but they each do have an individualized plan,” said Stewart. “It’s always evolving; it’s a very living document.”\u003c/p>\n\u003cp>Stewart, though, cautions against drawing too-direct parallels between IEPs and the individual learner profiles her school uses, also known as personalized learning plans. IEPs are rigid legal documents, written not for students so much as for teachers, parents and lawyers. Individual learner profiles, she said, aim to involve parents in their children’s learning but also give students more control over their own education. At her school, students lead learner meetings at least twice a year where they give a presentation to their parents about their progress, goals and challenges. That’s different from IEP meetings, which are led by adults.\u003c/p>\n\u003cp>Stewart embraced personalized learning even before the Chicago school district began to do so. A few years after joining Belmont-Cragin in 2010, she turned to the approach to help close achievement gaps at her school, where the student body is predominantly Hispanic and low-income, and roughly \u003ca href=\"https://schoolinfo.cps.edu/schoolprofile/schooldetails.aspx?SchoolId=609922\">68 percent\u003c/a> of students are English language learners.\u003c/p>\n\u003cp>So far, the results are good. Between the 2015-16 and 2018-19 school years, attainment levels for third through eighth graders on the standardized Measures of Academic Progress test rose from 35 to 65 percent in reading and from 30 to 66 percent in math. Student growth in reading and math was far above average: in the 95th and 98th percentiles, respectively. Between the 2014-15 and 2017-18 school years, teacher retention grew from 60 to 90 percent.\u003c/p>\n\u003cp>At the school, personalized learning has many facets, some of which are reminiscent of special education. One is to involve families in their children’s learning. In special education, under legal mandates, parental input and the recommendations of educators and therapists must receive \u003ca href=\"https://www.understood.org/en/school-learning/special-services/ieps/playing-a-role-in-the-iep-process\">equal consideration\u003c/a>. Stewart said she has found that parental involvement has been key to her students’ learning, because it gives teachers greater insight into their students’ needs and turns parents into partners in their children’s education. But she doesn’t limit it to scheduled meetings in an office.\u003c/p>\n\u003cp>One weekday morning before the pandemic shuttered school buildings, students gathered in an ageing auditorium for their daily morning assembly. One student read morning announcements in English and her partner made the same announcements in Spanish. The audience, a raucous, cheerful gathering of the entire school’s elementary-age students, plus more than a dozen parents, some with toddlers or babies scooting around nearby, greeted each announcement with cheering and hollering.\u003c/p>\n\u003cfigure id=\"attachment_57297\" class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg class=\"size-full wp-image-57297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg\" alt=\"\" width=\"1200\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Before the pandemic, students at Belmont-Cragin often lead morning assemblies, part of an effort by the school to give young people more control over their own learning. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stewart and her team began encouraging parents to join the morning assemblies a few years ago. Her colleagues also started “bring your parent to school” days in which parents were invited into the classroom to see how their kids learned; they created a parent leadership team and trained parent mentors who visited students in classrooms. Before the pandemic, Belmont-Cragin also sent teachers out on “empathy walks,” when they spent an entire day joining students at their homes early in the morning, and traveling with them to school and then back home again to see how evenings unfolded. This was important, Stewart explained, because it helped teachers get a stronger sense of what motivated students and thus, how to better guide them into meaningful learning.\u003c/p>\n\u003cp>Even the classrooms at Belmont-Cragin are personalized to students’ needs. Some have gentler lighting — twinkling holiday lights in lieu of flickering overhead lights. Seating options range from bean bags to structured armchairs; students can choose to study alone in quiet workspaces near a lava lamp or a bubbling fish tank, or in groups at clusters of desks and tables.\u003c/p>\n\u003cp>Gross, of the Center on Reinventing Public Education, said one way in which special education goes awry is by becoming too compliance-oriented, with teachers struggling simply to fulfill the system’s legal and paperwork requirements. “The compliance requirements are intense and numerous and it’s very easy to fall into a compliance mindset,” she said. The schools that succeed in educating kids with disabilities are engaged not simply in following the legal rules but in finding the best way to serve each student; that same spirit will be key to tackling personalized learning, she said.\u003c/p>\n\u003cp>Meanwhile, educators around the country are finding that it’s virtually impossible to do personalized instruction without relying heavily on technology — for good or ill. Otherwise, the burden of having kids learning at different paces within one classroom is too great. “I find it difficult to find a district doing personalized learning where tech is not the top two or three things they’re doing,” said Sean J. Smith, professor of special education at the University of Kansas.\u003c/p>\n\u003cp>“Ideally every student would have a teacher, but that’s simply not a possibility,” said John Pane, a senior scientist at the research organization RAND who has studied personalized learning. “It would be way too costly.” And that’s where tech tools come in, by making it easier for kids to learn at different paces, and focus on different goals, within a single class.\u003c/p>\n\u003cfigure id=\"attachment_57301\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">CICS West Belden uses Summit, an online learning platform that has drawn criticism from some parents who worry about excessive screen time. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>CICS West Belden, a pre-K-8 school not far from Stewart’s elementary that is part of the Chicago International Charter School network, began rethinking its teaching model some six years ago. The school started with an initial push into blended learning, a teaching approach that aims to integrate online with traditional face-to-face learning, said Colleen Collins, the school director. Since then, Collins and her teachers — after receiving several grants, including a $100,000 technology planning grant and a Breakthrough Schools Next Generation Learning Challenges personalized learning grant — began working with LEAP to start personalized learning for each grade level.\u003c/p>\n\u003cp>In an eighth grade science class well before the pandemic hit, students were grouped at a variety of workstations. Some were seated on stools around tall desks, some worked at regular-height tables with traditional classroom chairs, others were on their feet working at standing desks. Each student was bent over a Dell Chromebook using Summit Learning software, a widely used online learning platform developed by the charter network Summit Public Schools with help from Facebook software engineers.\u003c/p>\n\u003cp>Students David Diaz and Emani Torres had been using Summit software at CICS West Belden since sixth grade. They sat side-by-side at a two-person desk facing a bulletin board on the far side of the classroom, each working through different lessons at their own pace. A small yellow rubber duck sat on the desk between them, a stress-buster toy for whenever students need to work out some energy by squeezing something cute. Torres and Diaz described their feelings about using Summit learning software as a sort of love-hate relationship.\u003c/p>\n\u003cp>“I like working independently and I can really go above and beyond,” said Diaz, his eyes glued to his laptop where an article titled “Creating Dramatic Tension” filled the screen.\u003c/p>\n\u003cp>Torres, on the other hand, said she misses a more traditional way of learning. “This is stressful, honestly. It’s so many deadlines and a lot more work,” she said, biting her lower lip. “But, I guess it does keep you engaged.”\u003c/p>\n\u003cp>Alanni, the eighth grader at Belmont-Cragin, which also uses Summit and other online platforms, said she tired of all the time spent in front of a computer. “I do prefer working on paper just because it really hurts my eyes and it makes you sleepy and less motivated when you are on the computer for such a long time,” she said. Alanni said teachers would sometimes accommodate her by printing out lesson plans from the computer program and allowing her to complete the lessons offline.\u003c/p>\n\u003cp>In recent years, Summit has drawn protests from parents and students in places like \u003ca href=\"https://www.ksn.com/news/local/mcpherson-students-protest-against-summit-learning-platform-tuesday-afternoon/\">Kansas\u003c/a>, \u003ca href=\"https://www.washingtonpost.com/education/2018/12/20/why-parents-students-are-protesting-an-online-learning-program-backed-by-mark-zuckerberg-facebook/\">New York City\u003c/a> and \u003ca href=\"https://www.washingtonpost.com/education/2018/11/17/students-protest-zuckerberg-backed-digital-learning-program-ask-him-what-gives-you-this-right/\">Connecticut\u003c/a> who worry about excessive screen time, among other concerns. It remains to be seen how much the pandemic and remote learning will influence students’ and educators’ appetite for screen time and new tech tools that might help students who’ve fallen behind catch up. Smith and other researchers say tech can be good or bad, depending on how schools choose to use it. Technology should supplement, not supplant, the teacher, he said.\u003c/p>\n\u003cp>At CICS West Belden, director Collins said the school never introduces students to new concepts through technology. “The best experience a child will have each day is the interaction with their teachers in small groups tailored to who they are,” she said. “Tech makes a lot of personalized learning possible, it helps us keep a close eye on progress, but it shouldn’t be the main experience students have each day.”\u003c/p>\n\u003cp>Meanwhile, despite the parallels between personalized learning and special education, educators are still trying to unravel how the new approach can effectively serve students with disabilities. The hope is that individualizing education across the board would bring big benefits for students served by special education. By helping educators recognize that there is no such thing as an “average” or “typical” student, and that brain differences are normal, personalized learning could de-stigmatize, and improve, education for students with disabilities, education experts say.\u003c/p>\n\u003cp>“It’s a reframing that the general inclusion movement for students with disabilities has been trying to accomplish for some time now,” said Laura Stelitano, an associate policy researcher at RAND. “But simply saying that all students with disabilities need to be included is a little different from saying all students have unique ways of learning and that learning needs to be tailored. It maybe takes inclusion a step forward.”\u003c/p>\n\u003cp>At some schools, this appears to be happening. Brooklyn Laboratory Charter School, which serves middle school and high school students in New York, has embraced personalized learning. At the same time, it is gaining a reputation for serving kids with disabilities well — unusual among charter schools, which are frequently \u003ca href=\"https://www.edweek.org/leadership/charter-schools-more-likely-to-ignore-special-education-applicants-study-finds/2018/12\">criticized\u003c/a> for pushing out students with complex learning needs.\u003c/p>\n\u003cp>“As somebody whose own profile as a learner was pretty darn jagged, I’m a big believer that we need to design and run schools in a way that leverages what special education has to offer,” said Eric Tucker, the Brooklyn school’s co-founder. “That means thinking through how we process information, how we learn, how we fill in language acquisition and processing gaps, while pushing for a level of rigor and inclusion for all young people that reflects what they’re really capable of.”\u003c/p>\n\u003cp>At the school, for example, every student, regardless of academic standing, receives small-group instruction for two hours a day. This has the dual benefit of helping students who are behind without making it obvious to their peers, while also enabling teachers to help high-achieving students go farther and deeper into the curriculum. It’s a leveler, of sorts, and a confidence-builder for children with disabilities who’ve traditionally been either pulled out of the classroom for special services or received “push-in” support in the classroom from therapists and special education teachers, according to Tucker.\u003c/p>\n\u003cp>And yet personalized learning has a long way to go when it comes to living up to the promise of improving education for kids with disabilities. Parsi, the consultant who formerly worked for the National Center for Learning Disabilities, said that children with disabilities have often been overlooked as states implement personalized learning. When the NCLD \u003ca href=\"https://www.ncld.org/research/personalized-learning/state-landscape\">examined how personalized learning was being developed in three states\u003c/a> — Colorado, North Carolina and New Hampshire — researchers found that “there was a lot of retrofitting happening,” he said. “They would say, ‘We’re doing personalized learning for all,’ and then they would implement it in a most generic way. And then they would realize, ‘Oh my god, our kids with disabilities aren’t doing any better, they’re actually struggling more.’”\u003c/p>\n\u003cp>Parsi said that goes back to the idea that schools and school systems aren’t spending enough time ensuring that general education teachers have the skills to meet students’ individual needs, including the kids with disabilities. Meanwhile, he added, “The special educators don’t get training to do this type of more personalized, deeper approach to learning. And the two don’t collaborate.”\u003c/p>\n\u003cp>It’s concerning, to be sure. Still, advocates for personalized learning and researchers hope that the best models will proliferate, and that the personalized approach could ultimately avoid some of the pitfalls of special education while lifting learning for all. “If we have a system that is set up to individualize [education] for all students, we’re more likely to get quality special education,” said Stelitano of RAND. “The system just requires the right resources and the right training for teachers.”\u003c/p>\n\u003cp>\u003cem>Caroline Preston contributed reporting. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"excerpt": "As educators seek to help students recover learning lost in the pandemic, they are turning to more personalized methods and finding inspiration in special education. But if anything, special education demonstrates the challenges of individualizing instruction. How can we apply lessons from special education, such as the use of Individual Education Programs, or IEPs, to personalized learning?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>On a shelf in her Chicago classroom, third grader Arianna has a thick binder that details her achievements, strengths and goals as a student, along with some revealing information about her personality. It describes her love of guitar and singing and notes that she wants to advance to a higher level in reading and grasp math concepts more quickly. Her sister, Alanni, an eighth grader, has a binder too. It discusses her grades and standardized test scores, as well as her academic goals: to speak up more frequently in math class and read texts more closely.\u003c/p>\n\u003cp>The binders resemble, to a degree, the individualized education programs, or IEPs, that are at the heart of education for students with disabilities. But Arianna and Alanni aren’t special education students. Every child at their pre-K-8 school, Belmont-Cragin, has one of these so-called individual learner profiles. The profiles are part of the school’s embrace of personalized learning, which centers on the belief that a teacher lecturing at the front of a classroom is a bad fit for today’s students. Instead, the thinking goes, students must be encouraged to learn at their own pace, with lessons tailored to their specific aptitudes and needs, often with the aid of technology.\u003c/p>\n\u003cp>Personalized learning has, in recent years, become one of the most talked-about trends in education. Fueled by donations from Silicon Valley philanthropists, the instructional approach has spread to classrooms around the country and more than \u003ca href=\"https://www.ncld.org/personalized-learning/state-landscape\">40 states are exploring it in some form\u003c/a>. As education leaders cast about for solutions to the performance gaps exacerbated by the coronavirus pandemic, some are hitting upon the idea that more personalized methods could help schools better serve students who’ve had wildly different experiences with education this year. In the process, they are finding inspiration in special education, which, since the 1975 passage of what’s now known as the federal Individuals with Disabilities Education Act, has promised students with disabilities special services and accommodations to help them learn at their full potential.\u003c/p>\n\u003cp>“Can you imagine the power of an individualized education plan for every student?” Richard Carranza, New York City’s education chancellor, \u003ca href=\"https://ny.chalkbeat.org/2020/12/10/22168384/nyc-schools-covid-learning-loss\">said recently\u003c/a> in discussing his agency’s plans for new tools to help students recover the learning they’ve lost during school closures. “Just think about identifying the explicit skills that students need to work on and the plan that we have to help them achieve a mastery of that explicit skill.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But there are plenty of reasons to be cautious. If anything, special education demonstrates the vast challenges of individualizing education. Tailoring learning to students’ exact needs takes significant resources, teacher training and, ideally, close collaboration with families — something many schools struggle to pull off. While there are limits to comparisons between the two educational approaches — special education is legally mandated and personalized learning is a loosely defined pedagogical philosophy that takes many forms — some of the cracks that have appeared in personalized learning are not unlike those facing special education. Both types of education, for example, require significant resources and trained staff — but often don’t get either. Schools introducing personalized learning have faced criticism for relying on technology to help kids learn at different paces within the same classroom as districts avoid having to drastically scale up their staff; staff shortages have long been \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\">endemic in special education\u003c/a>. Meanwhile, for all the hype around personalized learning, evidence of its success remains scant.\u003c/p>\n\u003cp>“School systems and schools have struggled to deliver on the promise of special education,” said Betheny Gross, associate director of the nonprofit Center on Reinventing Public Education. “It isn’t just a matter of taking the principles of special education and doing them at scale.”\u003c/p>\n\u003cfigure id=\"attachment_57300\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57300\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Students at CICS West Belden often work in small groups or with the help of technology prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At present, roughly 7 million students, or \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14 percent\u003c/a> of public schoolchildren, are enrolled in special education nationwide. As personalized learning advocates push forward with plans to roll out their approach to many more of the nation’s schoolchildren, it’s worth considering how lessons from 45 years of educating students with disabilities might help shape this latest educational experiment.\u003c/p>\n\u003cp>One morning in 2019, close to 40 educators gathered in a commercial building on the Chicago riverfront that houses the offices of LEAP Innovations. LEAP is a nonprofit organization that trains schools and teachers to use personalized learning in their classrooms. The day’s professional development for these Chicago Public Schools teachers, alumni of the program, was a refresher, a way to strengthen their teaching practice, share ideas and return to the classroom newly inspired.\u003c/p>\n\u003cp>Chicago has embraced personalized learning in a big way. In early 2018, Chicago Public Schools and LEAP received $14 million in grants from the Chan Zuckerberg Initiative (CZI) to train teachers and principals on personalizing learning. (CZI is one of The Hechinger Report’s many donors.) The grant funding provided 35 city schools with two-and-a-half years of professional development and instructional coaching through LEAP, plus technology and classroom resources, via the school district’s \u003ca href=\"https://practices.learningaccelerator.org/artifacts/the-chicago-public-schools-elevate-program\">Elevate Program\u003c/a>, which aims to bring personalized learning to 150 Chicago schools by the end of 2021. Concurrently, a portion of the funding went to LEAP to help train principals and teachers at more than 100 Chicago-area schools on personalized learning.\u003c/p>\n\u003cp>After a morning of workshops on topics like helping students puzzle through problems, working in teams and designing learning goals, teachers broke for lunch that day in 2019, gathering around large tables to chat. At one table, the conversation turned to the growing pains of changing course from the traditional “sage on a stage” teaching model, where a teacher holds forth at the front of the classroom while students listen, to a student-focused, personalized model.\u003c/p>\n\u003cp>“We started this process five years ago and all I could think was: ‘Oh my god, this is going to be a nightmare!’ Because I thought this would mean that, on top of everything I was already doing, I’d be creating an IEP for every single student,” said Kathleen Bourret, a teacher at R.H. Lee Elementary, a Pre-K-8 school on Chicago’s southwest side. “I didn’t have the mindset to make this shift. I’ve been teaching for 30 years, and now you’re gonna make me do what?”\u003c/p>\n\u003cp>Bourret’s learning curve when it came to personalized learning is pretty typical for teachers, said Chris Liang-Vergara, who was then serving as LEAP’s chief of learning innovation. And it’s something the people at LEAP try to alleviate by bringing in past cohorts, like that day’s group, to mingle and continue sharing ideas and inspiration.\u003c/p>\n\u003cp>“It’s definitely not always rainbows and sunshine,” said Liang-Vergara. “Keeping that honest and real is important. You don’t say: ‘I’m going to do personalized learning and it’s going to be beautiful.’ There’s a real shift that happens with you as a professional, with your kids in the classroom, and that change process takes time.”\u003c/p>\n\u003cfigure id=\"attachment_57298\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg class=\"size-full wp-image-57298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg\" alt=\"\" width=\"1536\" height=\"1152\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Colleen Collins, school director at CICS West Belden, works with students prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The shift in mindset involves moving away from a teaching model that is centered on curriculum and meeting benchmarks toward being student-centered in ways that demand differentiated instruction based on a child’s interests, strengths, weaknesses and background. Students often work in small groups, with help from a co-teacher, or one-on-one, with lessons fitted to their skills and abilities. In theory, their progress is tracked closely, with their goals and assignments updated continually to meet their needs.\u003c/p>\n\u003cp>Much of this may sound familiar to teachers of special education. As part of their jobs, special education teachers assess students and develop teaching plans based on each student’s skill levels. They teach students as a class and one-on-one or in small groups. They collaborate with school-based service providers such as occupational, physical and speech therapists, in order to cull reams of information and write IEPs that, often, run more than ten double-sided pages, and ideally provide detailed documentation of a child’s strengths, weaknesses and goals.\u003c/p>\n\u003cp>But teachers often come unprepared to do this work, and don’t get the support they need from their schools and districts, in part because special education is \u003ca href=\"https://www.edweek.org/teaching-learning/why-the-feds-still-fall-short-on-special-education-funding/2020/01\">chronically underfunded\u003c/a>. They may struggle to assess students’ abilities and needs, education researchers say, and \u003ca href=\"https://iris.peabody.vanderbilt.edu/module/tchr-ret/cresource/q1/p01/\">turnover\u003c/a> for special education teachers tends to be high. The paperwork involved can be overwhelming. All of this suggests that if personalized learning is to succeed, it must emphasize supporting teachers and investing in their professional development, say education experts.\u003c/p>\n\u003cp>“When you get a master’s degree in special education, do you come out knowing how to teach every single child with every singly kind of disability? Absolutely not,” said Megan Benay, senior national director of data systems and strategy at Great Oaks Charter Schools, a network of charter schools that focuses on preparing kids for college through personalized tutoring. “As far as I see it, the only path forward is to figure out how to invest in our people and invest in the kind of ongoing professional learning that provides practical, applicable research-infused training into the daily practice of our educators. This is hard because the reality of teaching is that you’re on every hour of the day, you’re lesson-planning, you’re calling parents, you’re writing curriculum. Oh, and then you have to figure out how to fit in eating lunch somewhere in there.”\u003c/p>\n\u003cp>Ace Parsi, senior consultant with Equity Journey Partners and the former director of innovation for the National Center for Learning Disabilities, said that if school districts don’t invest in teachers while making the shift to personalized learning, they are bound to fail. “It’s not that educators don’t want to try personalized learning. But it’s a vulnerable feeling when you’re trying to implement this new thing and you’re like: ‘Oh my god, how do I approach this for these students, I just don’t have the skill set to do this’,” he said. “It’s really incumbent on school districts and states to create a professional learning system that meets the educators and empowers them to actually implement personalized learning for all kids.”\u003c/p>\n\u003cfigure id=\"attachment_57296\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Stacy Stewart, principal of Belmont-Cragin Elementary School seen here before the COVID-19 pandemic, credits personalized learning for helping to improve student engagement. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stacy Stewart, principal of Belmont-Cragin, the school on Chicago’s northwest side that Alanni and Arianna attend, has heard teachers make comparisons between personalized learning and the IEPs that drive special education. “My teachers say: ‘It’s almost like all our students have an IEP’ — not formally, of course, but they each do have an individualized plan,” said Stewart. “It’s always evolving; it’s a very living document.”\u003c/p>\n\u003cp>Stewart, though, cautions against drawing too-direct parallels between IEPs and the individual learner profiles her school uses, also known as personalized learning plans. IEPs are rigid legal documents, written not for students so much as for teachers, parents and lawyers. Individual learner profiles, she said, aim to involve parents in their children’s learning but also give students more control over their own education. At her school, students lead learner meetings at least twice a year where they give a presentation to their parents about their progress, goals and challenges. That’s different from IEP meetings, which are led by adults.\u003c/p>\n\u003cp>Stewart embraced personalized learning even before the Chicago school district began to do so. A few years after joining Belmont-Cragin in 2010, she turned to the approach to help close achievement gaps at her school, where the student body is predominantly Hispanic and low-income, and roughly \u003ca href=\"https://schoolinfo.cps.edu/schoolprofile/schooldetails.aspx?SchoolId=609922\">68 percent\u003c/a> of students are English language learners.\u003c/p>\n\u003cp>So far, the results are good. Between the 2015-16 and 2018-19 school years, attainment levels for third through eighth graders on the standardized Measures of Academic Progress test rose from 35 to 65 percent in reading and from 30 to 66 percent in math. Student growth in reading and math was far above average: in the 95th and 98th percentiles, respectively. Between the 2014-15 and 2017-18 school years, teacher retention grew from 60 to 90 percent.\u003c/p>\n\u003cp>At the school, personalized learning has many facets, some of which are reminiscent of special education. One is to involve families in their children’s learning. In special education, under legal mandates, parental input and the recommendations of educators and therapists must receive \u003ca href=\"https://www.understood.org/en/school-learning/special-services/ieps/playing-a-role-in-the-iep-process\">equal consideration\u003c/a>. Stewart said she has found that parental involvement has been key to her students’ learning, because it gives teachers greater insight into their students’ needs and turns parents into partners in their children’s education. But she doesn’t limit it to scheduled meetings in an office.\u003c/p>\n\u003cp>One weekday morning before the pandemic shuttered school buildings, students gathered in an ageing auditorium for their daily morning assembly. One student read morning announcements in English and her partner made the same announcements in Spanish. The audience, a raucous, cheerful gathering of the entire school’s elementary-age students, plus more than a dozen parents, some with toddlers or babies scooting around nearby, greeted each announcement with cheering and hollering.\u003c/p>\n\u003cfigure id=\"attachment_57297\" class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg class=\"size-full wp-image-57297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg\" alt=\"\" width=\"1200\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Before the pandemic, students at Belmont-Cragin often lead morning assemblies, part of an effort by the school to give young people more control over their own learning. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stewart and her team began encouraging parents to join the morning assemblies a few years ago. Her colleagues also started “bring your parent to school” days in which parents were invited into the classroom to see how their kids learned; they created a parent leadership team and trained parent mentors who visited students in classrooms. Before the pandemic, Belmont-Cragin also sent teachers out on “empathy walks,” when they spent an entire day joining students at their homes early in the morning, and traveling with them to school and then back home again to see how evenings unfolded. This was important, Stewart explained, because it helped teachers get a stronger sense of what motivated students and thus, how to better guide them into meaningful learning.\u003c/p>\n\u003cp>Even the classrooms at Belmont-Cragin are personalized to students’ needs. Some have gentler lighting — twinkling holiday lights in lieu of flickering overhead lights. Seating options range from bean bags to structured armchairs; students can choose to study alone in quiet workspaces near a lava lamp or a bubbling fish tank, or in groups at clusters of desks and tables.\u003c/p>\n\u003cp>Gross, of the Center on Reinventing Public Education, said one way in which special education goes awry is by becoming too compliance-oriented, with teachers struggling simply to fulfill the system’s legal and paperwork requirements. “The compliance requirements are intense and numerous and it’s very easy to fall into a compliance mindset,” she said. The schools that succeed in educating kids with disabilities are engaged not simply in following the legal rules but in finding the best way to serve each student; that same spirit will be key to tackling personalized learning, she said.\u003c/p>\n\u003cp>Meanwhile, educators around the country are finding that it’s virtually impossible to do personalized instruction without relying heavily on technology — for good or ill. Otherwise, the burden of having kids learning at different paces within one classroom is too great. “I find it difficult to find a district doing personalized learning where tech is not the top two or three things they’re doing,” said Sean J. Smith, professor of special education at the University of Kansas.\u003c/p>\n\u003cp>“Ideally every student would have a teacher, but that’s simply not a possibility,” said John Pane, a senior scientist at the research organization RAND who has studied personalized learning. “It would be way too costly.” And that’s where tech tools come in, by making it easier for kids to learn at different paces, and focus on different goals, within a single class.\u003c/p>\n\u003cfigure id=\"attachment_57301\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">CICS West Belden uses Summit, an online learning platform that has drawn criticism from some parents who worry about excessive screen time. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>CICS West Belden, a pre-K-8 school not far from Stewart’s elementary that is part of the Chicago International Charter School network, began rethinking its teaching model some six years ago. The school started with an initial push into blended learning, a teaching approach that aims to integrate online with traditional face-to-face learning, said Colleen Collins, the school director. Since then, Collins and her teachers — after receiving several grants, including a $100,000 technology planning grant and a Breakthrough Schools Next Generation Learning Challenges personalized learning grant — began working with LEAP to start personalized learning for each grade level.\u003c/p>\n\u003cp>In an eighth grade science class well before the pandemic hit, students were grouped at a variety of workstations. Some were seated on stools around tall desks, some worked at regular-height tables with traditional classroom chairs, others were on their feet working at standing desks. Each student was bent over a Dell Chromebook using Summit Learning software, a widely used online learning platform developed by the charter network Summit Public Schools with help from Facebook software engineers.\u003c/p>\n\u003cp>Students David Diaz and Emani Torres had been using Summit software at CICS West Belden since sixth grade. They sat side-by-side at a two-person desk facing a bulletin board on the far side of the classroom, each working through different lessons at their own pace. A small yellow rubber duck sat on the desk between them, a stress-buster toy for whenever students need to work out some energy by squeezing something cute. Torres and Diaz described their feelings about using Summit learning software as a sort of love-hate relationship.\u003c/p>\n\u003cp>“I like working independently and I can really go above and beyond,” said Diaz, his eyes glued to his laptop where an article titled “Creating Dramatic Tension” filled the screen.\u003c/p>\n\u003cp>Torres, on the other hand, said she misses a more traditional way of learning. “This is stressful, honestly. It’s so many deadlines and a lot more work,” she said, biting her lower lip. “But, I guess it does keep you engaged.”\u003c/p>\n\u003cp>Alanni, the eighth grader at Belmont-Cragin, which also uses Summit and other online platforms, said she tired of all the time spent in front of a computer. “I do prefer working on paper just because it really hurts my eyes and it makes you sleepy and less motivated when you are on the computer for such a long time,” she said. Alanni said teachers would sometimes accommodate her by printing out lesson plans from the computer program and allowing her to complete the lessons offline.\u003c/p>\n\u003cp>In recent years, Summit has drawn protests from parents and students in places like \u003ca href=\"https://www.ksn.com/news/local/mcpherson-students-protest-against-summit-learning-platform-tuesday-afternoon/\">Kansas\u003c/a>, \u003ca href=\"https://www.washingtonpost.com/education/2018/12/20/why-parents-students-are-protesting-an-online-learning-program-backed-by-mark-zuckerberg-facebook/\">New York City\u003c/a> and \u003ca href=\"https://www.washingtonpost.com/education/2018/11/17/students-protest-zuckerberg-backed-digital-learning-program-ask-him-what-gives-you-this-right/\">Connecticut\u003c/a> who worry about excessive screen time, among other concerns. It remains to be seen how much the pandemic and remote learning will influence students’ and educators’ appetite for screen time and new tech tools that might help students who’ve fallen behind catch up. Smith and other researchers say tech can be good or bad, depending on how schools choose to use it. Technology should supplement, not supplant, the teacher, he said.\u003c/p>\n\u003cp>At CICS West Belden, director Collins said the school never introduces students to new concepts through technology. “The best experience a child will have each day is the interaction with their teachers in small groups tailored to who they are,” she said. “Tech makes a lot of personalized learning possible, it helps us keep a close eye on progress, but it shouldn’t be the main experience students have each day.”\u003c/p>\n\u003cp>Meanwhile, despite the parallels between personalized learning and special education, educators are still trying to unravel how the new approach can effectively serve students with disabilities. The hope is that individualizing education across the board would bring big benefits for students served by special education. By helping educators recognize that there is no such thing as an “average” or “typical” student, and that brain differences are normal, personalized learning could de-stigmatize, and improve, education for students with disabilities, education experts say.\u003c/p>\n\u003cp>“It’s a reframing that the general inclusion movement for students with disabilities has been trying to accomplish for some time now,” said Laura Stelitano, an associate policy researcher at RAND. “But simply saying that all students with disabilities need to be included is a little different from saying all students have unique ways of learning and that learning needs to be tailored. It maybe takes inclusion a step forward.”\u003c/p>\n\u003cp>At some schools, this appears to be happening. Brooklyn Laboratory Charter School, which serves middle school and high school students in New York, has embraced personalized learning. At the same time, it is gaining a reputation for serving kids with disabilities well — unusual among charter schools, which are frequently \u003ca href=\"https://www.edweek.org/leadership/charter-schools-more-likely-to-ignore-special-education-applicants-study-finds/2018/12\">criticized\u003c/a> for pushing out students with complex learning needs.\u003c/p>\n\u003cp>“As somebody whose own profile as a learner was pretty darn jagged, I’m a big believer that we need to design and run schools in a way that leverages what special education has to offer,” said Eric Tucker, the Brooklyn school’s co-founder. “That means thinking through how we process information, how we learn, how we fill in language acquisition and processing gaps, while pushing for a level of rigor and inclusion for all young people that reflects what they’re really capable of.”\u003c/p>\n\u003cp>At the school, for example, every student, regardless of academic standing, receives small-group instruction for two hours a day. This has the dual benefit of helping students who are behind without making it obvious to their peers, while also enabling teachers to help high-achieving students go farther and deeper into the curriculum. It’s a leveler, of sorts, and a confidence-builder for children with disabilities who’ve traditionally been either pulled out of the classroom for special services or received “push-in” support in the classroom from therapists and special education teachers, according to Tucker.\u003c/p>\n\u003cp>And yet personalized learning has a long way to go when it comes to living up to the promise of improving education for kids with disabilities. Parsi, the consultant who formerly worked for the National Center for Learning Disabilities, said that children with disabilities have often been overlooked as states implement personalized learning. When the NCLD \u003ca href=\"https://www.ncld.org/research/personalized-learning/state-landscape\">examined how personalized learning was being developed in three states\u003c/a> — Colorado, North Carolina and New Hampshire — researchers found that “there was a lot of retrofitting happening,” he said. “They would say, ‘We’re doing personalized learning for all,’ and then they would implement it in a most generic way. And then they would realize, ‘Oh my god, our kids with disabilities aren’t doing any better, they’re actually struggling more.’”\u003c/p>\n\u003cp>Parsi said that goes back to the idea that schools and school systems aren’t spending enough time ensuring that general education teachers have the skills to meet students’ individual needs, including the kids with disabilities. Meanwhile, he added, “The special educators don’t get training to do this type of more personalized, deeper approach to learning. And the two don’t collaborate.”\u003c/p>\n\u003cp>It’s concerning, to be sure. Still, advocates for personalized learning and researchers hope that the best models will proliferate, and that the personalized approach could ultimately avoid some of the pitfalls of special education while lifting learning for all. “If we have a system that is set up to individualize [education] for all students, we’re more likely to get quality special education,” said Stelitano of RAND. “The system just requires the right resources and the right training for teachers.”\u003c/p>\n\u003cp>\u003cem>Caroline Preston contributed reporting. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Parents With Disabilities Face Extra Hurdles With Kids' Remote Schooling",
"title": "Parents With Disabilities Face Extra Hurdles With Kids' Remote Schooling",
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"content": "\u003cp>The \u003ca href=\"https://urldefense.com/v3/__https:/www.ada.gov/cguide.htm__;!!Iwwt!AO4CF8R0AhWtXcY_GW4aefI0DxsHXWl8uIj6C-8wL_aydCDrsjH2RERRAUYv%24\">Americans with Disabilities Act\u003c/a> says schools have to help not just students but parents with disabilities, too, like making sure deaf or blind parents can communicate during parent-teacher conferences. But what happens when kids are learning at home? That's uncharted territory.\u003c/p>\n\u003cp>Rosabella Manzanares, a first grader at Betsy Ross Elementary in Forest Park, Ill., has a spelling test. Like so many kids around the country, she's taking the test at home, sharing a Zoom screen with a class full of other boisterous 6-year-olds.\u003c/p>\n\u003cp>Rosabella's teacher relies on parents to grade simple assignments like this. But while Rosabella can hear the spelling words, her mother can not.\u003c/p>\n\u003cp>Chantelly Manzanares uses American Sign Language, or ASL, which is different than English. It's a visual language. It has its own grammar. It uses different sentence structure. Rosabella and her siblings grew up using ASL. But while they've become fluent in English, Manzanares is not. She can grade this spelling test, which Rosabella holds up to the screen with a big smile. But it can be tough for Manzanares to help with other work in English.\u003c/p>\n\u003cp>What's more, now that the kids are home all day, Manzanares says she worries her children are missing out on the benefits of being in the physical school environment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"So being out, hearing people speak, using their voices,\" says Manzanares through an ASL interpreter, \"that becomes a more rich, English-rich environment.\"\u003c/p>\n\u003cp>It's also more difficult for Manzanares to keep up with what's happening during class, in case she needs to jot down a reminder or help her daughter.\u003c/p>\n\u003cp>\"Sometimes she asks me what they're saying because she can't hear,\" says Rosabella. \"And I tell her what they're saying.\"\u003c/p>\n\u003cp>Manzanares signs that she doesn't want to burden Rosabella with too much interpreting. Nor does teacher Peggy Perry. So, they're finding their way through it.\u003c/p>\n\u003cp>\"A lot of times what I'll do now,\" says Perry, \"is, before we hang up, I'll say, 'Rosabella, I want to see you tell mommy that we have science at 1:30.' And that seems to be working really well. Because we can't expect 6 year olds to remember everything, right?\"\u003c/p>\n\u003cp>Manzanares can text Perry if she needs to. Perry has downloaded an app that lets her and Manzanares see a live ASL interpreter on screen. Manzanares says she feels more supported now than when the pandemic began. But not all parents are feeling that way.\u003c/p>\n\u003cp>Robyn Powell, co-investigator with the National Research Center for Parents with Disabilities at Brandeis University, says that even before the pandemic, schools haven't always lived up to their commitment to accommodate parents and caregivers with disabilities.\u003c/p>\n\u003cp>\"So the pandemic has really, I think, exposed longstanding inequities that have always existed,\" says Powell, \"but really the pandemic has brought them to life. And it's also shown us what we don't know.\"\u003c/p>\n\u003cp>Schools might not know, for example, how to support a blind parent or caregiver who is now expected to help her child practice her handwriting—writing she can't see.\u003c/p>\n\u003cp>Powell's Center recently held a Twitter chat for parents and caregivers with a range of disabilities, and she says many expressed frustration over what schools are expecting of them with online learning at home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Powell says she can see how the ADA could be used to make an argument for providing parents more support during online learning. But the argument hasn't been tested.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parents+With+Disabilities+Face+Extra+Hurdles+With+Kids%27+Remote+Schooling&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://urldefense.com/v3/__https:/www.ada.gov/cguide.htm__;!!Iwwt!AO4CF8R0AhWtXcY_GW4aefI0DxsHXWl8uIj6C-8wL_aydCDrsjH2RERRAUYv%24\">Americans with Disabilities Act\u003c/a> says schools have to help not just students but parents with disabilities, too, like making sure deaf or blind parents can communicate during parent-teacher conferences. But what happens when kids are learning at home? That's uncharted territory.\u003c/p>\n\u003cp>Rosabella Manzanares, a first grader at Betsy Ross Elementary in Forest Park, Ill., has a spelling test. Like so many kids around the country, she's taking the test at home, sharing a Zoom screen with a class full of other boisterous 6-year-olds.\u003c/p>\n\u003cp>Rosabella's teacher relies on parents to grade simple assignments like this. But while Rosabella can hear the spelling words, her mother can not.\u003c/p>\n\u003cp>Chantelly Manzanares uses American Sign Language, or ASL, which is different than English. It's a visual language. It has its own grammar. It uses different sentence structure. Rosabella and her siblings grew up using ASL. But while they've become fluent in English, Manzanares is not. She can grade this spelling test, which Rosabella holds up to the screen with a big smile. But it can be tough for Manzanares to help with other work in English.\u003c/p>\n\u003cp>What's more, now that the kids are home all day, Manzanares says she worries her children are missing out on the benefits of being in the physical school environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"So being out, hearing people speak, using their voices,\" says Manzanares through an ASL interpreter, \"that becomes a more rich, English-rich environment.\"\u003c/p>\n\u003cp>It's also more difficult for Manzanares to keep up with what's happening during class, in case she needs to jot down a reminder or help her daughter.\u003c/p>\n\u003cp>\"Sometimes she asks me what they're saying because she can't hear,\" says Rosabella. \"And I tell her what they're saying.\"\u003c/p>\n\u003cp>Manzanares signs that she doesn't want to burden Rosabella with too much interpreting. Nor does teacher Peggy Perry. So, they're finding their way through it.\u003c/p>\n\u003cp>\"A lot of times what I'll do now,\" says Perry, \"is, before we hang up, I'll say, 'Rosabella, I want to see you tell mommy that we have science at 1:30.' And that seems to be working really well. Because we can't expect 6 year olds to remember everything, right?\"\u003c/p>\n\u003cp>Manzanares can text Perry if she needs to. Perry has downloaded an app that lets her and Manzanares see a live ASL interpreter on screen. Manzanares says she feels more supported now than when the pandemic began. But not all parents are feeling that way.\u003c/p>\n\u003cp>Robyn Powell, co-investigator with the National Research Center for Parents with Disabilities at Brandeis University, says that even before the pandemic, schools haven't always lived up to their commitment to accommodate parents and caregivers with disabilities.\u003c/p>\n\u003cp>\"So the pandemic has really, I think, exposed longstanding inequities that have always existed,\" says Powell, \"but really the pandemic has brought them to life. And it's also shown us what we don't know.\"\u003c/p>\n\u003cp>Schools might not know, for example, how to support a blind parent or caregiver who is now expected to help her child practice her handwriting—writing she can't see.\u003c/p>\n\u003cp>Powell's Center recently held a Twitter chat for parents and caregivers with a range of disabilities, and she says many expressed frustration over what schools are expecting of them with online learning at home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Powell says she can see how the ADA could be used to make an argument for providing parents more support during online learning. But the argument hasn't been tested.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parents+With+Disabilities+Face+Extra+Hurdles+With+Kids%27+Remote+Schooling&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Biden Announces Executive Actions Meant To Help Reopen School Buildings",
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"content": "\u003cp>President Biden has called reopening schools a \"\u003ca href=\"https://www.npr.org/2020/09/04/909337949/biden-calls-school-reopening-a-national-emergency\">national emergency\u003c/a>\" and said he wants to see most K-12 schools in the United States \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/12/29/951254331/biden-again-criticizes-trumps-covid-response-vows-to-speed-vaccine-production\">open during his first 100 days\u003c/a> in office, which would be between now and April.\u003c/p>\n\u003cp>On Thursday, \u003ca href=\"https://twitter.com/POTUS/status/1352280291088457731\">he announced\u003c/a> he would sign several executive actions, including measures meant to push the process along.\u003c/p>\n\u003cp>These come after actions signed on Wednesday geared toward improving college access and providing relief for student loan borrowers.\u003c/p>\n\u003cp>Here are the details of Thursday's actions, as announced by the White House:\u003c/p>\n\u003cp>\u003cstrong>More personal protective equipment: \u003c/strong> Schools will be eligible for full reimbursement for supplies such as masks, gowns and gloves through the Federal Emergency Management Agency's Disaster Relief Fund.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>More testing: \u003c/strong>A Pandemic Testing Board will use the Defense Production Act and other means to produce and distribute more tests, including for schools. Workplaces with the resources, \u003ca href=\"https://www.nbcnews.com/news/us-news/covid-testing-stars-cameras-roll-again-new-cottage-industry-emerges-n1242778\">such as movie sets\u003c/a>, have relied on frequent and rapid testing to operate safely during the pandemic, but access to tests for teachers and students has been limited by budgets.\u003c/p>\n\u003cp>\u003cstrong>Vaccines for teachers: \u003c/strong>The actions expand vaccine capacity in several ways; equitable distribution to teachers in particular is mentioned.\u003c/p>\n\u003cp>\u003cstrong>Better data: \u003c/strong>Up until now, there has been no centralized, national data collection of coronavirus cases or outbreaks in schools. \"I'm not sure there's a role at the department to collect and compile that research,\" former U.S. Education Secretary Betsy DeVos \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-10-20/betsy-devos-not-my-job-to-track-schools-coronavirus-reopening-plans\">said in October\u003c/a>. This makes it difficult to appropriately trace, isolate or even to understand the impact of school openings on the course of the pandemic, or the efficacy of various safety protocols. Many states and districts have their own reporting and dashboards, and there are some decentralized volunteer efforts. Among Thursday's actions is a call for the Education and Health and Human Services departments to take a more aggressive role in collecting, aggregating, analyzing and reporting data and best practices to help schools and businesses reopen safely. That includes collecting data on the equity impacts of prolonged school closures.\u003c/p>\n\u003cp>These moves come as the organization Burbio reports more than half of the country's students are learning from home. Large districts, including \u003ca href=\"https://www.wbez.org/stories/chicago-teachers-to-vote-whether-to-reject-in-person-school-and-move-toward-a-potential-strike/6a85b1bf-3d52-4c0e-9f80-c675be3718d8\">in Chicago\u003c/a> and \u003ca href=\"https://www.fox5dc.com/news/fairfax-county-public-schools-delays-in-person-instruction\">Fairfax County, Va\u003c/a>., are struggling to bring large numbers of students back for the first time this school year, while others \u003ca href=\"https://www.nytimes.com/2021/01/21/us/coronavirus-schools-georgia.html\">are closing because of staffing shortages\u003c/a> brought on by waves of quarantines. And there are worries over whether new variants of the coronavirus might spread even more quickly, overwhelming the safety precautions currently in place in schools.\u003c/p>\n\u003cp>In addition to the actions announced Thursday, which focused on K-12 school reopenings amid the pandemic, Biden signed several executive actions on his first day in office relating to education.\u003c/p>\n\u003cp>He \u003ca href=\"https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/executive-order-preventing-and-combating-discrimination-on-basis-of-gender-identity-or-sexual-orientation/\">affirmed the rights\u003c/a> of children to access school restrooms, locker rooms and other facilities regardless of gender identity or sexual orientation, an issue that made news when DeVos \u003ca href=\"https://www.npr.org/2017/02/23/516858583/whats-next-for-transgender-rights-lawsuits-with-school-guidance-rescinded\">rescinded similar Obama-era guidance\u003c/a>.\u003c/p>\n\u003cp>On the higher education front, Biden took actions that would make it easier for certain students to go to college, and provide relief to student loan borrowers during the pandemic:\u003c/p>\n\u003cp>\u003cstrong>College access: \u003c/strong>Biden issued \u003ca href=\"https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/proclamation-ending-discriminatory-bans-on-entry-to-the-united-states/\">a proclamation ending the so-called Muslim travel ban\u003c/a>, which barred entry to the U.S. of citizens from some majority-Muslim countries. The president also ordered the State Department to begin processing visas. Both moves should help colleges attract more international students after \u003ca href=\"https://www.npr.org/2020/12/02/912669406/enrollment-by-international-students-in-u-s-colleges-plummets\">a massive decline in enrollment \u003c/a>during the Trump administration.\u003c/p>\n\u003cp>A new action \u003ca href=\"https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/preserving-and-fortifying-deferred-action-for-childhood-arrivals-daca/\">strengthening the Deferred Action for Childhood Arrivals program\u003c/a>, or DACA, gives legal protections to people who came to the U.S. as children. Colleges have long supported the program, which has helped many DREAMers enroll in college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Student loans: \u003c/strong>Following an executive action signed Wednesday, the Education Department \u003ca href=\"https://www.npr.org/sections/inauguration-day-live-updates/2021/01/20/958845207/president-biden-will-extend-student-loan-payment-freeze-through-september-30\">extended pandemic relief from payments for about 41 million federal student loan borrowers \u003c/a>through Sept. 30. \"Too many Americans are struggling to pay for basic necessities and to provide for their families,\" the Education Department said in a statement. \"They should not be forced to choose between paying their student loans and putting food on the table.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Biden+Announces+Executive+Actions+Meant+To+Help+Reopen+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Biden has called reopening schools a \"\u003ca href=\"https://www.npr.org/2020/09/04/909337949/biden-calls-school-reopening-a-national-emergency\">national emergency\u003c/a>\" and said he wants to see most K-12 schools in the United States \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/12/29/951254331/biden-again-criticizes-trumps-covid-response-vows-to-speed-vaccine-production\">open during his first 100 days\u003c/a> in office, which would be between now and April.\u003c/p>\n\u003cp>On Thursday, \u003ca href=\"https://twitter.com/POTUS/status/1352280291088457731\">he announced\u003c/a> he would sign several executive actions, including measures meant to push the process along.\u003c/p>\n\u003cp>These come after actions signed on Wednesday geared toward improving college access and providing relief for student loan borrowers.\u003c/p>\n\u003cp>Here are the details of Thursday's actions, as announced by the White House:\u003c/p>\n\u003cp>\u003cstrong>More personal protective equipment: \u003c/strong> Schools will be eligible for full reimbursement for supplies such as masks, gowns and gloves through the Federal Emergency Management Agency's Disaster Relief Fund.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>More testing: \u003c/strong>A Pandemic Testing Board will use the Defense Production Act and other means to produce and distribute more tests, including for schools. Workplaces with the resources, \u003ca href=\"https://www.nbcnews.com/news/us-news/covid-testing-stars-cameras-roll-again-new-cottage-industry-emerges-n1242778\">such as movie sets\u003c/a>, have relied on frequent and rapid testing to operate safely during the pandemic, but access to tests for teachers and students has been limited by budgets.\u003c/p>\n\u003cp>\u003cstrong>Vaccines for teachers: \u003c/strong>The actions expand vaccine capacity in several ways; equitable distribution to teachers in particular is mentioned.\u003c/p>\n\u003cp>\u003cstrong>Better data: \u003c/strong>Up until now, there has been no centralized, national data collection of coronavirus cases or outbreaks in schools. \"I'm not sure there's a role at the department to collect and compile that research,\" former U.S. Education Secretary Betsy DeVos \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-10-20/betsy-devos-not-my-job-to-track-schools-coronavirus-reopening-plans\">said in October\u003c/a>. This makes it difficult to appropriately trace, isolate or even to understand the impact of school openings on the course of the pandemic, or the efficacy of various safety protocols. Many states and districts have their own reporting and dashboards, and there are some decentralized volunteer efforts. Among Thursday's actions is a call for the Education and Health and Human Services departments to take a more aggressive role in collecting, aggregating, analyzing and reporting data and best practices to help schools and businesses reopen safely. That includes collecting data on the equity impacts of prolonged school closures.\u003c/p>\n\u003cp>These moves come as the organization Burbio reports more than half of the country's students are learning from home. Large districts, including \u003ca href=\"https://www.wbez.org/stories/chicago-teachers-to-vote-whether-to-reject-in-person-school-and-move-toward-a-potential-strike/6a85b1bf-3d52-4c0e-9f80-c675be3718d8\">in Chicago\u003c/a> and \u003ca href=\"https://www.fox5dc.com/news/fairfax-county-public-schools-delays-in-person-instruction\">Fairfax County, Va\u003c/a>., are struggling to bring large numbers of students back for the first time this school year, while others \u003ca href=\"https://www.nytimes.com/2021/01/21/us/coronavirus-schools-georgia.html\">are closing because of staffing shortages\u003c/a> brought on by waves of quarantines. And there are worries over whether new variants of the coronavirus might spread even more quickly, overwhelming the safety precautions currently in place in schools.\u003c/p>\n\u003cp>In addition to the actions announced Thursday, which focused on K-12 school reopenings amid the pandemic, Biden signed several executive actions on his first day in office relating to education.\u003c/p>\n\u003cp>He \u003ca href=\"https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/executive-order-preventing-and-combating-discrimination-on-basis-of-gender-identity-or-sexual-orientation/\">affirmed the rights\u003c/a> of children to access school restrooms, locker rooms and other facilities regardless of gender identity or sexual orientation, an issue that made news when DeVos \u003ca href=\"https://www.npr.org/2017/02/23/516858583/whats-next-for-transgender-rights-lawsuits-with-school-guidance-rescinded\">rescinded similar Obama-era guidance\u003c/a>.\u003c/p>\n\u003cp>On the higher education front, Biden took actions that would make it easier for certain students to go to college, and provide relief to student loan borrowers during the pandemic:\u003c/p>\n\u003cp>\u003cstrong>College access: \u003c/strong>Biden issued \u003ca href=\"https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/proclamation-ending-discriminatory-bans-on-entry-to-the-united-states/\">a proclamation ending the so-called Muslim travel ban\u003c/a>, which barred entry to the U.S. of citizens from some majority-Muslim countries. The president also ordered the State Department to begin processing visas. Both moves should help colleges attract more international students after \u003ca href=\"https://www.npr.org/2020/12/02/912669406/enrollment-by-international-students-in-u-s-colleges-plummets\">a massive decline in enrollment \u003c/a>during the Trump administration.\u003c/p>\n\u003cp>A new action \u003ca href=\"https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/preserving-and-fortifying-deferred-action-for-childhood-arrivals-daca/\">strengthening the Deferred Action for Childhood Arrivals program\u003c/a>, or DACA, gives legal protections to people who came to the U.S. as children. Colleges have long supported the program, which has helped many DREAMers enroll in college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Student loans: \u003c/strong>Following an executive action signed Wednesday, the Education Department \u003ca href=\"https://www.npr.org/sections/inauguration-day-live-updates/2021/01/20/958845207/president-biden-will-extend-student-loan-payment-freeze-through-september-30\">extended pandemic relief from payments for about 41 million federal student loan borrowers \u003c/a>through Sept. 30. \"Too many Americans are struggling to pay for basic necessities and to provide for their families,\" the Education Department said in a statement. \"They should not be forced to choose between paying their student loans and putting food on the table.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Biden+Announces+Executive+Actions+Meant+To+Help+Reopen+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>Updated at 5:03 p.m. ET\u003c/strong>\u003c/p>\n\u003cp>The College Board \u003ca href=\"https://allaccess.collegeboard.org/update-reducing-and-simplifying-demands-students\">announced on Tuesday\u003c/a> that it will discontinue the optional essay component of the SAT and that it will no longer offer subject tests in U.S. history, languages and math, among other topics. The organization, which administers the college entrance exam in addition to several other tests, including Advanced Placement exams, will instead focus efforts on a new digital version of the SAT.\u003c/p>\n\u003cp>In the announcement, the organization cited the coronavirus pandemic for these changes: \"The pandemic accelerated a process already underway at the College Board to reduce and simplify demands on students.\"\u003c/p>\n\u003cp>College entrance exams have had a hard go of it during the pandemic. Many in-person testing dates for the SAT \u003ca href=\"https://www.insidehighered.com/admissions/article/2020/09/28/hundreds-thousands-who-registered-sat-unable-take-it\">were canceled\u003c/a> because of social distancing needs and closed high school buildings; a previous \u003ca href=\"https://www.nytimes.com/2020/06/02/us/at-home-sat-coronavirus.html\">digital version of the SAT was scrapped\u003c/a> in June after technical difficulties; and hundreds of colleges have \u003ca href=\"https://www.npr.org/2020/06/12/875367144/colleges-are-backing-off-sat-act-scores-but-the-exams-will-be-hard-to-shake\">removed the exam from admissions requirements\u003c/a>, in some cases permanently.\u003c/p>\n\u003cp>Few colleges require the optional writing portion of the SAT or the subject tests, though students can still submit them to supplement their college applications. The AP exams have become far more important in demonstrating mastery of subjects and, in some cases, providing college credit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Removing the subject tests can remove a barrier for students,\" says Ashley L. Bennett, director of college counseling at KIPP Sunnyside High School in Houston. But, she adds, \"I believe that standardized testing in general needs to be less emphasized in the college search process.\"\u003c/p>\n\u003cp>Elizabeth Heaton advises families about college admissions at College Coach in Watertown, Mass. She thinks the changes could help put some students on a more level playing field. \"For students who aren't getting great advising, it is nice to see that they haven't been eliminated from competition just by virtue of not having a test that they may not have known about.\"\u003c/p>\n\u003cp>But Catalina Cifuentes, who works to promote college access in Riverside County, east of Los Angeles, has reservations. She worries that removing the SAT subject tests will create more barriers for her students, rather than less.\u003c/p>\n\u003cp>\"Hundreds of my students take the subject tests in Spanish and other languages because it provides them an opportunity to show their understanding of a second language,\" explains Cifuentes.\u003c/p>\n\u003cp>Many of her students speak a second language at home and would be the first in their family to go to college.\u003c/p>\n\u003cp>She says her college-bound students often enroll in the University of California and California State University systems, which both require two years of coursework in another language for admission. The SAT foreign-language tests sometimes filled that requirement, but the removal of these exams means Cifuentes will have to shift gears.\u003c/p>\n\u003cp>\"We will need to work closely with our world language teachers to expand on ideas ... for students who already read, write and speak another language,\" she says.\u003c/p>\n\u003cp>Her job is all about helping school districts adapt to decisions from colleges and organizations like the College Board, Cifuentes explains.\u003c/p>\n\u003cp>\"Every decision they discuss — there's real repercussions. There's no right or wrong decision, but with everything they do, it should be students first.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Eda Uzunlar is an intern on NPR's Education Desk. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=SAT+Discontinues+Subject+Tests+And+Optional+Essay&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Updated at 5:03 p.m. ET\u003c/strong>\u003c/p>\n\u003cp>The College Board \u003ca href=\"https://allaccess.collegeboard.org/update-reducing-and-simplifying-demands-students\">announced on Tuesday\u003c/a> that it will discontinue the optional essay component of the SAT and that it will no longer offer subject tests in U.S. history, languages and math, among other topics. The organization, which administers the college entrance exam in addition to several other tests, including Advanced Placement exams, will instead focus efforts on a new digital version of the SAT.\u003c/p>\n\u003cp>In the announcement, the organization cited the coronavirus pandemic for these changes: \"The pandemic accelerated a process already underway at the College Board to reduce and simplify demands on students.\"\u003c/p>\n\u003cp>College entrance exams have had a hard go of it during the pandemic. Many in-person testing dates for the SAT \u003ca href=\"https://www.insidehighered.com/admissions/article/2020/09/28/hundreds-thousands-who-registered-sat-unable-take-it\">were canceled\u003c/a> because of social distancing needs and closed high school buildings; a previous \u003ca href=\"https://www.nytimes.com/2020/06/02/us/at-home-sat-coronavirus.html\">digital version of the SAT was scrapped\u003c/a> in June after technical difficulties; and hundreds of colleges have \u003ca href=\"https://www.npr.org/2020/06/12/875367144/colleges-are-backing-off-sat-act-scores-but-the-exams-will-be-hard-to-shake\">removed the exam from admissions requirements\u003c/a>, in some cases permanently.\u003c/p>\n\u003cp>Few colleges require the optional writing portion of the SAT or the subject tests, though students can still submit them to supplement their college applications. The AP exams have become far more important in demonstrating mastery of subjects and, in some cases, providing college credit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Removing the subject tests can remove a barrier for students,\" says Ashley L. Bennett, director of college counseling at KIPP Sunnyside High School in Houston. But, she adds, \"I believe that standardized testing in general needs to be less emphasized in the college search process.\"\u003c/p>\n\u003cp>Elizabeth Heaton advises families about college admissions at College Coach in Watertown, Mass. She thinks the changes could help put some students on a more level playing field. \"For students who aren't getting great advising, it is nice to see that they haven't been eliminated from competition just by virtue of not having a test that they may not have known about.\"\u003c/p>\n\u003cp>But Catalina Cifuentes, who works to promote college access in Riverside County, east of Los Angeles, has reservations. She worries that removing the SAT subject tests will create more barriers for her students, rather than less.\u003c/p>\n\u003cp>\"Hundreds of my students take the subject tests in Spanish and other languages because it provides them an opportunity to show their understanding of a second language,\" explains Cifuentes.\u003c/p>\n\u003cp>Many of her students speak a second language at home and would be the first in their family to go to college.\u003c/p>\n\u003cp>She says her college-bound students often enroll in the University of California and California State University systems, which both require two years of coursework in another language for admission. The SAT foreign-language tests sometimes filled that requirement, but the removal of these exams means Cifuentes will have to shift gears.\u003c/p>\n\u003cp>\"We will need to work closely with our world language teachers to expand on ideas ... for students who already read, write and speak another language,\" she says.\u003c/p>\n\u003cp>Her job is all about helping school districts adapt to decisions from colleges and organizations like the College Board, Cifuentes explains.\u003c/p>\n\u003cp>\"Every decision they discuss — there's real repercussions. There's no right or wrong decision, but with everything they do, it should be students first.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Eda Uzunlar is an intern on NPR's Education Desk. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=SAT+Discontinues+Subject+Tests+And+Optional+Essay&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Six Ways to Build Community in Online Classrooms",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a longtime theater and English teacher, Leah Calote is intentional about cultivating an environment where students can take risks. “Doing artistic things is so vulnerable,” she said. “You can't really feel comfortable creating things in a space that you don't feel safe.” But creating that space remotely is new territory. Since the coronavirus outbreak began last spring, Calote has studied the work of theater companies and literature teachers, engaged with other educators on Twitter and taken online improv classes herself — all in search of ideas to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">help her students connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I knew that that was going to be important online, especially since we haven't seen each other in so long and we're not used to socializing in this medium,” said Calote, who teaches at Rancho Campana High School in Camarillo, California.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a year that no one would describe as easy, she said the closeness of her classes, which range in size from about 35 to 50 students, has surprised her. Students have worked creatively around the constraints of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/distance-learning\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, dived into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57191/7-books-to-help-address-and-discuss-tough-topics-with-kids\">\u003cspan style=\"font-weight: 400\">difficult topics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and formed \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">\u003cspan style=\"font-weight: 400\">bonds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that go beyond school hours. In interviews during her school’s first and second trimesters, Calote shared six ways she’s succeeded at building community in an online classroom.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/RanchoBackstage/status/1330004453773115400\u003c/p>\n\u003ch2>\u003cb>Invest in relationships right away\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote devoted the first two weeks of each trimester to rapport-building activities, such as creating and sharing \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-digital-collage-student2.png\">digital collages\u003c/a>. For some teachers, such exercises can feel expendable, especially in a year when \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\">learning loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a looming concern. Calote gets that. Depending on the class, she sees students for only one or two trimesters, which is not a lot of time. But the up-front investment into relationships is “incredibly worth it,” she said. When her English students dig into discussions about poems related to their identities, for example, “they're able to do that because they know who's in the class and they feel comfortable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those relationships also pay off during \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-strategies-for-promoting-student-collaboration-in-a-distance-learning-environment/2020/09\">\u003cspan style=\"font-weight: 400\">collaborative projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Faced with logistical challenges of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">working together\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from afar, Calote said her students have risen to the occasion. In a project recreating iconic film scenes, for example, one pair of students produced a Star Wars battle from separate homes. “It's been really cool to see the wide range of imaginative things that they've done and to see their storytelling skills evolve,” Calote said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Establish group norms\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote also started the year with an activity to establish group norms. In one class period, students responded individually to Padlet questions about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56393/why-student-voice-is-critical-for-managing-discipline-when-schools-reopen\">\u003cspan style=\"font-weight: 400\">what kind of learning environment they wanted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Breakout groups discussed trends in the responses and added them to a slideshow during a subsequent class. Then the whole class used those trends to draft community agreements about how they would engage with one another.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57243\" class=\"wp-caption alignnone\" style=\"max-width: 1581px\">\u003cimg class=\"wp-image-57243 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2.png\" alt=\"\" width=\"1581\" height=\"936\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2.png 1581w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-800x474.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-1020x604.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-160x95.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-768x455.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-1536x909.png 1536w\" sizes=\"(max-width: 1581px) 100vw, 1581px\">\u003cfigcaption class=\"wp-caption-text\">Rancho Campana High School teacher Leah Calote used Padlet boards for students in theater and English classes to share what they wanted from their online classroom.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond behavioral expectations, Calote found other ways to unify students across a virtual space. She invited students to add songs to a collaborative Spotify playlist that she plays as they log in. She also chats casually with students during that time, as many teachers would in school hallways. The welcoming vibe has created an environment where classes have developed inside jokes, freshmen have taught her slang, and students have planned after-class \u003c/span>\u003ca href=\"https://www.npr.org/2020/11/12/931304349/among-us-its-every-little-space-sausage-for-themselves\">\u003cspan style=\"font-weight: 400\">Among Us\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> parties.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It also has made it possible for Calote’s classes to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57205/how-to-talk-to-kids-about-the-riots-at-the-u-s-capitol\">\u003cspan style=\"font-weight: 400\">address stressful political events\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> openly and empathetically. After the recent \u003c/span>\u003ca href=\"https://www.npr.org/sections/insurrection-at-the-capitol\">\u003cspan style=\"font-weight: 400\">insurrection at the U.S. Capitol\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Calote gave a presentation about the events and facilitated structured discussions about students' reactions. With her classes that had only been together for a couple of weeks in the new trimester, she had to turn off the chat box during her slides, “because emotions were really high.” That wasn’t the case with classes that were entering their second trimester together: “I knew that if they were going to bring something up in the chat separate from what was being presented on screen, it wasn't going to be off topic and it wasn't going to be superficial or jokey or inflammatory.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57244\" class=\"wp-caption alignnone\" style=\"max-width: 1251px\">\u003cimg class=\"wp-image-57244 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English.png\" alt=\"\" width=\"1251\" height=\"704\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-768x432.png 768w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003cfigcaption class=\"wp-caption-text\">After brainstorming on Padlet, Leah Calote’s English and theater students created community agreements to establish class norms.\u003c/figcaption>\u003c/figure>\n\u003ch1>\u003cb>Offer multiple modes to participate\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the pandemic, policies around \u003c/span>\u003ca href=\"https://www.edutopia.org/article/value-camera-optional-policy\">\u003cspan style=\"font-weight: 400\">on-camera participation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have \u003c/span>\u003ca href=\"https://twitter.com/doug_lemov/status/1306940837209743362?lang=en\">\u003cspan style=\"font-weight: 400\">stoked debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among teachers. According to Education Week, \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/most-educators-require-kids-to-turn-cameras-on-in-virtual-class-despite-equity-concerns/2020/10\">\u003cspan style=\"font-weight: 400\">more than three quarters of educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> require students to turn on cameras during live instruction. Calote is not in that majority. “Sometimes people just aren't in a talkative mood, which is fine,” she said. Inspired by \u003c/span>\u003ca href=\"https://twitter.com/MrsParkShine/status/1300401054404796416\">\u003cspan style=\"font-weight: 400\">an idea from instructional designer Esther Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Calote creates breakout rooms for her English classes based on communication style. Students choose whether to join a room that will use cameras and microphones, microphones only, or type chat only.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some teachers feel frustrated by “teaching into the void,” Calote said it’s important to recognize that off-camera students are, in fact, participating. “It's just not the way that you're used to. It's a different medium.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Encourage peer feedback\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Calote took an online class with \u003c/span>\u003ca href=\"https://improtheatre.com/\">\u003cspan style=\"font-weight: 400\">Impro Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last year, each session ended with performers giving each other shoutouts on their work. After seeing how the practice grounded and connected participants, Calote adopted it for her own classes at Rancho Campana. For students on the receiving end, “to hear that someone noticed that you did something that they admired, it is very validating,” she said. Calote encourages students to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-psa-when-giving-feedback-dont-lead-with-i-love-or-i-like/2019/04\">\u003cspan style=\"font-weight: 400\">be specific\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with their compliments, going beyond “that was great.” A self-assessment form that students use for note-taking has helped. The form is primarily as a launch pad for self-reflection, but it also gives them a starting point for \u003c/span>\u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Peer-Feedback-in-the-Classroom.aspx\">\u003cspan style=\"font-weight: 400\">peer feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Calote said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Connect with students one-on-one\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to fostering relationships among students, Calote was conscious about the role that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">student-teacher familiarity plays in learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. About halfway through the first trimester in her English class, she created an extra breakout room while groups were discussing poetry. Over two class periods, she used that room to check in with all 38 class members individually. She asked about their experiences so far, how other classes were going and what else was happening in their lives. The conversations were “illuminating,” she said, allowing her to find out, for example, which students were working jobs to support their families or moving between multiple households \u003c/span>\u003ca href=\"https://cnsmaryland.org/2020/12/17/covid-means-many-more-responsibilities-for-the-oldest-child/\">\u003cspan style=\"font-weight: 400\">to care for younger relatives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote also shares parts of her own life with students. For instance, she set up an inexpensive document camera where her cat, \u003c/span>\u003ca href=\"https://twitter.com/RanchoBackstage/status/1348746914213154816\">\u003cspan style=\"font-weight: 400\">Zoya\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, sleeps and sometimes turns it on for students to watch. “I think if you put in the time and are a little bit vulnerable yourself and generous yourself with students, it helps make them feel safe to do the same,” she said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Prioritize a culture of care\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her opening slides with her classes, Calote listed five commitments to her students: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I care about you.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Safety matters.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Comfort counts.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I value personality.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Basic needs are important.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cfigure id=\"attachment_57246\" class=\"wp-caption alignnone\" style=\"max-width: 1252px\">\u003cimg class=\"size-full wp-image-57246\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide.png\" alt=\"\" width=\"1252\" height=\"700\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide.png 1252w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-800x447.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-1020x570.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-768x429.png 768w\" sizes=\"(max-width: 1252px) 100vw, 1252px\">\u003cfigcaption class=\"wp-caption-text\">Rancho Campana High School teacher Leah Calote opened her 2020-21 classes with these promises to students. She said the list was adapted from one shared by another teacher on Twitter last summer.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They weren’t empty promises. During stressful periods, Calote took \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/mindfulness\">\u003cspan style=\"font-weight: 400\">class time for guided breathing exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and to walk students through how to access \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57108/listen-and-connect-how-parents-can-support-teens-mental-health-right-now\">\u003cspan style=\"font-weight: 400\">mental health resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online. Calote also sent postcards to students for their birthdays and found other ways to offer support, like being flexible when a student missed class or dropping off a stress ball to a student who had a tough week.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the challenges of distance learning amid a global pandemic, Calote said her students have impressed her with their resilience and empathy. “Yes, it's not like teaching in person, but it's pretty great for teaching this way. You still feel a part of a community where people are putting forth their best effort to be human together.”\u003c/span>\u003c/p>\n\n",
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"excerpt": "Staying connected is hard when everyone is far apart. But these techniques can help deepen relationships and help make sure students are ok. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a longtime theater and English teacher, Leah Calote is intentional about cultivating an environment where students can take risks. “Doing artistic things is so vulnerable,” she said. “You can't really feel comfortable creating things in a space that you don't feel safe.” But creating that space remotely is new territory. Since the coronavirus outbreak began last spring, Calote has studied the work of theater companies and literature teachers, engaged with other educators on Twitter and taken online improv classes herself — all in search of ideas to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">help her students connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I knew that that was going to be important online, especially since we haven't seen each other in so long and we're not used to socializing in this medium,” said Calote, who teaches at Rancho Campana High School in Camarillo, California.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a year that no one would describe as easy, she said the closeness of her classes, which range in size from about 35 to 50 students, has surprised her. Students have worked creatively around the constraints of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/distance-learning\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, dived into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57191/7-books-to-help-address-and-discuss-tough-topics-with-kids\">\u003cspan style=\"font-weight: 400\">difficult topics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and formed \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">\u003cspan style=\"font-weight: 400\">bonds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that go beyond school hours. In interviews during her school’s first and second trimesters, Calote shared six ways she’s succeeded at building community in an online classroom.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Invest in relationships right away\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote devoted the first two weeks of each trimester to rapport-building activities, such as creating and sharing \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-digital-collage-student2.png\">digital collages\u003c/a>. For some teachers, such exercises can feel expendable, especially in a year when \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\">learning loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a looming concern. Calote gets that. Depending on the class, she sees students for only one or two trimesters, which is not a lot of time. But the up-front investment into relationships is “incredibly worth it,” she said. When her English students dig into discussions about poems related to their identities, for example, “they're able to do that because they know who's in the class and they feel comfortable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those relationships also pay off during \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-strategies-for-promoting-student-collaboration-in-a-distance-learning-environment/2020/09\">\u003cspan style=\"font-weight: 400\">collaborative projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Faced with logistical challenges of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">working together\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from afar, Calote said her students have risen to the occasion. In a project recreating iconic film scenes, for example, one pair of students produced a Star Wars battle from separate homes. “It's been really cool to see the wide range of imaginative things that they've done and to see their storytelling skills evolve,” Calote said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Establish group norms\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote also started the year with an activity to establish group norms. In one class period, students responded individually to Padlet questions about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56393/why-student-voice-is-critical-for-managing-discipline-when-schools-reopen\">\u003cspan style=\"font-weight: 400\">what kind of learning environment they wanted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Breakout groups discussed trends in the responses and added them to a slideshow during a subsequent class. Then the whole class used those trends to draft community agreements about how they would engage with one another.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57243\" class=\"wp-caption alignnone\" style=\"max-width: 1581px\">\u003cimg class=\"wp-image-57243 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2.png\" alt=\"\" width=\"1581\" height=\"936\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2.png 1581w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-800x474.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-1020x604.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-160x95.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-768x455.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-padlet2-1536x909.png 1536w\" sizes=\"(max-width: 1581px) 100vw, 1581px\">\u003cfigcaption class=\"wp-caption-text\">Rancho Campana High School teacher Leah Calote used Padlet boards for students in theater and English classes to share what they wanted from their online classroom.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond behavioral expectations, Calote found other ways to unify students across a virtual space. She invited students to add songs to a collaborative Spotify playlist that she plays as they log in. She also chats casually with students during that time, as many teachers would in school hallways. The welcoming vibe has created an environment where classes have developed inside jokes, freshmen have taught her slang, and students have planned after-class \u003c/span>\u003ca href=\"https://www.npr.org/2020/11/12/931304349/among-us-its-every-little-space-sausage-for-themselves\">\u003cspan style=\"font-weight: 400\">Among Us\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> parties.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It also has made it possible for Calote’s classes to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57205/how-to-talk-to-kids-about-the-riots-at-the-u-s-capitol\">\u003cspan style=\"font-weight: 400\">address stressful political events\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> openly and empathetically. After the recent \u003c/span>\u003ca href=\"https://www.npr.org/sections/insurrection-at-the-capitol\">\u003cspan style=\"font-weight: 400\">insurrection at the U.S. Capitol\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Calote gave a presentation about the events and facilitated structured discussions about students' reactions. With her classes that had only been together for a couple of weeks in the new trimester, she had to turn off the chat box during her slides, “because emotions were really high.” That wasn’t the case with classes that were entering their second trimester together: “I knew that if they were going to bring something up in the chat separate from what was being presented on screen, it wasn't going to be off topic and it wasn't going to be superficial or jokey or inflammatory.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57244\" class=\"wp-caption alignnone\" style=\"max-width: 1251px\">\u003cimg class=\"wp-image-57244 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English.png\" alt=\"\" width=\"1251\" height=\"704\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-community-agreements-English-768x432.png 768w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003cfigcaption class=\"wp-caption-text\">After brainstorming on Padlet, Leah Calote’s English and theater students created community agreements to establish class norms.\u003c/figcaption>\u003c/figure>\n\u003ch1>\u003cb>Offer multiple modes to participate\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the pandemic, policies around \u003c/span>\u003ca href=\"https://www.edutopia.org/article/value-camera-optional-policy\">\u003cspan style=\"font-weight: 400\">on-camera participation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have \u003c/span>\u003ca href=\"https://twitter.com/doug_lemov/status/1306940837209743362?lang=en\">\u003cspan style=\"font-weight: 400\">stoked debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among teachers. According to Education Week, \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/most-educators-require-kids-to-turn-cameras-on-in-virtual-class-despite-equity-concerns/2020/10\">\u003cspan style=\"font-weight: 400\">more than three quarters of educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> require students to turn on cameras during live instruction. Calote is not in that majority. “Sometimes people just aren't in a talkative mood, which is fine,” she said. Inspired by \u003c/span>\u003ca href=\"https://twitter.com/MrsParkShine/status/1300401054404796416\">\u003cspan style=\"font-weight: 400\">an idea from instructional designer Esther Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Calote creates breakout rooms for her English classes based on communication style. Students choose whether to join a room that will use cameras and microphones, microphones only, or type chat only.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some teachers feel frustrated by “teaching into the void,” Calote said it’s important to recognize that off-camera students are, in fact, participating. “It's just not the way that you're used to. It's a different medium.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Encourage peer feedback\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Calote took an online class with \u003c/span>\u003ca href=\"https://improtheatre.com/\">\u003cspan style=\"font-weight: 400\">Impro Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last year, each session ended with performers giving each other shoutouts on their work. After seeing how the practice grounded and connected participants, Calote adopted it for her own classes at Rancho Campana. For students on the receiving end, “to hear that someone noticed that you did something that they admired, it is very validating,” she said. Calote encourages students to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-psa-when-giving-feedback-dont-lead-with-i-love-or-i-like/2019/04\">\u003cspan style=\"font-weight: 400\">be specific\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with their compliments, going beyond “that was great.” A self-assessment form that students use for note-taking has helped. The form is primarily as a launch pad for self-reflection, but it also gives them a starting point for \u003c/span>\u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Peer-Feedback-in-the-Classroom.aspx\">\u003cspan style=\"font-weight: 400\">peer feedback\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Calote said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Connect with students one-on-one\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to fostering relationships among students, Calote was conscious about the role that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56278/how-teacher-looping-can-ease-the-learning-disruptions-caused-by-coronavirus\">\u003cspan style=\"font-weight: 400\">student-teacher familiarity plays in learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. About halfway through the first trimester in her English class, she created an extra breakout room while groups were discussing poetry. Over two class periods, she used that room to check in with all 38 class members individually. She asked about their experiences so far, how other classes were going and what else was happening in their lives. The conversations were “illuminating,” she said, allowing her to find out, for example, which students were working jobs to support their families or moving between multiple households \u003c/span>\u003ca href=\"https://cnsmaryland.org/2020/12/17/covid-means-many-more-responsibilities-for-the-oldest-child/\">\u003cspan style=\"font-weight: 400\">to care for younger relatives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote also shares parts of her own life with students. For instance, she set up an inexpensive document camera where her cat, \u003c/span>\u003ca href=\"https://twitter.com/RanchoBackstage/status/1348746914213154816\">\u003cspan style=\"font-weight: 400\">Zoya\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, sleeps and sometimes turns it on for students to watch. “I think if you put in the time and are a little bit vulnerable yourself and generous yourself with students, it helps make them feel safe to do the same,” she said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Prioritize a culture of care\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her opening slides with her classes, Calote listed five commitments to her students: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I care about you.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Safety matters.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Comfort counts.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I value personality.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Basic needs are important.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cfigure id=\"attachment_57246\" class=\"wp-caption alignnone\" style=\"max-width: 1252px\">\u003cimg class=\"size-full wp-image-57246\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide.png\" alt=\"\" width=\"1252\" height=\"700\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide.png 1252w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-800x447.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-1020x570.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/Calote-first-day-slide-768x429.png 768w\" sizes=\"(max-width: 1252px) 100vw, 1252px\">\u003cfigcaption class=\"wp-caption-text\">Rancho Campana High School teacher Leah Calote opened her 2020-21 classes with these promises to students. She said the list was adapted from one shared by another teacher on Twitter last summer.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They weren’t empty promises. During stressful periods, Calote took \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/mindfulness\">\u003cspan style=\"font-weight: 400\">class time for guided breathing exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and to walk students through how to access \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57108/listen-and-connect-how-parents-can-support-teens-mental-health-right-now\">\u003cspan style=\"font-weight: 400\">mental health resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online. Calote also sent postcards to students for their birthdays and found other ways to offer support, like being flexible when a student missed class or dropping off a stress ball to a student who had a tough week.\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\">Despite the challenges of distance learning amid a global pandemic, Calote said her students have impressed her with their resilience and empathy. “Yes, it's not like teaching in person, but it's pretty great for teaching this way. You still feel a part of a community where people are putting forth their best effort to be human together.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "'I've Tried Everything': Pandemic Worsens Child Mental Health Crisis",
"title": "'I've Tried Everything': Pandemic Worsens Child Mental Health Crisis",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>A bag of Doritos, that's all Princess wanted.\u003c/p>\n\u003cp>Her mom calls her Princess, but her real name is Lindsey. She's 17 and lives with her mom, Sandra, a nurse, outside of Atlanta. On May 17, 2020, a Sunday, Lindsey decided she didn't want breakfast; she wanted Doritos. So she left home and walked to Family Dollar, taking her pants off on the way, while her mom followed on the phone with police.\u003c/p>\n\u003cp>Lindsey has autism (NPR isn't using last names to protect her privacy). It can be hard for her to communicate and navigate social situations. She thrives on routine, and gets special help at school. Or \u003cem>got\u003c/em> help, before the coronavirus pandemic closed schools and forced tens of millions of children home. Sandra says that's when their living hell started.\u003c/p>\n\u003cp>\"It's like her brain was wired,\" she says. \"She'd just put on her jacket, and she's out the door. And I'm chasing her.\"\u003c/p>\n\u003cp>On May 17, Sandra chased her all the way to Family Dollar. Hours later, Lindsey was in jail.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lindsey is one of almost \u003ca href=\"https://www.cdc.gov/mmwr/volumes/66/wr/mm6644a13.htm\">3 million children\u003c/a> in the U.S. who have been diagnosed with a serious emotional or behavioral health condition. When the pandemic forced schools and doctors' offices closed last spring, it also cut children off from the trained teachers and therapists who understand their needs.\u003c/p>\n\u003cp>As a result, many, like Lindsey, spiraled into emergency rooms and even police custody. Federal data show \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm\">a nationwide surge\u003c/a> of kids in mental health crisis during the pandemic — a surge that's further taxing an already overstretched safety net.\u003c/p>\n\u003cp>\u003cstrong>'Take her'\u003c/strong>\u003c/p>\n\u003cp>Even after schools closed, Lindsey would continue to wake up early, get dressed and wait for the bus. When it stopped coming, Sandra says, her daughter just started walking out of the house, wandering, a few times a week.\u003c/p>\n\u003cp>In those situations, Sandra did what many families in crisis tell NPR they've had to do since the pandemic began: race through the short list of places she could call for help.\u003c/p>\n\u003cp>First, her state's mental health crisis hotline. But they often put Sandra on hold.\u003c/p>\n\u003cp>\"This is ridiculous,\" she says of the wait. \"It's supposed to be a crisis team. But I'm on hold for 40, 50 minutes. And by the time you get on the phone, [the crisis] is done!\"\u003c/p>\n\u003cp>Then there's the local hospital's emergency room, but Sandra says she had taken Lindsey there for previous crises and been told there isn't much they can do.\u003c/p>\n\u003cp>That's why, on May 17, when Lindsey walked to Family Dollar in just a red t-shirt and underwear, to get that bag of Doritos, Sandra called the last option on her list: the police.\u003c/p>\n\u003cp>Sandra arrived at the store before the police and paid for the chips. According to Sandra and police records, when an officer approached, Lindsey grew agitated and hit her mom on the back, hard.\u003c/p>\n\u003cp>Sandra says she explained to the officer: \" 'She's autistic. You know, I'm OK. I'm a nurse. I just need to take her home and give her her medication.' \"\u003c/p>\n\u003cfigure id=\"attachment_57261\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57261\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/melton_cam17325-3000-2_slide-00b863e98e12a34f5041c7fec533ac43ed099576-scaled-e1611214696117.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">After Lindsey's school closed, Sandra says her daughter continued to wake up early, get dressed and wait for the bus. When it didn't come, Lindsey started walking out of the house, wandering, a few times a week. \u003ccite>(Audra Melton for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lindsey takes a mood-stabilizer, but because she left home before breakfast, she hadn't taken it that morning. The officer asked if Sandra wanted to take her to the nearest hospital.\u003c/p>\n\u003cp>The hospital wouldn't be able to help Lindsey, Sandra said. It hadn't before. \"They already told me, 'Ma'am, there's nothing we can do.' They just check her labs, it's fine, and they ship her back home. There's nothing [the hospital] can do,\" she recalls telling the officer.\u003c/p>\n\u003cp>Sandra asked if the police could drive her daughter home, so the teen could take her medication, but the officer said no, they couldn't. The only other thing they could do, the officer said, was take Lindsey to jail for hitting her mom.\u003c/p>\n\u003cp>\"I've tried everything,\" Sandra said, exasperated. She paced the parking lot, feeling hopeless, sad and out of options. Finally, in tears, she told the officers, \"Take her.\"\u003c/p>\n\u003cp>Lindsey does not like to be touched and fought back when authorities tried to handcuff her. Several officers wrestled her to the ground. At that point, Sandra protested and says an officer threatened to arrest her too if she didn't back away. Lindsey was taken to jail, where she spent much of the night until Sandra was able to post bail.\u003c/p>\n\u003cp>Clayton County Solicitor-General Charles Brooks denies that Sandra was threatened with arrest and tells NPR, while Lindsey's case is still pending, his office \"is working to ensure that the resolution in this matter involves a plan for medication compliance and not punitive action.\"\u003c/p>\n\u003cp>Sandra isn't alone in her experience. NPR heard similar stories from multiple families — stories of calling in the police when a child was in crisis because caretakers didn't feel they had any other option.\u003c/p>\n\u003cp>\u003cstrong>'The whole system is really grinding to a halt'\u003c/strong>\u003c/p>\n\u003cp>Roughly \u003ca href=\"https://www.cdc.gov/mmwr/volumes/66/wr/mm6644a13.htm\">6% of U.S. children\u003c/a>, ages 6 through 17, are living with serious emotional or behavioral difficulties, including children with autism, severe anxiety, depression and trauma-related mental health conditions.\u003c/p>\n\u003cp>Many of these children depend on schools for access to vital therapies. When schools and doctors' offices stopped providing in-person services last spring, kids were untethered from the people and supports they'd come to rely on.\u003c/p>\n\u003cp>\"The lack of in-person services is really detrimental,\" says \u003ca href=\"https://vivo.brown.edu/display/sduffymd\">Dr. Susan Duffy\u003c/a>, a pediatrician and professor of emergency medicine at Brown University. \"So school-based services are one, but also in-person services in general are disrupted [by the pandemic].\"\u003c/p>\n\u003cp>Marjorie, a mother in Florida, says her 15-year-old son has suffered during these disruptions. He has ADHD and oppositional defiant disorder, a condition marked by frequent and persistent hostility. Little things — like being asked to do school work — can send him into a rage, leading to holes punched in walls, broken doors and violent threats. (Marjorie asked that we not use her last name to protect her family's privacy.)\u003c/p>\n\u003cp>The pandemic has shifted both school and her son's therapy sessions online. But Marjorie says virtual therapy isn't working, because her son doesn't focus well during sessions and tries to watch TV instead. Lately, she has simply been cancelling them.\u003c/p>\n\u003cp>\"I was paying for appointments and there was no therapeutic value,\" Marjorie says.\u003c/p>\n\u003cp>The issues cut across socioeconomic lines — affecting families with private insurance, like Marjorie, as well as those who receive coverage through Medicaid, a federal-state program that provides health insurance to lower-income people and those with disabilities.\u003c/p>\n\u003cp>In the first few months of the pandemic, between March and May 2020, children on Medicaid received \u003ca href=\"https://www.cms.gov/newsroom/fact-sheets/fact-sheet-service-use-among-medicaid-chip-beneficiaries-age-18-and-under-during-covid-19\">44%\u003c/a> fewer outpatient mental health services — including therapy and in-home support — compared to the same time period in 2019, according to the Centers for Medicare & Medicaid Services. That's even after accounting for increased telehealth appointments.\u003c/p>\n\u003cp>And while the nation's ERs have seen a decline in overall visits, there was a relative increase in mental health visits for kids in 2020 compared to 2019.\u003c/p>\n\u003cp>The Centers for Disease Control and Prevention found that, from April to October 2020, hospitals across the U.S. saw a \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm\">24% increase\u003c/a> in the proportion of mental health emergency visits for children ages 5 to 11, and a 31% increase for children ages 12 to 17.\u003c/p>\n\u003cp>\"Proportionally, the number of mental health visits is far more significant than it has been in the past,\" says Duffy. \"Not only are we seeing more children, more children are being admitted [to in-patient care].\"\u003c/p>\n\u003cp>That's because there are fewer outpatient services now available to children, she says, and because the children showing up at ERs \"are more serious.\"\u003c/p>\n\u003cp>This crisis is not only making life harder for these kids and their families, it's stressing the entire health care system.\u003c/p>\n\u003cp>Child and adolescent psychiatrists working in hospitals around the country tell NPR that children are increasingly \"boarding\" in emergency departments for days, waiting for in-patient admission to a regular hospital or psychiatric hospital.\u003c/p>\n\u003cp>Before the pandemic, there was already a \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16912929/\">shortage of in-patient psychiatric beds\u003c/a> for children, says \u003ca href=\"https://jbcc.harvard.edu/christopher-bellonci-md\">Dr. Christopher Bellonci\u003c/a>, a child psychiatrist at Judge Baker Children's Center in Boston. That shortage has only gotten worse as hospitals cut capacity to allow for more physical distancing within psychiatric units.\u003c/p>\n\u003cp>\"The whole system is really grinding to a halt at a time when we have unprecedented need,\" Bellonci says.\u003c/p>\n\u003cp>\u003cstrong>'A signal that the rest of your system doesn't work'\u003c/strong>\u003c/p>\n\u003cp>Psychiatrists on the front lines share the frustrations of parents struggling to find help for their children.\u003c/p>\n\u003cp>Part of the problem is there have never been enough psychiatrists and therapists trained to work with children, intervening in the early stages of their illness, says \u003ca href=\"https://nyulangone.org/doctors/1205956968/jennifer-havens\">Dr. Jennifer Havens\u003c/a>, a child psychiatrist at NYU.\u003c/p>\n\u003cp>\"Tons of people showing up in emergency rooms in bad shape is a signal that the rest of your system doesn't work,\" she says.\u003c/p>\n\u003cp>Havens says too often, services aren't available until children are older — and in crisis. \"Often for people who don't have access to services, we wait until they're too big to be managed.\"\u003c/p>\n\u003cp>While the pandemic has made life harder for Marjorie and her son in Florida, she says it has always been difficult to find the support and care he needs. Last fall, he needed a psychiatric evaluation, but the nearest specialist who would accept her commercial insurance was 100 miles away, in Alabama.\u003c/p>\n\u003cp>\"Even when you have the money or you have the insurance, it is still a travesty,\" Marjorie says. \"You cannot get help for these kids.\"\u003c/p>\n\u003cp>Parents are frustrated, and so are psychiatrists on the front lines. \u003ca href=\"https://www.nationwidechildrens.org/find-a-doctor/profiles/charles-j-glawe\">Dr. C.J. Glawe\u003c/a> leads the psychiatric crisis department at Nationwide Children's Hospital in Columbus, Ohio.\u003c/p>\n\u003cp>He says once a child is stabilized after a crisis, it can be hard to explain to parents that they may not be able to find follow-up care anywhere near their home.\u003c/p>\n\u003cp>\"Especially when I can clearly tell you I know exactly what you need, I just can't give it to you,\" Glawe says, \"it's demoralizing.\"\u003c/p>\n\u003cp>When states and communities fail to provide children the services they need to live at home, kids can deteriorate and even wind up in jail, like Lindsey. At that point, Glawe says, the cost and level of care required will be even higher, whether that's hospitalization or long stays in residential treatment facilities.\u003c/p>\n\u003cp>That's exactly the scenario Sandra, Lindsey's mom, is hoping to avoid for her Princess.\u003c/p>\n\u003cp>\"For me, as a nurse and as a provider, that will be the last thing for my daughter,\" she says. \"It's like [state and local leaders] leave it to the school and the parent to deal with, and they don't care. And that's the problem. It's sad because, if I'm not here...\"\u003c/p>\n\u003cp>Her voice trails off a moment, tears welling.\u003c/p>\n\u003cp>\"She didn't ask to have autism.\"\u003c/p>\n\u003cp>To help families like Sandra's and Marjorie's, advocates say all levels of government need to invest in creating a mental health system that's accessible to anyone who needs it.\u003c/p>\n\u003cp>But given that many states have seen their \u003ca href=\"https://www.npr.org/2020/08/03/893190275/states-are-broke-and-many-are-eyeing-massive-cuts-heres-how-yours-is-doing\">revenues drop\u003c/a> due to the pandemic, there's a concern services will instead get cut — at a time when the need has never been greater.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story is part of a reporting partnership that includes NPR, Illinois Public Media and Kaiser Health News.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27I%27ve+Tried+Everything%27%3A+Pandemic+Worsens+Child+Mental+Health+Crisis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A bag of Doritos, that's all Princess wanted.\u003c/p>\n\u003cp>Her mom calls her Princess, but her real name is Lindsey. She's 17 and lives with her mom, Sandra, a nurse, outside of Atlanta. On May 17, 2020, a Sunday, Lindsey decided she didn't want breakfast; she wanted Doritos. So she left home and walked to Family Dollar, taking her pants off on the way, while her mom followed on the phone with police.\u003c/p>\n\u003cp>Lindsey has autism (NPR isn't using last names to protect her privacy). It can be hard for her to communicate and navigate social situations. She thrives on routine, and gets special help at school. Or \u003cem>got\u003c/em> help, before the coronavirus pandemic closed schools and forced tens of millions of children home. Sandra says that's when their living hell started.\u003c/p>\n\u003cp>\"It's like her brain was wired,\" she says. \"She'd just put on her jacket, and she's out the door. And I'm chasing her.\"\u003c/p>\n\u003cp>On May 17, Sandra chased her all the way to Family Dollar. Hours later, Lindsey was in jail.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lindsey is one of almost \u003ca href=\"https://www.cdc.gov/mmwr/volumes/66/wr/mm6644a13.htm\">3 million children\u003c/a> in the U.S. who have been diagnosed with a serious emotional or behavioral health condition. When the pandemic forced schools and doctors' offices closed last spring, it also cut children off from the trained teachers and therapists who understand their needs.\u003c/p>\n\u003cp>As a result, many, like Lindsey, spiraled into emergency rooms and even police custody. Federal data show \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm\">a nationwide surge\u003c/a> of kids in mental health crisis during the pandemic — a surge that's further taxing an already overstretched safety net.\u003c/p>\n\u003cp>\u003cstrong>'Take her'\u003c/strong>\u003c/p>\n\u003cp>Even after schools closed, Lindsey would continue to wake up early, get dressed and wait for the bus. When it stopped coming, Sandra says, her daughter just started walking out of the house, wandering, a few times a week.\u003c/p>\n\u003cp>In those situations, Sandra did what many families in crisis tell NPR they've had to do since the pandemic began: race through the short list of places she could call for help.\u003c/p>\n\u003cp>First, her state's mental health crisis hotline. But they often put Sandra on hold.\u003c/p>\n\u003cp>\"This is ridiculous,\" she says of the wait. \"It's supposed to be a crisis team. But I'm on hold for 40, 50 minutes. And by the time you get on the phone, [the crisis] is done!\"\u003c/p>\n\u003cp>Then there's the local hospital's emergency room, but Sandra says she had taken Lindsey there for previous crises and been told there isn't much they can do.\u003c/p>\n\u003cp>That's why, on May 17, when Lindsey walked to Family Dollar in just a red t-shirt and underwear, to get that bag of Doritos, Sandra called the last option on her list: the police.\u003c/p>\n\u003cp>Sandra arrived at the store before the police and paid for the chips. According to Sandra and police records, when an officer approached, Lindsey grew agitated and hit her mom on the back, hard.\u003c/p>\n\u003cp>Sandra says she explained to the officer: \" 'She's autistic. You know, I'm OK. I'm a nurse. I just need to take her home and give her her medication.' \"\u003c/p>\n\u003cfigure id=\"attachment_57261\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57261\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/melton_cam17325-3000-2_slide-00b863e98e12a34f5041c7fec533ac43ed099576-scaled-e1611214696117.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">After Lindsey's school closed, Sandra says her daughter continued to wake up early, get dressed and wait for the bus. When it didn't come, Lindsey started walking out of the house, wandering, a few times a week. \u003ccite>(Audra Melton for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lindsey takes a mood-stabilizer, but because she left home before breakfast, she hadn't taken it that morning. The officer asked if Sandra wanted to take her to the nearest hospital.\u003c/p>\n\u003cp>The hospital wouldn't be able to help Lindsey, Sandra said. It hadn't before. \"They already told me, 'Ma'am, there's nothing we can do.' They just check her labs, it's fine, and they ship her back home. There's nothing [the hospital] can do,\" she recalls telling the officer.\u003c/p>\n\u003cp>Sandra asked if the police could drive her daughter home, so the teen could take her medication, but the officer said no, they couldn't. The only other thing they could do, the officer said, was take Lindsey to jail for hitting her mom.\u003c/p>\n\u003cp>\"I've tried everything,\" Sandra said, exasperated. She paced the parking lot, feeling hopeless, sad and out of options. Finally, in tears, she told the officers, \"Take her.\"\u003c/p>\n\u003cp>Lindsey does not like to be touched and fought back when authorities tried to handcuff her. Several officers wrestled her to the ground. At that point, Sandra protested and says an officer threatened to arrest her too if she didn't back away. Lindsey was taken to jail, where she spent much of the night until Sandra was able to post bail.\u003c/p>\n\u003cp>Clayton County Solicitor-General Charles Brooks denies that Sandra was threatened with arrest and tells NPR, while Lindsey's case is still pending, his office \"is working to ensure that the resolution in this matter involves a plan for medication compliance and not punitive action.\"\u003c/p>\n\u003cp>Sandra isn't alone in her experience. NPR heard similar stories from multiple families — stories of calling in the police when a child was in crisis because caretakers didn't feel they had any other option.\u003c/p>\n\u003cp>\u003cstrong>'The whole system is really grinding to a halt'\u003c/strong>\u003c/p>\n\u003cp>Roughly \u003ca href=\"https://www.cdc.gov/mmwr/volumes/66/wr/mm6644a13.htm\">6% of U.S. children\u003c/a>, ages 6 through 17, are living with serious emotional or behavioral difficulties, including children with autism, severe anxiety, depression and trauma-related mental health conditions.\u003c/p>\n\u003cp>Many of these children depend on schools for access to vital therapies. When schools and doctors' offices stopped providing in-person services last spring, kids were untethered from the people and supports they'd come to rely on.\u003c/p>\n\u003cp>\"The lack of in-person services is really detrimental,\" says \u003ca href=\"https://vivo.brown.edu/display/sduffymd\">Dr. Susan Duffy\u003c/a>, a pediatrician and professor of emergency medicine at Brown University. \"So school-based services are one, but also in-person services in general are disrupted [by the pandemic].\"\u003c/p>\n\u003cp>Marjorie, a mother in Florida, says her 15-year-old son has suffered during these disruptions. He has ADHD and oppositional defiant disorder, a condition marked by frequent and persistent hostility. Little things — like being asked to do school work — can send him into a rage, leading to holes punched in walls, broken doors and violent threats. (Marjorie asked that we not use her last name to protect her family's privacy.)\u003c/p>\n\u003cp>The pandemic has shifted both school and her son's therapy sessions online. But Marjorie says virtual therapy isn't working, because her son doesn't focus well during sessions and tries to watch TV instead. Lately, she has simply been cancelling them.\u003c/p>\n\u003cp>\"I was paying for appointments and there was no therapeutic value,\" Marjorie says.\u003c/p>\n\u003cp>The issues cut across socioeconomic lines — affecting families with private insurance, like Marjorie, as well as those who receive coverage through Medicaid, a federal-state program that provides health insurance to lower-income people and those with disabilities.\u003c/p>\n\u003cp>In the first few months of the pandemic, between March and May 2020, children on Medicaid received \u003ca href=\"https://www.cms.gov/newsroom/fact-sheets/fact-sheet-service-use-among-medicaid-chip-beneficiaries-age-18-and-under-during-covid-19\">44%\u003c/a> fewer outpatient mental health services — including therapy and in-home support — compared to the same time period in 2019, according to the Centers for Medicare & Medicaid Services. That's even after accounting for increased telehealth appointments.\u003c/p>\n\u003cp>And while the nation's ERs have seen a decline in overall visits, there was a relative increase in mental health visits for kids in 2020 compared to 2019.\u003c/p>\n\u003cp>The Centers for Disease Control and Prevention found that, from April to October 2020, hospitals across the U.S. saw a \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm\">24% increase\u003c/a> in the proportion of mental health emergency visits for children ages 5 to 11, and a 31% increase for children ages 12 to 17.\u003c/p>\n\u003cp>\"Proportionally, the number of mental health visits is far more significant than it has been in the past,\" says Duffy. \"Not only are we seeing more children, more children are being admitted [to in-patient care].\"\u003c/p>\n\u003cp>That's because there are fewer outpatient services now available to children, she says, and because the children showing up at ERs \"are more serious.\"\u003c/p>\n\u003cp>This crisis is not only making life harder for these kids and their families, it's stressing the entire health care system.\u003c/p>\n\u003cp>Child and adolescent psychiatrists working in hospitals around the country tell NPR that children are increasingly \"boarding\" in emergency departments for days, waiting for in-patient admission to a regular hospital or psychiatric hospital.\u003c/p>\n\u003cp>Before the pandemic, there was already a \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16912929/\">shortage of in-patient psychiatric beds\u003c/a> for children, says \u003ca href=\"https://jbcc.harvard.edu/christopher-bellonci-md\">Dr. Christopher Bellonci\u003c/a>, a child psychiatrist at Judge Baker Children's Center in Boston. That shortage has only gotten worse as hospitals cut capacity to allow for more physical distancing within psychiatric units.\u003c/p>\n\u003cp>\"The whole system is really grinding to a halt at a time when we have unprecedented need,\" Bellonci says.\u003c/p>\n\u003cp>\u003cstrong>'A signal that the rest of your system doesn't work'\u003c/strong>\u003c/p>\n\u003cp>Psychiatrists on the front lines share the frustrations of parents struggling to find help for their children.\u003c/p>\n\u003cp>Part of the problem is there have never been enough psychiatrists and therapists trained to work with children, intervening in the early stages of their illness, says \u003ca href=\"https://nyulangone.org/doctors/1205956968/jennifer-havens\">Dr. Jennifer Havens\u003c/a>, a child psychiatrist at NYU.\u003c/p>\n\u003cp>\"Tons of people showing up in emergency rooms in bad shape is a signal that the rest of your system doesn't work,\" she says.\u003c/p>\n\u003cp>Havens says too often, services aren't available until children are older — and in crisis. \"Often for people who don't have access to services, we wait until they're too big to be managed.\"\u003c/p>\n\u003cp>While the pandemic has made life harder for Marjorie and her son in Florida, she says it has always been difficult to find the support and care he needs. Last fall, he needed a psychiatric evaluation, but the nearest specialist who would accept her commercial insurance was 100 miles away, in Alabama.\u003c/p>\n\u003cp>\"Even when you have the money or you have the insurance, it is still a travesty,\" Marjorie says. \"You cannot get help for these kids.\"\u003c/p>\n\u003cp>Parents are frustrated, and so are psychiatrists on the front lines. \u003ca href=\"https://www.nationwidechildrens.org/find-a-doctor/profiles/charles-j-glawe\">Dr. C.J. Glawe\u003c/a> leads the psychiatric crisis department at Nationwide Children's Hospital in Columbus, Ohio.\u003c/p>\n\u003cp>He says once a child is stabilized after a crisis, it can be hard to explain to parents that they may not be able to find follow-up care anywhere near their home.\u003c/p>\n\u003cp>\"Especially when I can clearly tell you I know exactly what you need, I just can't give it to you,\" Glawe says, \"it's demoralizing.\"\u003c/p>\n\u003cp>When states and communities fail to provide children the services they need to live at home, kids can deteriorate and even wind up in jail, like Lindsey. At that point, Glawe says, the cost and level of care required will be even higher, whether that's hospitalization or long stays in residential treatment facilities.\u003c/p>\n\u003cp>That's exactly the scenario Sandra, Lindsey's mom, is hoping to avoid for her Princess.\u003c/p>\n\u003cp>\"For me, as a nurse and as a provider, that will be the last thing for my daughter,\" she says. \"It's like [state and local leaders] leave it to the school and the parent to deal with, and they don't care. And that's the problem. It's sad because, if I'm not here...\"\u003c/p>\n\u003cp>Her voice trails off a moment, tears welling.\u003c/p>\n\u003cp>\"She didn't ask to have autism.\"\u003c/p>\n\u003cp>To help families like Sandra's and Marjorie's, advocates say all levels of government need to invest in creating a mental health system that's accessible to anyone who needs it.\u003c/p>\n\u003cp>But given that many states have seen their \u003ca href=\"https://www.npr.org/2020/08/03/893190275/states-are-broke-and-many-are-eyeing-massive-cuts-heres-how-yours-is-doing\">revenues drop\u003c/a> due to the pandemic, there's a concern services will instead get cut — at a time when the need has never been greater.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story is part of a reporting partnership that includes NPR, Illinois Public Media and Kaiser Health News.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27I%27ve+Tried+Everything%27%3A+Pandemic+Worsens+Child+Mental+Health+Crisis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Amid Surges, Teachers and School Staff Line Up For Their Vaccines",
"title": "Amid Surges, Teachers and School Staff Line Up For Their Vaccines",
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"content": "\u003cp>Don Brown has been driving a school bus for more than 20 years in the Chicago area. And for all that time, he's noticed one odd student habit.\u003c/p>\n\u003cp>As they climb aboard his bus, \"when they get to the top step, they always cough,\" he says. \"This was even before the pandemic! Or, when they get ready to get off, they say 'Bye, bus driver!' and they cough.\"\u003c/p>\n\u003cp>Because of this, Brown says, he hopes he'll be getting the vaccine, \"as soon as I can.\"\u003c/p>\n\u003cp>As another semester gets under way, more than half of U.S. public school students are learning in front of tablets and laptops, according to the organization Burbio. President-elect Joe Biden has pledged to try to open most schools within his first hundred days in office.\u003c/p>\n\u003cp>And to make opening schools safer, the Centers for Disease Control and Prevention has classed school staff as \"frontline essential workers\" — meaning they're among the earliest in line to get the new coronavirus vaccines. But access and timelines vary around the country, and some teachers remain worried about coronavirus continuing to spread in schools, even if they themselves can get the shots.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Per federal vaccination guidelines, school personnel — including custodians, food service workers, and bus drivers — along with child care providers, are in category 1b, just after the elderly in long-term care facilities and health care workers.\u003c/p>\n\u003cp>Grace Lee, the chief medical officer for practice innovation and pediatric infectious disease physician at Stanford Children's Health, sat on the committee that drew up those recommendations. She said they put education workers so high up on the list because she's concerned about the social and academic effects of prolonged school closures. \"My worry is that some children are being left behind, and that we need to really be able to make sure that there is the opportunity for everyone to be educated.\"\u003c/p>\n\u003cp>In some states, school workers have already begun to receive vaccines, or expect to in the coming days. NPR asked teachers on Twitter how they felt about getting the vaccine, and got an outpouring of more than 2,000 responses.\u003c/p>\n\u003cp>Most, like Don Brown in Illinois, were eager to get theirs. But few were as emphatic, or poetic, as Cheryl Coker, who teaches elementary music in Houston:\u003c/p>\n\u003cp>\"I would take it in a box, I would take it with a fox. I would take it in a house, I would take it with a mouse. Vaccinate me here or there, vaccinate me anywhere.\"\u003c/p>\n\u003ch2>\u003cstrong>The Lions' Den \u003c/strong>\u003c/h2>\n\u003cp>Regardless of federal guidelines, states are setting their own priority lists. And in states like Utah and Texas, educators have been in tense discussions with state leaders over vaccine priority.\u003c/p>\n\u003cp>In Utah, where most schools are fully or partially open, Heidi Matthews is president of the state's largest teacher union, which fought to get teachers moved up the list. She notes that the state historically has among the \u003ca href=\"https://nces.ed.gov/surveys/sass/tables/sass0708_2009324_t1s_08.asp\">largest average class sizes\u003c/a> in the nation. \"I mean, we can't keep our desks six inches apart, much less do any sort of social distancing.\"\u003c/p>\n\u003cp>She says, \"many of our teachers feel like they have been forced into that proverbial lion's den.\"\u003c/p>\n\u003cp>Which raises a question that has challenged educators and public health experts since the pandemic began: Are classrooms that dangerous when it comes to coronavirus? That's the subject of \u003ca href=\"https://www.chalkbeat.org/2021/1/4/22214312/covid-spread-schools-research\">two\u003c/a> new \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/01/07/953961009/where-is-it-safe-to-reopen-schools-new-research-offers-answers\">studies\u003c/a>. Both found schools that can operate safely, with precautions, as long as community spread is not too high.\u003c/p>\n\u003cp>But in most places in the United States, COVID-19 is surging out of control. And that means mixed feelings at this moment for educators, especially where school buildings are open.\u003c/p>\n\u003cp>When I reached Michael Hinojosa, the superintendent of the Dallas public schools, he had just struck a deal to use one of his fieldhouses as a vaccination site, both for his staff and for the local community.\u003c/p>\n\u003cp>\"I feel that we've finally been listened to. During this whole pandemic, we've been the lost voice out there,\" he said, referring to educators. But it's hard to celebrate, he added, when cases are rising: \"I think it's still going to be horrible between now and spring break. But now I see a light at the end of the tunnel, and it's not a freight train.\"\u003c/p>\n\u003ch2>\u003cstrong>Logistics and \"Excruciating choices\"\u003c/strong>\u003c/h2>\n\u003cp>In Kentucky, where schools were ordered closed due to COVID-19 surges in November, Commissioner of Education Jason Glass talked about the logistical challenges of getting shots in arms, which he hopes will begin in February.\u003c/p>\n\u003cp>First of all, his Department of Education asked all school staff, both public and private, to put in their names to get the vaccine, which in turn determined how many doses the Department of Public Health would order. The request went out over the December holidays. Around 82,000 people quickly put up their hands, or roughly 9 in 10 of the relevant staff members in school systems like Louisville's.\u003c/p>\n\u003cp>Meanwhile, local public health departments are busy standing up vaccine sites.\u003c/p>\n\u003cp>\"We have contracts that are in development right now with grocery stores, with commercial pharmacies, big retail stores like Walmart, those are all options.\"\u003c/p>\n\u003cp>And finally comes a set of what Glass calls excruciating choices. \"We're gonna have scarcity associated with the vaccine,\" he explained, which means asking:\u003c/p>\n\u003cp>In what order do people get it? Should those who are older or have pre-existing conditions go first? What about school staff who have the most face-to-face contact with students? Or communities of color that have been disproportionately harmed?\u003c/p>\n\u003cp>\"Those are all variables that I think have to be taken into account.\"\u003c/p>\n\u003ch2>\u003cstrong>Hesitation\u003c/strong>\u003c/h2>\n\u003cp>An \u003cem>Education Week \u003c/em>\u003ca href=\"https://www.edweek.org/leadership/school-workers-may-get-early-shot-at-covid-19-vaccine-will-they-take-it/2020/12\">survey of teachers\u003c/a> taken in November found just over 1 in 4 expressing some hesitation about lining up for their shots, somewhat on par with the general population.\u003c/p>\n\u003cp>Patrick Harris, who teaches middle school humanities at the Roeper School in the Detroit area, says that while he is ultimately willing to take the vaccine, \"the hesitation that I have is just thinking about long-term impacts that are not necessarily known.\"\u003c/p>\n\u003cp>Meanwhile, Harris says, members of his family, including his 100-year-old grandmother, are dead-set against it: \"My parents, my grandparents, the older black folks in my family, you know, they are like, 'I'm not getting the vaccine first, if at all, and you better not either.' \"\u003c/p>\n\u003cp>Many polls have shown more vaccine-hesitancy among African Americans, a legacy of centuries of what the medical ethicist Harriet Washington calls \"medical apartheid.\"\u003c/p>\n\u003cp>For educators like Harris who have yet to go back to work in person, the stakes of getting a vaccine are different. Many of the school systems that have remained all remote are in cities, serving large numbers of Black and Hispanic students whose communities have been hit hard by the virus.\u003c/p>\n\u003cp>Clarice Brazas teaches humanities, currently online at The U School, a Philadelphia public high school. Brazas says she'll be happy to get the vaccine, but she'll still be worried about her students spreading the virus, especially those who use public transportation.\u003c/p>\n\u003cp>\"I work in a really small high school,\" she says, \"but we've already had several students who have either lost parents or whose parents have been hospitalized. A lot of our students live with their grandparents.\"\u003c/p>\n\u003cp>No vaccine has yet been approved for children under 16, and younger people are at the back of the line according to CDC guidelines. Dr. Lee, at Stanford, says that means masks, handwashing, social distancing and ventilation are here to stay for at least the rest of this school year.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Vaccines in my mind are another layer of protection,\" she said. \"It doesn't mean all the other barriers go away, but it does mean that if we add that layer in, it adds a huge degree of protection that does not always depend on everyone being perfect one hundred percent of the time.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Amid+Surges%2C+Teachers+Line+Up+For+Their+Vaccines&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Don Brown has been driving a school bus for more than 20 years in the Chicago area. And for all that time, he's noticed one odd student habit.\u003c/p>\n\u003cp>As they climb aboard his bus, \"when they get to the top step, they always cough,\" he says. \"This was even before the pandemic! Or, when they get ready to get off, they say 'Bye, bus driver!' and they cough.\"\u003c/p>\n\u003cp>Because of this, Brown says, he hopes he'll be getting the vaccine, \"as soon as I can.\"\u003c/p>\n\u003cp>As another semester gets under way, more than half of U.S. public school students are learning in front of tablets and laptops, according to the organization Burbio. President-elect Joe Biden has pledged to try to open most schools within his first hundred days in office.\u003c/p>\n\u003cp>And to make opening schools safer, the Centers for Disease Control and Prevention has classed school staff as \"frontline essential workers\" — meaning they're among the earliest in line to get the new coronavirus vaccines. But access and timelines vary around the country, and some teachers remain worried about coronavirus continuing to spread in schools, even if they themselves can get the shots.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Per federal vaccination guidelines, school personnel — including custodians, food service workers, and bus drivers — along with child care providers, are in category 1b, just after the elderly in long-term care facilities and health care workers.\u003c/p>\n\u003cp>Grace Lee, the chief medical officer for practice innovation and pediatric infectious disease physician at Stanford Children's Health, sat on the committee that drew up those recommendations. She said they put education workers so high up on the list because she's concerned about the social and academic effects of prolonged school closures. \"My worry is that some children are being left behind, and that we need to really be able to make sure that there is the opportunity for everyone to be educated.\"\u003c/p>\n\u003cp>In some states, school workers have already begun to receive vaccines, or expect to in the coming days. NPR asked teachers on Twitter how they felt about getting the vaccine, and got an outpouring of more than 2,000 responses.\u003c/p>\n\u003cp>Most, like Don Brown in Illinois, were eager to get theirs. But few were as emphatic, or poetic, as Cheryl Coker, who teaches elementary music in Houston:\u003c/p>\n\u003cp>\"I would take it in a box, I would take it with a fox. I would take it in a house, I would take it with a mouse. Vaccinate me here or there, vaccinate me anywhere.\"\u003c/p>\n\u003ch2>\u003cstrong>The Lions' Den \u003c/strong>\u003c/h2>\n\u003cp>Regardless of federal guidelines, states are setting their own priority lists. And in states like Utah and Texas, educators have been in tense discussions with state leaders over vaccine priority.\u003c/p>\n\u003cp>In Utah, where most schools are fully or partially open, Heidi Matthews is president of the state's largest teacher union, which fought to get teachers moved up the list. She notes that the state historically has among the \u003ca href=\"https://nces.ed.gov/surveys/sass/tables/sass0708_2009324_t1s_08.asp\">largest average class sizes\u003c/a> in the nation. \"I mean, we can't keep our desks six inches apart, much less do any sort of social distancing.\"\u003c/p>\n\u003cp>She says, \"many of our teachers feel like they have been forced into that proverbial lion's den.\"\u003c/p>\n\u003cp>Which raises a question that has challenged educators and public health experts since the pandemic began: Are classrooms that dangerous when it comes to coronavirus? That's the subject of \u003ca href=\"https://www.chalkbeat.org/2021/1/4/22214312/covid-spread-schools-research\">two\u003c/a> new \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/01/07/953961009/where-is-it-safe-to-reopen-schools-new-research-offers-answers\">studies\u003c/a>. Both found schools that can operate safely, with precautions, as long as community spread is not too high.\u003c/p>\n\u003cp>But in most places in the United States, COVID-19 is surging out of control. And that means mixed feelings at this moment for educators, especially where school buildings are open.\u003c/p>\n\u003cp>When I reached Michael Hinojosa, the superintendent of the Dallas public schools, he had just struck a deal to use one of his fieldhouses as a vaccination site, both for his staff and for the local community.\u003c/p>\n\u003cp>\"I feel that we've finally been listened to. During this whole pandemic, we've been the lost voice out there,\" he said, referring to educators. But it's hard to celebrate, he added, when cases are rising: \"I think it's still going to be horrible between now and spring break. But now I see a light at the end of the tunnel, and it's not a freight train.\"\u003c/p>\n\u003ch2>\u003cstrong>Logistics and \"Excruciating choices\"\u003c/strong>\u003c/h2>\n\u003cp>In Kentucky, where schools were ordered closed due to COVID-19 surges in November, Commissioner of Education Jason Glass talked about the logistical challenges of getting shots in arms, which he hopes will begin in February.\u003c/p>\n\u003cp>First of all, his Department of Education asked all school staff, both public and private, to put in their names to get the vaccine, which in turn determined how many doses the Department of Public Health would order. The request went out over the December holidays. Around 82,000 people quickly put up their hands, or roughly 9 in 10 of the relevant staff members in school systems like Louisville's.\u003c/p>\n\u003cp>Meanwhile, local public health departments are busy standing up vaccine sites.\u003c/p>\n\u003cp>\"We have contracts that are in development right now with grocery stores, with commercial pharmacies, big retail stores like Walmart, those are all options.\"\u003c/p>\n\u003cp>And finally comes a set of what Glass calls excruciating choices. \"We're gonna have scarcity associated with the vaccine,\" he explained, which means asking:\u003c/p>\n\u003cp>In what order do people get it? Should those who are older or have pre-existing conditions go first? What about school staff who have the most face-to-face contact with students? Or communities of color that have been disproportionately harmed?\u003c/p>\n\u003cp>\"Those are all variables that I think have to be taken into account.\"\u003c/p>\n\u003ch2>\u003cstrong>Hesitation\u003c/strong>\u003c/h2>\n\u003cp>An \u003cem>Education Week \u003c/em>\u003ca href=\"https://www.edweek.org/leadership/school-workers-may-get-early-shot-at-covid-19-vaccine-will-they-take-it/2020/12\">survey of teachers\u003c/a> taken in November found just over 1 in 4 expressing some hesitation about lining up for their shots, somewhat on par with the general population.\u003c/p>\n\u003cp>Patrick Harris, who teaches middle school humanities at the Roeper School in the Detroit area, says that while he is ultimately willing to take the vaccine, \"the hesitation that I have is just thinking about long-term impacts that are not necessarily known.\"\u003c/p>\n\u003cp>Meanwhile, Harris says, members of his family, including his 100-year-old grandmother, are dead-set against it: \"My parents, my grandparents, the older black folks in my family, you know, they are like, 'I'm not getting the vaccine first, if at all, and you better not either.' \"\u003c/p>\n\u003cp>Many polls have shown more vaccine-hesitancy among African Americans, a legacy of centuries of what the medical ethicist Harriet Washington calls \"medical apartheid.\"\u003c/p>\n\u003cp>For educators like Harris who have yet to go back to work in person, the stakes of getting a vaccine are different. Many of the school systems that have remained all remote are in cities, serving large numbers of Black and Hispanic students whose communities have been hit hard by the virus.\u003c/p>\n\u003cp>Clarice Brazas teaches humanities, currently online at The U School, a Philadelphia public high school. Brazas says she'll be happy to get the vaccine, but she'll still be worried about her students spreading the virus, especially those who use public transportation.\u003c/p>\n\u003cp>\"I work in a really small high school,\" she says, \"but we've already had several students who have either lost parents or whose parents have been hospitalized. A lot of our students live with their grandparents.\"\u003c/p>\n\u003cp>No vaccine has yet been approved for children under 16, and younger people are at the back of the line according to CDC guidelines. Dr. Lee, at Stanford, says that means masks, handwashing, social distancing and ventilation are here to stay for at least the rest of this school year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Vaccines in my mind are another layer of protection,\" she said. \"It doesn't mean all the other barriers go away, but it does mean that if we add that layer in, it adds a huge degree of protection that does not always depend on everyone being perfect one hundred percent of the time.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Amid+Surges%2C+Teachers+Line+Up+For+Their+Vaccines&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Quiet And 'Unsettling' Pandemic Toll: Students Who've Fallen Off The Grid",
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"content": "\u003cp>For American families and their children, school is more than just a building. It's a social life and a community, an athletic center and a place to get meals that aren't available at home. The coronavirus pandemic has disrupted — and continues to disrupt — the lives of U.S. students in profound ways.\u003c/p>\n\u003cp>Many kids haven't set foot in their schools since March, when \u003ca href=\"https://www.edweek.org/leadership/the-coronavirus-spring-the-historic-closing-of-u-s-schools-a-timeline/2020/07#:~:text=April%2017%3A%20More%20states%20close,the%202019%2D20%20school%20year.\">most in-person schooling shut down\u003c/a> across the United States. Teachers are working tirelessly to educate their students online, but they are growing increasingly anxious about the kids who aren't showing up at all.\u003c/p>\n\u003cp>An estimated \u003ca href=\"https://bellwethereducation.org/publication/missing-margins-estimating-scale-covid-19-attendance-crisis#How%20did%20you%20estimate%201-3%20million%20missing%20students?\">3 million students\u003c/a> may have dropped out of school learning since March, according to Bellwether Education Partners, a national nonprofit that focuses on underserved youth. The group's study cited a lack of Internet access, housing insecurity, disabilities and language barriers as major obstacles to attending virtual classes during the pandemic.\u003c/p>\n\u003cp>\"It is really, really unsettling,\" says Alex, a teacher in western Virginia, who asked that her last name not be used for fear of repercussions for speaking out. \"I think people don't realize how much we need to see these kids. A lot of times in schools, we are the first line for seeing signs of child abuse, for seeing signs of food insecurity. And you don't have that with virtual students. Especially when they ghost.\"\u003c/p>\n\u003cp>That \"ghosting\" is a constant problem for school employees who track attendance in both urban and rural districts. Staying connected to students with little to no Internet access has become impossible in many cases.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"They find ways to disappear when they don't want to be found,\" says Karen Smith, who has been an educator for more than three decades and teaches high school English in a rural area on Maryland's Eastern Shore.\u003c/p>\n\u003cp>\"Many of our students and even our faculty and staff don't have reliable Internet,\" she says. \"We experimented with portable Wi-Fi, and in our neck of the woods, that's not really a feasible thing because you have to have a signal to bounce off of. And in some cases, they're rural enough that they don't have that option.\"\u003c/p>\n\u003cp>Located about 150 miles northwest of Smith's school district, Baltimore might seem like a different world. But families in Evan Murray's urban school district face many of the same challenges.\u003c/p>\n\u003cp>\"The Wi-Fi has been problematic for everybody,\" says Murray, who has worked in education for 13 years. He's now employed by Baltimore City Public Schools as a community school site specialist, communicating with students and their families about what they need for both their academic and nonacademic lives.\u003c/p>\n\u003cp>Smith's and Murray's two Maryland communities have nearly identical poverty levels, hovering just above 20%. So when a student is absent, missed lessons aren't the only concern.\u003c/p>\n\u003cp>\"Our kids already rely on the teachers and the staff for a lot of different levels of support,\" such as food and health care resources, Murray says.\u003c/p>\n\u003cp>\"We have a bunch of kids who rely on the morning breakfast and lunch programs to eat throughout the day,\" he continues. \"We need to communicate and check on our babies, our scholars, and make sure they're fine.\"\u003c/p>\n\u003cp>Smith, in rural Maryland, is worried about that too.\u003c/p>\n\u003cp>\"It's really created a hardship for those families, and I think that is one of the reasons that there's been such a push to go back to school in person,\" she says, also noting that schools act as child care for many working parents.\u003c/p>\n\u003cp>The pandemic has made life unpredictable, and teachers see that reflected in class participation.\u003c/p>\n\u003cp>\"Some of the students are in and out of touch,\" says Smith. \"There's one student that I haven't heard from her in, I don't know how long.\"\u003c/p>\n\u003cp>Smith says she has been trying to reach the student by phone but senses that she might be dealing with a precarious family situation.\u003c/p>\n\u003cp>\"I think they're hesitant to be upfront about what's going on at home sometimes,\" she says.\u003c/p>\n\u003cp>Last week, Smith lost her own Internet access at home about 10 minutes before class was supposed to start. After that, she decided to start working out of the empty school building. The loud, buzzing hallways she remembers, filled with young voices and bodies, are now silent. After a few minutes, the motion-sensitive lights go off.\u003c/p>\n\u003cp>One thing she and her colleagues often think about is how they don't necessarily even know what their students look like.\u003c/p>\n\u003cp>\"They could walk in my room, face-to-face, and I would have absolutely no idea,\" she says. \"I don't even know if I've heard their voices.\"\u003c/p>\n\u003cp>Before the pandemic, Murray of the Baltimore schools says he spent a lot of time doing things like getting uniforms for kids and making parents feel involved. Now, his job deals largely with technology issues — getting tablets and other equipment out to students' homes, assuming he has the correct address.\u003c/p>\n\u003cp>Otherwise, he spends much of his workday on the phone, trying to track down students who have fallen off the grid.\u003c/p>\n\u003cp>On a recent day, he says he spent two hours — from 1:30 to 3:30 p.m. — trying to contact 13 kids. \"We have to, because there are still a number of students we haven't gotten, we haven't made contact with.\"\u003c/p>\n\u003cp>There are wrong numbers, kids who are tracked down to a different state, and home visits — when they were happening — where no one comes to the door.\u003c/p>\n\u003cp>Echoing Smith's experience in rural Maryland, Murray says he thinks there is shame or embarrassment, from students or their families, behind those unanswered messages and knocks on the doors.\u003c/p>\n\u003cp>And amid worries that some of the temporary student absences could become permanent, Murray says schools need to be relentless in their outreach efforts.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"You can't go in this like you're waiting and wishing for students to come back,\" he says. \"It's not going to happen.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Quiet+And+%27Unsettling%27+Pandemic+Toll%3A+Students+Who%27ve+Fallen+Off+The+Grid&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For American families and their children, school is more than just a building. It's a social life and a community, an athletic center and a place to get meals that aren't available at home. The coronavirus pandemic has disrupted — and continues to disrupt — the lives of U.S. students in profound ways.\u003c/p>\n\u003cp>Many kids haven't set foot in their schools since March, when \u003ca href=\"https://www.edweek.org/leadership/the-coronavirus-spring-the-historic-closing-of-u-s-schools-a-timeline/2020/07#:~:text=April%2017%3A%20More%20states%20close,the%202019%2D20%20school%20year.\">most in-person schooling shut down\u003c/a> across the United States. Teachers are working tirelessly to educate their students online, but they are growing increasingly anxious about the kids who aren't showing up at all.\u003c/p>\n\u003cp>An estimated \u003ca href=\"https://bellwethereducation.org/publication/missing-margins-estimating-scale-covid-19-attendance-crisis#How%20did%20you%20estimate%201-3%20million%20missing%20students?\">3 million students\u003c/a> may have dropped out of school learning since March, according to Bellwether Education Partners, a national nonprofit that focuses on underserved youth. The group's study cited a lack of Internet access, housing insecurity, disabilities and language barriers as major obstacles to attending virtual classes during the pandemic.\u003c/p>\n\u003cp>\"It is really, really unsettling,\" says Alex, a teacher in western Virginia, who asked that her last name not be used for fear of repercussions for speaking out. \"I think people don't realize how much we need to see these kids. A lot of times in schools, we are the first line for seeing signs of child abuse, for seeing signs of food insecurity. And you don't have that with virtual students. Especially when they ghost.\"\u003c/p>\n\u003cp>That \"ghosting\" is a constant problem for school employees who track attendance in both urban and rural districts. Staying connected to students with little to no Internet access has become impossible in many cases.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"They find ways to disappear when they don't want to be found,\" says Karen Smith, who has been an educator for more than three decades and teaches high school English in a rural area on Maryland's Eastern Shore.\u003c/p>\n\u003cp>\"Many of our students and even our faculty and staff don't have reliable Internet,\" she says. \"We experimented with portable Wi-Fi, and in our neck of the woods, that's not really a feasible thing because you have to have a signal to bounce off of. And in some cases, they're rural enough that they don't have that option.\"\u003c/p>\n\u003cp>Located about 150 miles northwest of Smith's school district, Baltimore might seem like a different world. But families in Evan Murray's urban school district face many of the same challenges.\u003c/p>\n\u003cp>\"The Wi-Fi has been problematic for everybody,\" says Murray, who has worked in education for 13 years. He's now employed by Baltimore City Public Schools as a community school site specialist, communicating with students and their families about what they need for both their academic and nonacademic lives.\u003c/p>\n\u003cp>Smith's and Murray's two Maryland communities have nearly identical poverty levels, hovering just above 20%. So when a student is absent, missed lessons aren't the only concern.\u003c/p>\n\u003cp>\"Our kids already rely on the teachers and the staff for a lot of different levels of support,\" such as food and health care resources, Murray says.\u003c/p>\n\u003cp>\"We have a bunch of kids who rely on the morning breakfast and lunch programs to eat throughout the day,\" he continues. \"We need to communicate and check on our babies, our scholars, and make sure they're fine.\"\u003c/p>\n\u003cp>Smith, in rural Maryland, is worried about that too.\u003c/p>\n\u003cp>\"It's really created a hardship for those families, and I think that is one of the reasons that there's been such a push to go back to school in person,\" she says, also noting that schools act as child care for many working parents.\u003c/p>\n\u003cp>The pandemic has made life unpredictable, and teachers see that reflected in class participation.\u003c/p>\n\u003cp>\"Some of the students are in and out of touch,\" says Smith. \"There's one student that I haven't heard from her in, I don't know how long.\"\u003c/p>\n\u003cp>Smith says she has been trying to reach the student by phone but senses that she might be dealing with a precarious family situation.\u003c/p>\n\u003cp>\"I think they're hesitant to be upfront about what's going on at home sometimes,\" she says.\u003c/p>\n\u003cp>Last week, Smith lost her own Internet access at home about 10 minutes before class was supposed to start. After that, she decided to start working out of the empty school building. The loud, buzzing hallways she remembers, filled with young voices and bodies, are now silent. After a few minutes, the motion-sensitive lights go off.\u003c/p>\n\u003cp>One thing she and her colleagues often think about is how they don't necessarily even know what their students look like.\u003c/p>\n\u003cp>\"They could walk in my room, face-to-face, and I would have absolutely no idea,\" she says. \"I don't even know if I've heard their voices.\"\u003c/p>\n\u003cp>Before the pandemic, Murray of the Baltimore schools says he spent a lot of time doing things like getting uniforms for kids and making parents feel involved. Now, his job deals largely with technology issues — getting tablets and other equipment out to students' homes, assuming he has the correct address.\u003c/p>\n\u003cp>Otherwise, he spends much of his workday on the phone, trying to track down students who have fallen off the grid.\u003c/p>\n\u003cp>On a recent day, he says he spent two hours — from 1:30 to 3:30 p.m. — trying to contact 13 kids. \"We have to, because there are still a number of students we haven't gotten, we haven't made contact with.\"\u003c/p>\n\u003cp>There are wrong numbers, kids who are tracked down to a different state, and home visits — when they were happening — where no one comes to the door.\u003c/p>\n\u003cp>Echoing Smith's experience in rural Maryland, Murray says he thinks there is shame or embarrassment, from students or their families, behind those unanswered messages and knocks on the doors.\u003c/p>\n\u003cp>And amid worries that some of the temporary student absences could become permanent, Murray says schools need to be relentless in their outreach efforts.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"You can't go in this like you're waiting and wishing for students to come back,\" he says. \"It's not going to happen.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Quiet+And+%27Unsettling%27+Pandemic+Toll%3A+Students+Who%27ve+Fallen+Off+The+Grid&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "'Every Kid is Motivated': Action-oriented Ideas to Revive Students' Curiosity",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">If there’s one concern about distance learning that educators have during these times, it’s that students are having difficulty being motivated. A lack of motivation is perfectly understandable given the severity of the pandemic, the financial hardships and the shortcomings of video conferencing platforms. But that doesn’t necessarily mean teachers can’t prioritize motivation and curiosity, which were already suffering pre-pandemic because of the way schools often rely on tests and grades to drive student learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators navigating distance learning are grappling and experimenting with ways to capture students’ \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school\">\u003cspan style=\"font-weight: 400\">interest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through social media, polls and \u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school/\">stickers on their faces\u003c/a>. In addition to those strategies, they've also found ways to stoke curiosity and motivation that are not completely out-of-the-box solutions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How does curiosity work and how can we spark it?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is “a drive like hunger or thirst” according to Harvard Graduate School of Education professor \u003c/span>\u003ca href=\"https://sasn.rutgers.edu/about-us/faculty-staff/elizabeth-bonawitz-0\">\u003cspan style=\"font-weight: 400\">Elizabeth Bonawitz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s something that allows us to drive our attention and our cognitive resources towards opportunities for learning.” In a recent HGSE \u003ca href=\"https://www.youtube.com/watch?v=kcfBgOWXBv4&list=PLJX6dtNZ-81aNGAnXF4-BVD9TKXTGz04V&index=1\">webinar\u003c/a>, she and others explained how curiosity influences meaningful educational experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is not a trait that is “fostered” in children. It\u003c/span>\u003cspan style=\"font-weight: 400\"> isn’t like a set of skills that can be taught because it exists in each and every one of us. Curiosity needs the right conditions and encouragement, so instead of focusing on how to create more curious young people, educators can concentrate on developing opportunities for students to be curious. Students might often be concerned about getting the right answer on tests, for example, but Bonawitz recommends \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0010028511000995?casa_token=f89B0Gi86AwAAAAA:IucS5mGAgkmDaXDgJiEyK_byl0AA2OqHO9oP44YbaX58Vp4hMscICLoz2gE0vd0deP-La9D_Iw\">\u003cspan style=\"font-weight: 400\">embracing the ambiguity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of questions or assignments with open-ended answers so students can have the space to wrestle with their assumptions about the world around them and put forth predictions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why motivation is critical in conversations about curiosity \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every kid is motivated,” says Los Angeles-based educator \u003c/span>\u003ca href=\"http://genevieve-debose.squarespace.com/about\">\u003cspan style=\"font-weight: 400\">Geneviève DeBose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What are different kids motivated to do and why?” She supports middle school English Language Arts teachers and students with planning, instruction and assessment. She notes that educators and parents can lean into opportunities that really speak to young people, such as connecting with their peers, and content and tasks that are meaningful to them. Social and emotional learning is foundational to nurturing connected learners, and DeBose says this can be achieved at the beginning of a class by having space for kids to check in with each other and the teacher (this can be through an icebreaker question like “What is the weirdest food combination you think tastes really good?”). Teachers can also make sure students have an opportunity to engage with each other during the class session through discussions or collaborations in small groups. They can also have a check out at the end of class by completing a task or answering a question that closes out the activity. One recent memorable check out was asking students to share one line they were proud of in the chatbox to wrap up a unit on fictional narrative. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connections to peers and teachers in particular creates a sense of safety and empowerment for students, making way for them to ask questions and express curiosity without fear or embarrassment. In more typical circumstances, having more time with a teacher is beneficial to learning because students can assume that teachers will provide lessons and activities that are aligned with an accurate assessment of their skills and abilities. Because students are experiencing less one-on-one time with teachers, it may take more effort to establish the same trust in teachers that enables engaged learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While remote learning is creating new ways to educate students, Bonawitz notes that rapport between students and teachers is harder to cultivate as classrooms move to video conferencing platforms. Adding to that, teachers are even more pressed for time these days, notes DeBose. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So much of the work that we do is building relationships with students, so that we can know them as people, which really then allows us to tap into figuring out what's going to motivate them,” said DeBose. “Because we have an understanding of their interests and their stories and their experiences, we're much better suited to create instruction that takes all of those things into account.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since those connections are harder during distance learning, DeBose urges lessons that are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">,\u003c/a> student-centered and timely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If kids cannot connect to what they are learning and the people that are around them, they are far less likely to be motivated to actually engage and learn,” she said. In these times of crisis, it becomes vital to make classroom content related to what students are experiencing in their day to day lives. HGSE professor \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> similarly suggests incorporating more variety and responsiveness into classes, saying teachers should “enable kids to propose different ways into topics.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In practice, DeBose recommends activities that give students specific responsibilities when they are taking on class activities in groups, such as screen sharer, time keeper and a vibe checker. That way, “they all have a particular leadership role that impacts the success of the group.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Fostering curiosity and motivation in your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In some ways, distance learning has paved the way for students to have more positive school experiences. With shifting schedules, children have the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56222/how-to-help-young-children-sleep-better-during-covid-19\">\u003cspan style=\"font-weight: 400\">get more sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and online learning has released students from the anxiety of having to perform in classroom settings. In best cases, students are proving that they are able to thrive and learn in a variety of conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This work is so hard, period. But it's even more difficult under these circumstances,” says DeBose. Because today’s educators have been tasked with reaching\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\"> vulnerable students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the face of unprecedented uncertainty, trying to revamp and restructure classes starts to seem like an enormous undertaking. To counter this pressure, DeBose suggests \u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">connecting\u003c/a> with other educators, prioritizing personal time and planning ahead as ways to free up bandwidth to iterate lesson plans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With educators’ efforts in mind, there are three subtle moves that could bring about a significant change in approaches to cultivating classroom engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Remember your own genius\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing from \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/01/author_interview_with_dr_gholdy_muhammad_cultivating_genius.html\">\u003cspan style=\"font-weight: 400\">Dr. Gholdy Muhammad’s 2020 book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, DeBose advocates for teachers having faith in their own resourcefulness and ingenuity in navigating the pitfalls of the pandemic and its effects on teaching and engagement. As an educator herself, she says definitively, “What we are doing is so incredibly hard and we are doing good work.” In the face of blank screens from disabled videos and things outside of their control – like hybrid teaching or suddenly going online – teachers can benefit from seeing and modeling their own genius, intellect and curiosity as they try to draw these responses from students. To do this, DeBose shares her own learnings with her students, such as talking about being a beginning capoeira student. “I would tell my kids stories like ‘Yesterday I got kicked in the head!’ It's really modeling that curiosity, that vulnerability of not being good at something and that you're still doing it. And I think also modeling that you are seeking out opportunities to grow and learn.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Less is more\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mehta has been advocating for education institutions to “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">Marie Kondo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” their curriculum, applying the decluttering expert’s principles to keep only things that spark joy. He says it’s critical to lean into the approaches that engage students and allow for space for those ideas and practices to grow. While most teachers are under pressure from curriculums and standards, he rationalizes that “If it’s really important, there will be another chance to learn it, and if it’s just nice to have, you can let it go.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empower student agency over their curriculum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">\u003cspan style=\"font-weight: 400\">students to feel like they have agency over their curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be as simple as offering a few options on assignments and classroom activities or asking for feedback on what is working, according to Bonawitz. These small actions can have a huge effect on whether students feel like they are the drivers of their own learning. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic has restricted so many young people’s everyday activities and interactions. That’s why the ability to choose can go a long way. Bonawitz says, “Students feel more motivated and engaged when they have more control over what is happening.” While that’s no surprise, it’s a welcome reminder in our current educational landscape.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If there’s one concern about distance learning that educators have during these times, it’s that students are having difficulty being motivated. A lack of motivation is perfectly understandable given the severity of the pandemic, the financial hardships and the shortcomings of video conferencing platforms. But that doesn’t necessarily mean teachers can’t prioritize motivation and curiosity, which were already suffering pre-pandemic because of the way schools often rely on tests and grades to drive student learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators navigating distance learning are grappling and experimenting with ways to capture students’ \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school\">\u003cspan style=\"font-weight: 400\">interest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through social media, polls and \u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school/\">stickers on their faces\u003c/a>. In addition to those strategies, they've also found ways to stoke curiosity and motivation that are not completely out-of-the-box solutions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How does curiosity work and how can we spark it?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is “a drive like hunger or thirst” according to Harvard Graduate School of Education professor \u003c/span>\u003ca href=\"https://sasn.rutgers.edu/about-us/faculty-staff/elizabeth-bonawitz-0\">\u003cspan style=\"font-weight: 400\">Elizabeth Bonawitz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s something that allows us to drive our attention and our cognitive resources towards opportunities for learning.” In a recent HGSE \u003ca href=\"https://www.youtube.com/watch?v=kcfBgOWXBv4&list=PLJX6dtNZ-81aNGAnXF4-BVD9TKXTGz04V&index=1\">webinar\u003c/a>, she and others explained how curiosity influences meaningful educational experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is not a trait that is “fostered” in children. It\u003c/span>\u003cspan style=\"font-weight: 400\"> isn’t like a set of skills that can be taught because it exists in each and every one of us. Curiosity needs the right conditions and encouragement, so instead of focusing on how to create more curious young people, educators can concentrate on developing opportunities for students to be curious. Students might often be concerned about getting the right answer on tests, for example, but Bonawitz recommends \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0010028511000995?casa_token=f89B0Gi86AwAAAAA:IucS5mGAgkmDaXDgJiEyK_byl0AA2OqHO9oP44YbaX58Vp4hMscICLoz2gE0vd0deP-La9D_Iw\">\u003cspan style=\"font-weight: 400\">embracing the ambiguity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of questions or assignments with open-ended answers so students can have the space to wrestle with their assumptions about the world around them and put forth predictions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why motivation is critical in conversations about curiosity \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every kid is motivated,” says Los Angeles-based educator \u003c/span>\u003ca href=\"http://genevieve-debose.squarespace.com/about\">\u003cspan style=\"font-weight: 400\">Geneviève DeBose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What are different kids motivated to do and why?” She supports middle school English Language Arts teachers and students with planning, instruction and assessment. She notes that educators and parents can lean into opportunities that really speak to young people, such as connecting with their peers, and content and tasks that are meaningful to them. Social and emotional learning is foundational to nurturing connected learners, and DeBose says this can be achieved at the beginning of a class by having space for kids to check in with each other and the teacher (this can be through an icebreaker question like “What is the weirdest food combination you think tastes really good?”). Teachers can also make sure students have an opportunity to engage with each other during the class session through discussions or collaborations in small groups. They can also have a check out at the end of class by completing a task or answering a question that closes out the activity. One recent memorable check out was asking students to share one line they were proud of in the chatbox to wrap up a unit on fictional narrative. \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\">Connections to peers and teachers in particular creates a sense of safety and empowerment for students, making way for them to ask questions and express curiosity without fear or embarrassment. In more typical circumstances, having more time with a teacher is beneficial to learning because students can assume that teachers will provide lessons and activities that are aligned with an accurate assessment of their skills and abilities. Because students are experiencing less one-on-one time with teachers, it may take more effort to establish the same trust in teachers that enables engaged learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While remote learning is creating new ways to educate students, Bonawitz notes that rapport between students and teachers is harder to cultivate as classrooms move to video conferencing platforms. Adding to that, teachers are even more pressed for time these days, notes DeBose. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So much of the work that we do is building relationships with students, so that we can know them as people, which really then allows us to tap into figuring out what's going to motivate them,” said DeBose. “Because we have an understanding of their interests and their stories and their experiences, we're much better suited to create instruction that takes all of those things into account.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since those connections are harder during distance learning, DeBose urges lessons that are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">,\u003c/a> student-centered and timely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If kids cannot connect to what they are learning and the people that are around them, they are far less likely to be motivated to actually engage and learn,” she said. In these times of crisis, it becomes vital to make classroom content related to what students are experiencing in their day to day lives. HGSE professor \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> similarly suggests incorporating more variety and responsiveness into classes, saying teachers should “enable kids to propose different ways into topics.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In practice, DeBose recommends activities that give students specific responsibilities when they are taking on class activities in groups, such as screen sharer, time keeper and a vibe checker. That way, “they all have a particular leadership role that impacts the success of the group.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Fostering curiosity and motivation in your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In some ways, distance learning has paved the way for students to have more positive school experiences. With shifting schedules, children have the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56222/how-to-help-young-children-sleep-better-during-covid-19\">\u003cspan style=\"font-weight: 400\">get more sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and online learning has released students from the anxiety of having to perform in classroom settings. In best cases, students are proving that they are able to thrive and learn in a variety of conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This work is so hard, period. But it's even more difficult under these circumstances,” says DeBose. Because today’s educators have been tasked with reaching\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\"> vulnerable students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the face of unprecedented uncertainty, trying to revamp and restructure classes starts to seem like an enormous undertaking. To counter this pressure, DeBose suggests \u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">connecting\u003c/a> with other educators, prioritizing personal time and planning ahead as ways to free up bandwidth to iterate lesson plans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With educators’ efforts in mind, there are three subtle moves that could bring about a significant change in approaches to cultivating classroom engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Remember your own genius\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing from \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/01/author_interview_with_dr_gholdy_muhammad_cultivating_genius.html\">\u003cspan style=\"font-weight: 400\">Dr. Gholdy Muhammad’s 2020 book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, DeBose advocates for teachers having faith in their own resourcefulness and ingenuity in navigating the pitfalls of the pandemic and its effects on teaching and engagement. As an educator herself, she says definitively, “What we are doing is so incredibly hard and we are doing good work.” In the face of blank screens from disabled videos and things outside of their control – like hybrid teaching or suddenly going online – teachers can benefit from seeing and modeling their own genius, intellect and curiosity as they try to draw these responses from students. To do this, DeBose shares her own learnings with her students, such as talking about being a beginning capoeira student. “I would tell my kids stories like ‘Yesterday I got kicked in the head!’ It's really modeling that curiosity, that vulnerability of not being good at something and that you're still doing it. And I think also modeling that you are seeking out opportunities to grow and learn.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Less is more\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mehta has been advocating for education institutions to “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">Marie Kondo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” their curriculum, applying the decluttering expert’s principles to keep only things that spark joy. He says it’s critical to lean into the approaches that engage students and allow for space for those ideas and practices to grow. While most teachers are under pressure from curriculums and standards, he rationalizes that “If it’s really important, there will be another chance to learn it, and if it’s just nice to have, you can let it go.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empower student agency over their curriculum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">\u003cspan style=\"font-weight: 400\">students to feel like they have agency over their curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be as simple as offering a few options on assignments and classroom activities or asking for feedback on what is working, according to Bonawitz. These small actions can have a huge effect on whether students feel like they are the drivers of their own learning. \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\">The pandemic has restricted so many young people’s everyday activities and interactions. That’s why the ability to choose can go a long way. Bonawitz says, “Students feel more motivated and engaged when they have more control over what is happening.” While that’s no surprise, it’s a welcome reminder in our current educational landscape.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Historically Responsive Literacy Can Make Learning More Relevant to Students",
"title": "How Historically Responsive Literacy Can Make Learning More Relevant to Students",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Today’s education system resembles much of what you’d see in the early 1900s: rote memorization, a teacher speaking to dozens of pupils who must remain silent unless called upon, curriculum at scale. Coronavirus-related distance learning pushed that same operation online, and because of the severity of the crisis, educators and parents understandably yearn for getting back to normal. But for educator Gholdy Muhammad, normal hasn’t served all students well, especially in literacy education, and no amount of testing or data has changed that. Instead of continuing with this form of education, Muhammad developed a model of learning that strikes more deeply into who we are and what agency we have in the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book “\u003c/span>\u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html\">\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” \u003c/span>\u003ca href=\"https://education.gsu.edu/profile/gholnecsar-muhammad/\">\u003cspan style=\"font-weight: 400\">Muhammad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor of education at Georgia State University, looks to 1830s-era literary societies as a highly engaged model for teaching and learning that can cultivate literacy, intellect and self-efficacy. Literary societies were spaces where groups of people could meet regularly, discuss ideas and better understand themselves. In Black literary societies in particular, the connections and learnings helped members build the resilience they needed in a world that was especially hostile to them. She studied speeches from prominent African Americans of that time and asked, “What were some of their goals for education? What did they read and write? How did they organize? What did their classroom experiences look like?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During that time, an estimated 320,000 Black people were living in Northern states that had abolished slavery, but they were denied most basic rights. They were excluded from schools, libraries and educational opportunities, among others, which is why being a part of a \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/280684235_The_literacy_development_and_practices_within_1800s_African_American_literary_societies\">\u003cspan style=\"font-weight: 400\">literary society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was crucial for learning skills and learning about the world. It was also a place to test ideas among a group of people who also wanted intellectual refinement and joy among one another. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/24759714?seq=1\">\u003cspan style=\"font-weight: 400\">Participating in a literary society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> meant closely reading relevant texts, writing opinions and debating them with others to really deepen one’s knowledge and skills. Having knowledge and skills enabled members to hold their own in debates and push against ideas of white supremacy and systemic racism of the time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was the beauty of these spaces. They were intellectual spaces where – reading, writing, debating, listening, meaning-making, questioning – all these literacy practices happened across disciplinary areas,” said Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the heart of literary societies were several goals: identity development, skill development, intellectual development, criticality and joy. For today’s teachers, Muhammad brings together these goals under the \u003c/span>\u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html\">\u003cspan style=\"font-weight: 400\">Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under HRL, one’s identity is central so you can take pride in who you are and also be grounded against potentially negative societal messages. Author and professor \u003c/span>\u003ca href=\"https://bettinalove.com/\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote in the forward of the book, “You must know who you are and why you are important to this world, and learn how to be you. And this is particularly true for our Black and Brown children – because this world will constantly tell you that you are not good enough based on the color of your skin.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skills are necessary to improve oneself, but intellectualism is about what can change the world, notes Muhammad. And when you can think with criticality, you can identify what change is needed for how things should be. Joy is another aspect of the framework because it’s essential to buoy one’s journey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking education with this framework is essential right now because so much of school curriculum and design centers white history and white identities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When the world highlights you in positive ways, and white ways, you don't need to focus on identity as an explicit learning goal in school. When the world has not oppressed you, you don't need criticality as a goal,” Muhammad said. But folks of color, especially Black people, have been oppressed and marginalized. “The framework is a new way forward in education to really give a more complete and comprehensive education.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the Historically Responsive Literacy framework isn’t just about Black or brown students, but can center other means of exclusion, like religious culture, sexism or ableism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What the model helps teachers and leaders to do is to reframe curriculum, to set objectives and goals and standards around all five. Because right now we have been drawing upon European history and white history as our model and not Black history. And that has taught us to really just teach skill.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since her book was released earlier this year, teachers have been widely sharing her book in order to apply the historically responsive literacy framework to their classrooms. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/SarahSuggs13/status/1281092265470033921\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But teachers Dominique Herard and Suzie McGlone say they have been teaching students this way for several years and trying to convince other teachers to do the same. Muhammad’s book and the ideas that are organized under HRL gave the teachers the framework to understand what they were doing and how to communicate those ideas with other educators and caregivers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It validated things that I was trying to do with my students, as well as with other mostly Black or teachers of color that I work with in Boston public schools,” said McGlone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a first-grade teacher at Public Schools of Brookline in Massachusetts, Dominique Herard is applying some of the lessons of HRL. In October, for a lesson on the election, the class read the book “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/46223433-v-is-for-voting\">\u003cspan style=\"font-weight: 400\">V is for Voting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Kate Farrell. Each letter stands for a word related to civics and social studies, such as “G is for govern: to lead and to guide.” When Herard got to the letter H, the book said “H is for homelands that we’ve occupied.” On the page were three ships approaching pristine land, signifying Christopher Columbus’s first trip to Hispaniola. This prompted a discussion about Indigenous people and she recalled telling her students, “‘There were people who came to our country who stole land that didn't belong to them,’ which led to a discussion of Indigenous People’s Day.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brookline’s Select Board \u003c/span>\u003ca href=\"https://www.brooklinema.gov/1555/Indigenous-People-Celebration-Committee\">\u003cspan style=\"font-weight: 400\">designated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the second Monday of October Indigenous Peoples Day in 2017, but several students in her class knew it as Columbus Day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like so many changes in history, Indigenous People’s Day didn’t happen overnight. Native Americans had been pushing back against Columbus’s narrative of discovery with evidence of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56762/learning-about-christopher-columbus-by-putting-him-on-trial\">\u003cspan style=\"font-weight: 400\">brutality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The first Indigenous People’s Day was recognized in Berkeley, California in 1992 after protests against commemorating the 500-year anniversary of his arrival. Members of these communities, like so many others in the United States, spent years thinking critically about Columbus Day, debating its history and applying the agency to change it to honor people who were here first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The conversation Herard held with her students covered the past and their present-day community. And then she asked her students why they thought the subject of homelands was in a book about voting. “We can, just with these questions, bring together the idea of the importance in having a voice and importance of knowing history, all throughout that particular book,” said Herard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a middle school social studies teacher in Roxbury, Suzie McGlone wanted to teach her Black and Latino students some of the great works of by Black leaders. Roxbury describes itself as the “\u003c/span>\u003ca href=\"https://www.boston.gov/neighborhood/roxbury\">\u003cspan style=\"font-weight: 400\">heart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Black culture in Boston.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the standard curriculum, McGlone taught her students deep explorations of poems and speeches from prominent African Americans, like \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/mask-maya-angelou\">\u003cspan style=\"font-weight: 400\">Paul Laurence Dunbar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and Dr. Martin Luther King, Jr., in order to understand the context of the time and discuss with one another how they’re relevant today. Students then had the opportunity to memorize and recite speeches after school to family members and the school community. Students could also perform dances or songs every spring. Diving more deeply into these texts was part of a program she started at her school with teachers of color called “Urban History Alive.” King was especially relevant to the students because he attended nearby \u003c/span>\u003ca href=\"http://www.bu.edu/articles/2019/mlk-boston/\">\u003cspan style=\"font-weight: 400\">Boston University,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where he met his wife, and a plaque outside his former home commemorates his time there. McGlone also connects students with community activists, including local Cape Verdean Americans.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MsMcGlonesClass/status/984080384496472065\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said the depth of understanding the text made a difference for students. “This whole dynamic way of teaching that is so valuable and is so important really works to uplift the community. And it helps children learn, helps families learn and helps whole classes see learning a whole different way,” said McGlone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the kind of teaching that unexpectedly inspired Dominique Herard into the profession at the start of her career. When Herard taught at an after school enrichment program for middle school students, she was given a curriculum guide to help keep her students engaged. Students were to select a song to listen to together, discuss the meaning and then create work based on their understanding. They agreed to listen to Bob Marley’s “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=yv5xonFSC4c\">\u003cspan style=\"font-weight: 400\">Redemption Song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which most students hadn’t heard before. What followed the listening session was a deep discussion about liberation and what it would mean to liberate yourselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And then there was this beautiful conversation that kind of flowered in front of me where I was feeling like I was the one doing all of the learning in that space,” recalled Herard. “That first experience also gave me an understanding of just the reciprocal nature that education provides, not me needing to know everything as the teacher, but in this space where we're all growing and we're learning together because that's certainly what it felt like for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The conversation then sparked student’s interpretations of liberation into poetry, songs and words. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“All of my students were students of color, particularly Black and Latinx students, and that sort of gave me a window into what education could be,” she said. “It could involve imagination and could involve creativity and it could involve speaking to liberation and how you're surviving in a system that really wasn't built for you.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experience was a departure for Herard, who attended private schools and private boarding schools. “Prior to that, my school experience had always been, you know, somebody talks at you for a long time and you read something and then you answer it and you repeat. And it was very, very rote.” Those lessons worked for her at the time but didn’t sit well with her over the years, especially when she was contemplating entering the education field. There were some classes during her school years that encouraged discussions and critical thinking. But feeling like she had a voice in the conversation didn’t occur for her as often as it did for her white peers. She attributes that observation to the school’s curriculum and teachers’ implicit bias. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had teachers who didn't think that I could learn in the same way as other students who were there,” said Herard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s experiences like these that Muhammad is trying to address through HRL. Much of the teaching workforce grew up on a Eurocentric education and it’s not surprising bias is reflected in student achievement. She recommends starting small by trying out HRL techniques in one lesson and see how they can fold it in. In addition to lesson plans, she said there’s greater work to be done that starts with the self. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MsMcGlonesClass/status/998968302318882816\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People got to get their hearts right first for it and then they have to work on their minds,” said Muhammad, critiquing how some of the tools for a more inclusive school experience, like HRL, can fall short on implementation. Often, educators want the strategies and toolkits, but they haven’t changed their opinions of students of color or those from marginalized communities, which makes strategies difficult to implement. They’re unable to ever see the genius in these students because of bias and systemic racism and most teacher education programs haven’t addressed anti-racism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is going to take very intentional work,” said Muhammad. “You cannot wait for your administrator to send you to a PD. Do the work now yourself.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=uJZ3RPJ2rNc\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Herard, one of the obstacles she faces is getting buy-in from white teachers to try a way of teaching, like HRL, that better serves all students, especially Black and brown students. She said that oftentimes, white teachers don’t give her recommendations the same value that it would be given if a white teacher makes those recommendations, which is a prevalent micro aggression people of color face, especially in the workplace. But as more white educators are seeing the value of HRL and begin to spread the message to others, more teachers are adopting these strategies and beginning to see the genius in their students. She and McGlone are working together to educate \u003ca href=\"https://twitter.com/MsMcGlonesClass/status/1295390327344373769\">caregivers and community members\u003c/a> in this way of learning to get their support as well. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to build our sense of criticality and our sense of identity so that no matter what space we're in, we know who we are and we know how to navigate those spaces because we know how to learn,” said Herard. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Today’s education system resembles much of what you’d see in the early 1900s: rote memorization, a teacher speaking to dozens of pupils who must remain silent unless called upon, curriculum at scale. Coronavirus-related distance learning pushed that same operation online, and because of the severity of the crisis, educators and parents understandably yearn for getting back to normal. But for educator Gholdy Muhammad, normal hasn’t served all students well, especially in literacy education, and no amount of testing or data has changed that. Instead of continuing with this form of education, Muhammad developed a model of learning that strikes more deeply into who we are and what agency we have in the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book “\u003c/span>\u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html\">\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” \u003c/span>\u003ca href=\"https://education.gsu.edu/profile/gholnecsar-muhammad/\">\u003cspan style=\"font-weight: 400\">Muhammad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor of education at Georgia State University, looks to 1830s-era literary societies as a highly engaged model for teaching and learning that can cultivate literacy, intellect and self-efficacy. Literary societies were spaces where groups of people could meet regularly, discuss ideas and better understand themselves. In Black literary societies in particular, the connections and learnings helped members build the resilience they needed in a world that was especially hostile to them. She studied speeches from prominent African Americans of that time and asked, “What were some of their goals for education? What did they read and write? How did they organize? What did their classroom experiences look like?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During that time, an estimated 320,000 Black people were living in Northern states that had abolished slavery, but they were denied most basic rights. They were excluded from schools, libraries and educational opportunities, among others, which is why being a part of a \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/280684235_The_literacy_development_and_practices_within_1800s_African_American_literary_societies\">\u003cspan style=\"font-weight: 400\">literary society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was crucial for learning skills and learning about the world. It was also a place to test ideas among a group of people who also wanted intellectual refinement and joy among one another. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/24759714?seq=1\">\u003cspan style=\"font-weight: 400\">Participating in a literary society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> meant closely reading relevant texts, writing opinions and debating them with others to really deepen one’s knowledge and skills. Having knowledge and skills enabled members to hold their own in debates and push against ideas of white supremacy and systemic racism of the time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was the beauty of these spaces. They were intellectual spaces where – reading, writing, debating, listening, meaning-making, questioning – all these literacy practices happened across disciplinary areas,” said Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the heart of literary societies were several goals: identity development, skill development, intellectual development, criticality and joy. For today’s teachers, Muhammad brings together these goals under the \u003c/span>\u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html\">\u003cspan style=\"font-weight: 400\">Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework. \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\">Under HRL, one’s identity is central so you can take pride in who you are and also be grounded against potentially negative societal messages. Author and professor \u003c/span>\u003ca href=\"https://bettinalove.com/\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote in the forward of the book, “You must know who you are and why you are important to this world, and learn how to be you. And this is particularly true for our Black and Brown children – because this world will constantly tell you that you are not good enough based on the color of your skin.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Skills are necessary to improve oneself, but intellectualism is about what can change the world, notes Muhammad. And when you can think with criticality, you can identify what change is needed for how things should be. Joy is another aspect of the framework because it’s essential to buoy one’s journey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking education with this framework is essential right now because so much of school curriculum and design centers white history and white identities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When the world highlights you in positive ways, and white ways, you don't need to focus on identity as an explicit learning goal in school. When the world has not oppressed you, you don't need criticality as a goal,” Muhammad said. But folks of color, especially Black people, have been oppressed and marginalized. “The framework is a new way forward in education to really give a more complete and comprehensive education.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the Historically Responsive Literacy framework isn’t just about Black or brown students, but can center other means of exclusion, like religious culture, sexism or ableism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What the model helps teachers and leaders to do is to reframe curriculum, to set objectives and goals and standards around all five. Because right now we have been drawing upon European history and white history as our model and not Black history. And that has taught us to really just teach skill.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since her book was released earlier this year, teachers have been widely sharing her book in order to apply the historically responsive literacy framework to their classrooms. \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\">But teachers Dominique Herard and Suzie McGlone say they have been teaching students this way for several years and trying to convince other teachers to do the same. Muhammad’s book and the ideas that are organized under HRL gave the teachers the framework to understand what they were doing and how to communicate those ideas with other educators and caregivers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It validated things that I was trying to do with my students, as well as with other mostly Black or teachers of color that I work with in Boston public schools,” said McGlone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a first-grade teacher at Public Schools of Brookline in Massachusetts, Dominique Herard is applying some of the lessons of HRL. In October, for a lesson on the election, the class read the book “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/46223433-v-is-for-voting\">\u003cspan style=\"font-weight: 400\">V is for Voting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Kate Farrell. Each letter stands for a word related to civics and social studies, such as “G is for govern: to lead and to guide.” When Herard got to the letter H, the book said “H is for homelands that we’ve occupied.” On the page were three ships approaching pristine land, signifying Christopher Columbus’s first trip to Hispaniola. This prompted a discussion about Indigenous people and she recalled telling her students, “‘There were people who came to our country who stole land that didn't belong to them,’ which led to a discussion of Indigenous People’s Day.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brookline’s Select Board \u003c/span>\u003ca href=\"https://www.brooklinema.gov/1555/Indigenous-People-Celebration-Committee\">\u003cspan style=\"font-weight: 400\">designated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the second Monday of October Indigenous Peoples Day in 2017, but several students in her class knew it as Columbus Day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like so many changes in history, Indigenous People’s Day didn’t happen overnight. Native Americans had been pushing back against Columbus’s narrative of discovery with evidence of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56762/learning-about-christopher-columbus-by-putting-him-on-trial\">\u003cspan style=\"font-weight: 400\">brutality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The first Indigenous People’s Day was recognized in Berkeley, California in 1992 after protests against commemorating the 500-year anniversary of his arrival. Members of these communities, like so many others in the United States, spent years thinking critically about Columbus Day, debating its history and applying the agency to change it to honor people who were here first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The conversation Herard held with her students covered the past and their present-day community. And then she asked her students why they thought the subject of homelands was in a book about voting. “We can, just with these questions, bring together the idea of the importance in having a voice and importance of knowing history, all throughout that particular book,” said Herard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a middle school social studies teacher in Roxbury, Suzie McGlone wanted to teach her Black and Latino students some of the great works of by Black leaders. Roxbury describes itself as the “\u003c/span>\u003ca href=\"https://www.boston.gov/neighborhood/roxbury\">\u003cspan style=\"font-weight: 400\">heart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Black culture in Boston.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the standard curriculum, McGlone taught her students deep explorations of poems and speeches from prominent African Americans, like \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/mask-maya-angelou\">\u003cspan style=\"font-weight: 400\">Paul Laurence Dunbar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and Dr. Martin Luther King, Jr., in order to understand the context of the time and discuss with one another how they’re relevant today. Students then had the opportunity to memorize and recite speeches after school to family members and the school community. Students could also perform dances or songs every spring. Diving more deeply into these texts was part of a program she started at her school with teachers of color called “Urban History Alive.” King was especially relevant to the students because he attended nearby \u003c/span>\u003ca href=\"http://www.bu.edu/articles/2019/mlk-boston/\">\u003cspan style=\"font-weight: 400\">Boston University,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where he met his wife, and a plaque outside his former home commemorates his time there. McGlone also connects students with community activists, including local Cape Verdean Americans.\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\">She said the depth of understanding the text made a difference for students. “This whole dynamic way of teaching that is so valuable and is so important really works to uplift the community. And it helps children learn, helps families learn and helps whole classes see learning a whole different way,” said McGlone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the kind of teaching that unexpectedly inspired Dominique Herard into the profession at the start of her career. When Herard taught at an after school enrichment program for middle school students, she was given a curriculum guide to help keep her students engaged. Students were to select a song to listen to together, discuss the meaning and then create work based on their understanding. They agreed to listen to Bob Marley’s “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=yv5xonFSC4c\">\u003cspan style=\"font-weight: 400\">Redemption Song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which most students hadn’t heard before. What followed the listening session was a deep discussion about liberation and what it would mean to liberate yourselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And then there was this beautiful conversation that kind of flowered in front of me where I was feeling like I was the one doing all of the learning in that space,” recalled Herard. “That first experience also gave me an understanding of just the reciprocal nature that education provides, not me needing to know everything as the teacher, but in this space where we're all growing and we're learning together because that's certainly what it felt like for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The conversation then sparked student’s interpretations of liberation into poetry, songs and words. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“All of my students were students of color, particularly Black and Latinx students, and that sort of gave me a window into what education could be,” she said. “It could involve imagination and could involve creativity and it could involve speaking to liberation and how you're surviving in a system that really wasn't built for you.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experience was a departure for Herard, who attended private schools and private boarding schools. “Prior to that, my school experience had always been, you know, somebody talks at you for a long time and you read something and then you answer it and you repeat. And it was very, very rote.” Those lessons worked for her at the time but didn’t sit well with her over the years, especially when she was contemplating entering the education field. There were some classes during her school years that encouraged discussions and critical thinking. But feeling like she had a voice in the conversation didn’t occur for her as often as it did for her white peers. She attributes that observation to the school’s curriculum and teachers’ implicit bias. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had teachers who didn't think that I could learn in the same way as other students who were there,” said Herard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s experiences like these that Muhammad is trying to address through HRL. Much of the teaching workforce grew up on a Eurocentric education and it’s not surprising bias is reflected in student achievement. She recommends starting small by trying out HRL techniques in one lesson and see how they can fold it in. In addition to lesson plans, she said there’s greater work to be done that starts with the self. \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\">“People got to get their hearts right first for it and then they have to work on their minds,” said Muhammad, critiquing how some of the tools for a more inclusive school experience, like HRL, can fall short on implementation. Often, educators want the strategies and toolkits, but they haven’t changed their opinions of students of color or those from marginalized communities, which makes strategies difficult to implement. They’re unable to ever see the genius in these students because of bias and systemic racism and most teacher education programs haven’t addressed anti-racism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is going to take very intentional work,” said Muhammad. “You cannot wait for your administrator to send you to a PD. Do the work now yourself.”\u003c/span>\u003cb> \u003c/b>\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/uJZ3RPJ2rNc'\n title='//www.youtube.com/embed/uJZ3RPJ2rNc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For Herard, one of the obstacles she faces is getting buy-in from white teachers to try a way of teaching, like HRL, that better serves all students, especially Black and brown students. She said that oftentimes, white teachers don’t give her recommendations the same value that it would be given if a white teacher makes those recommendations, which is a prevalent micro aggression people of color face, especially in the workplace. But as more white educators are seeing the value of HRL and begin to spread the message to others, more teachers are adopting these strategies and beginning to see the genius in their students. She and McGlone are working together to educate \u003ca href=\"https://twitter.com/MsMcGlonesClass/status/1295390327344373769\">caregivers and community members\u003c/a> in this way of learning to get their support as well. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to build our sense of criticality and our sense of identity so that no matter what space we're in, we know who we are and we know how to navigate those spaces because we know how to learn,” said Herard. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Fall College Enrollment Plummets For 1st-Year Students",
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"content": "\u003cp>All throughout high school, Brian Williams planned to go to college. But as the pandemic eroded the final moments of his senior year, the Stafford, Texas, student began to second-guess that plan.\u003c/p>\n\u003cp>\"I'm terrible at online school,\" Williams says. He was barely interested in logging on for his final weeks of high school; being online for his first semester at Houston Community College felt unbearable.\u003c/p>\n\u003cp>\"I know what works best for me, and doing stuff on the computer doesn't really stimulate me in the same way an actual class would.\"\u003c/p>\n\u003cp>Paying for college was always going to be hard, but it was even harder to justify the expense during a pandemic. \"We had no money for it,\" he says, \"and I'm not trying to go into debt and pay that for the rest of my life.\"\u003c/p>\n\u003cp>He wondered if college in 2020 was \"really worth it.\" So he postponed and instead got a job at Jimmy John's so he could start saving up.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Williams is one of hundreds of thousands of students who decided to put off higher education this year. According to new data from the National Student Clearinghouse, \u003ca href=\"https://nscresearchcenter.org/current-term-enrollment-estimates/\">undergraduate enrollment this fall declined by 3.6% from the fall of 2019\u003c/a>. That's more than 560,000 students and twice the rate of enrollment decline seen last year. Most of that decline occurred at community colleges, where enrollment fell by more than 10%, or more than 544,000 students.\u003c/p>\n\u003cfigure id=\"attachment_57128\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57128\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/brian-williams_stafford-tx_005-27055c1661bf5c65708619eaf6e33521932af644-scaled-e1608281205646.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Williams graduated from high school last spring. He thought he would go straight to college but second-guessed his plan after getting a taste of distance learning. \"I'm terrible at online school,\" he says. \u003ccite>(Scott Dalton for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"To see this level of decline all at once is so sudden and so dramatic,\" says Doug Shapiro, who leads the research center at the National Student Clearinghouse. \"It's completely unprecedented.\"\u003c/p>\n\u003cp>Students attending college for the first time represent one of the largest groups missing from college classes this fall, Shapiro says. For students who graduated from high school in the class of 2020, the number of graduates enrolling in college is \u003ca href=\"https://www.studentclearinghouse.org/nscblog/high-school-class-of-2020-college-enrollments-decline-22-compared-to-2019-class/\">down by 21.7% compared with last year\u003c/a>, based on preliminary data. For graduates at high-poverty high schools there was a 32.6% decline in attending college, compared with a 16.4% decline for graduates of low-poverty schools.\u003c/p>\n\u003cp>\"That's a lot of individuals whose lives are on hold, whose career and educational aspirations are suspended,\" says Shapiro. \"You can almost think of this as an entire generation that will enter adulthood with lower education, lower skills, less employability, ultimately lower productivity.\"\u003c/p>\n\u003cp>Shapiro says the pandemic is largely to blame for this year's drastic declines, but it's also true that attending college has been on a decade-long downward trend. College enrollment nationwide \u003ca href=\"https://www.npr.org/2019/12/16/787909495/fewer-students-are-going-to-college-heres-why-that-matters\">fell 11% between 2011 and 2019\u003c/a>, the Clearinghouse found.\u003c/p>\n\u003ch1>Undergraduate And Graduate Student Enrollment Fell 2.5% From Fall\u003cspan class=\"widont\"> \u003c/span>2019\u003c/h1>\n\u003cfigure id=\"attachment_57135\" class=\"wp-caption alignnone\" style=\"max-width: 600px\">\u003cimg class=\"wp-image-57135 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Undergraduate-and-Graduate-Enrollment.png\" alt=\"\" width=\"600\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Undergraduate-and-Graduate-Enrollment.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Undergraduate-and-Graduate-Enrollment-160x91.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">About 460,000 fewer students enrolled in U.S. colleges this fall than in fall 2019. Source: \u003ca href=\"https://nscresearchcenter.org/current-term-enrollment-estimates/\">National Student Clearinghouse Research Center\u003c/a> Credit: Daniel Wood and Connie Hanzhang Jin/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>Fewer people going to college and getting a degree spells trouble for individual families, for communities and for the U.S. economy as a whole.\u003c/p>\n\u003cp>\"There is a much larger implication here for the country,\" says Angel Pérez, who oversees the National Association for College Admission Counseling. \"The fact is if we lose an entire generation of young people in the pipeline to college, that will have an impact on our tax base. It will have an impact on an educated citizenry.\"\u003c/p>\n\u003cp>\u003cstrong>\"A very bad financial time\"\u003c/strong>\u003c/p>\n\u003cp>For colleges, lower enrollment means fewer tuition dollars, which translates to a drop in revenue at a time when college budgets were already strained because of the pandemic.\u003c/p>\n\u003cp>Now, colleges have begun to tighten their belts. In October, Ithaca College, a private college in upstate New York, announced \u003ca href=\"https://theithacan.org/news/ic-to-cut-130-faculty-positions-due-to-low-enrollment/\">plans to cut about 130 faculty positions\u003c/a> to deal with falling enrollment. That's in addition to pandemic-related cuts the college made in April. Across the country institutions have announced \u003ca href=\"https://www.chronicle.com/article/were-tracking-employees-laid-off-or-furloughed-by-colleges/?cid2=gen_login_refresh&cid=gen_sign_in\">furloughs and layoffs\u003c/a>; they've \u003ca href=\"https://www.cbsnews.com/news/college-sports-cuts-gymnastics-swimming-pandemic-60-minutes-2020-12-06/\">canceled sports,\u003c/a> \u003ca href=\"https://kansaspublicradio.org/kpr-news/coronavirus-could-end-history-math-and-chemistry-majors-universities-kansas\">majors \u003c/a>and \u003ca href=\"https://www.burlingtonfreepress.com/story/news/2020/12/03/uvm-proposals-cut-12-majors-other-programs-respond-deficit/3806864001/\">even entire departments\u003c/a>. More than 50 universities have suspended admissions to their Ph.D. programs, \u003ca href=\"https://www.chronicle.com/article/more-doctoral-programs-suspend-admissions-that-could-have-lasting-effects-on-graduate-education?cid2=gen_login_refresh&cid=gen_sign_in\">\u003cem>The Chronicle of Higher Education\u003c/em> found\u003c/a>.\u003c/p>\n\u003cp>\"To be blunt, we are in a very bad financial time for higher education, and the most unfortunate part is I don't see that we have sort of reached the bottom yet,\" says Dominique Baker, a professor of education policy at Southern Methodist University in Dallas.\u003c/p>\n\u003cp>\"What determines how bad this eventually gets are things like what is the federal government doing? How much funding does the federal government give out to states? How much funding does the federal government give out to individual higher education institutions to help them?\" she says. \"If we're not seeing a significant investment in higher education, this is going to become much more widespread.\"\u003c/p>\n\u003cp>Without federal or state money, colleges may look to increase tuition to offset budget shortfalls. In Florida, there's talk of \u003ca href=\"https://www.sun-sentinel.com/news/education/os-ne-florida-university-tuition-20201127-hqivzdfmd5eatk2atdyinnx4uy-story.html\">raising tuition\u003c/a> at public institutions for the first time in several years.\u003c/p>\n\u003cp>Even after the pandemic is over, colleges won't be out of the woods. They're still facing a demographic cliff. The number of U.S. high school graduates is expected to peak by 2025, buoyed by nonwhite students, then decline through the end of 2037, \u003ca href=\"https://knocking.wiche.edu/executive-summary/\">according to projections by the Western Interstate Commission for Higher Education\u003c/a>. In other words, the pool of eligible college students is shrinking.\u003c/p>\n\u003cp>\"Historically, when colleges and universities had financial challenges, the answer was always to go to the chief enrollment officer and say, 'Bring us more students,\" Pérez explains. \"That option no longer exists.\"\u003c/p>\n\u003cp>There are two bright spots in the new fall enrollment numbers: There were increases in enrollment at graduate schools — mainly in short-term certificate and master's programs, Shapiro says — and enrollment went up at for-profit colleges, many of which had previous experience with online learning, so were well-positioned to take on students during the pandemic.\u003c/p>\n\u003cp>For-profit colleges have lower graduation rates compared to public colleges, \u003ca href=\"https://nces.ed.gov/programs/digest/d19/tables/dt19_326.10.asp\">federal data shows\u003c/a>. They tend to enroll the same types of students that go to community colleges, though tuition is often much higher. For-profits also \u003ca href=\"https://www.brookings.edu/research/commercials-for-college-advertising-in-higher-education/\">spend more on advertising\u003c/a>, a factor that may have enticed students uncertain about what college would look like at brick-and-mortar institutions. Baker worries that for-profits may have scooped up students who would otherwise have enrolled in community colleges.\u003c/p>\n\u003cp>\"Community colleges do not have the money to market themselves in the way that a for-profit institution does,\" she says. \"They're just less nimble.\"\u003c/p>\n\u003cp>\u003cstrong>A shock for community colleges\u003c/strong>\u003c/p>\n\u003cp>At community colleges, the financial situation is also less fixable. Budgets are already tight, and raising tuition goes against the core of their mission: to be an affordable, open-access institution.\u003c/p>\n\u003cp>\"Community colleges are an area of higher education that our country, and often states, have systematically underfunded,\" Baker says. At the same time, she explains, \"they do the lion's share of educating students in the United States.\"\u003c/p>\n\u003cp>Low-income students are \u003ca href=\"https://ccrc.tc.columbia.edu/Community-College-FAQs.html#:~:text=How%20does%20the%20population%20of,Latino%2C%20and%2046%25%20White.\">more likely to attend community colleges\u003c/a>, as are nonwhite students. Baker says that when community colleges are hurting, it also hurts the students they serve.\u003c/p>\n\u003cp>\"The financial situation, the enrollment situation, this is not an issue that is hitting all students in the same way,\" Baker says.\u003c/p>\n\u003cp>Historically, students flock to community colleges when unemployment is high. Bill Pink, the president of Grand Rapids Community College in Michigan, says that's what everyone expected to happen this year: \" 'Community colleges, you guys are going to clean up. You guys are not going to have room for all these people!' That is so wrong.\"\u003c/p>\n\u003cfigure id=\"attachment_57130\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57130\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/121320_npr_rileyborup_jt_010_slide-becc25d17ca349a131843754b6c455be49090855-scaled-e1608281757140.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Riley Borup collects garbage bags at an apartment complex in Lynnwood, Wash. Frustrated by distance learning, Borup dropped out of his engineering program at Everett Community College to take a job as a trash collector. \u003ccite>(Jovelle Tamayo for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In late September, Pink says, fall enrollment at GRCC was down about 9% from the year before. Pink sees a few factors influencing this drop. The biggest is finances — he says students and their families are squeezed right now, despite the low cost of tuition at most community colleges.\u003c/p>\n\u003cp>The other thing holding people back is the idea of learning online.\u003c/p>\n\u003cp>\"Students say: 'You know what? Instead of trying to navigate online learning that I'm not really accustomed to, I'm just going to sit it out. I'm just going to work. I'm going to take a year or a semester off,'\" Pink explains.\u003c/p>\n\u003cp>That's what Riley Borup decided this spring. He's in his late 20s, and after working as a plumber for his father for several years, he decided to enroll at Everett Community College, 40 minutes north of Seattle, to study engineering. In March, he was learning about circuit boards and enjoying it, but when classes shifted to virtual, it didn't take long for Borup to decide online learning wasn't for him.\u003c/p>\n\u003cp>\"The circuit board, it would have been so much easier to do in person,\" he says. \"You do the Zoom thing and it's like, man, I want the professor to just point this out to me in person.\"\u003c/p>\n\u003cp>With campus closed, his college routine was thrown into chaos.\u003c/p>\n\u003cp>\"I looked at college like a full-time job,\" Borup says. \"I'd try to stay on campus for at least 40 hours a week.\" At home, he had trouble focusing. There were dogs and roommates to distract him. So Borup decided to withdraw from school and pick up a job as a part-time garbage collector to pass the time and pay the rent.\u003c/p>\n\u003cfigure id=\"attachment_57131\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57131\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/121320_npr_rileyborup_jt_016_slide-b17c2403c87f40454fe8727f830b90dd9acbb82e-scaled-e1608281797573.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Borup plans to return to school this spring, but he says some days he loses faith that he'll ever get his degree. \"It's definitely like an internal battle.\" \u003ccite>(Jovelle Tamayo for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He says there are some days when he loses faith that he'll ever go back to school. \"It's definitely like an internal battle where sometimes I'm like, 'I might just join the military,' \" he says. \"But then I'm like, 'This is my goal. I'm going to stick with it.' And I've told a lot of people, family, friends, so it's kind of for them.\"\u003c/p>\n\u003cp>Plus, he adds, \"I wouldn't respect myself if I just dropped off. I've already put over a year into it, so it's like I'm not going to waste the last year.\"\u003c/p>\n\u003cp>Borup says he is \"very aware\" of the delay this break is causing — instead of getting a degree in 2023, graduation in 2024 is more likely. The plan for now is to take one online class in the spring to see if he can ease back in.\u003c/p>\n\u003cp>\u003cstrong>Losing a generation\u003c/strong>\u003c/p>\n\u003cp>For Catalina Cifuentes, who works to promote college access in Riverside County, east of Los Angeles, the number of students who decided not to go to college worries her. \"It really does feel like we're losing a generation,\" she says.\u003c/p>\n\u003cp>The students in her county are mostly from low-income families, and many would be the first in their family to go to college. \"They don't know what they don't know,\" she says. \"They don't know that research shows the longer you're out of school, the less likely you are to return.\"\u003c/p>\n\u003cp>Some of her students are calling their break a \"gap year,\" but Cifuentes says it's not the kind of gap year wealthier students might experience. \"They're working, and their families are getting used to that extra paycheck. That's going to be really hard to give up for school.\"\u003c/p>\n\u003cp>When she thinks back to the spring, Cifuentes isn't surprised so many 2020 high school graduates didn't enroll in college this fall.\u003c/p>\n\u003cp>\"We were in survival mode. We went into making sure students had food, housing, basic needs,\" she says. \"Things like college and college applications, they take a backseat.\"\u003c/p>\n\u003cp>And she's seeing the same pattern play out for this year's high school seniors, the class of 2021. \"We're trying to get them to come to class, to log on. If it was bad in the spring and summer for college conversations, this is worse. We were in the back seat before. Now we're outside of the car.\"\u003c/p>\n\u003cp>There is data to support Cifuentes' concerns about this year's seniors. As of Dec. 4, the number of students who had filled out the Free Application for Federal Student Aid, or FAFSA, \u003ca href=\"https://public.tableau.com/profile/bill.debaun.national.college.access.network#!/vizhome/FormYourFutureFAFSATracker/HomePage\">was down 14%\u003c/a> compared with the same time last year. The drop is even more dramatic among low-income and nonwhite students. Colleges, \u003ca href=\"https://www2.calstate.edu/apply\">including the 23 campuses in the California State system\u003c/a>, pushed back their application deadlines to allow more students to apply.\u003c/p>\n\u003cp>For her part, Cifuentes and her staff have been taking to the phones, calling students to help them with their college applications. And she's not giving up on the class of 2020 either. \"I'm really hopeful that students will go back,\" she says. \"It's not too late.\"\u003c/p>\n\u003cp>Brian Williams, who decided to forgo college in Houston and is now working at Jimmy John's, says he's \"working long hours and saving a lot of money.\" He's recently been promoted to manager, and though he's enjoying the bigger paycheck and more responsibility, he hasn't given up on the idea of getting his degree.\u003c/p>\n\u003cp>\"So far this year I've really grown mentally and financially,\" he says, \"and when the time comes for college, I'll be ready.\"\u003c/p>\n\u003cp>He says he plans to enroll at his local community college next fall.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Education Desk intern Marco Treviño contributed to this report.\u003c/em>\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=%27Losing+A+Generation%27%3A+Fall+College+Enrollment+Plummets+For+1st-Year+Students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>All throughout high school, Brian Williams planned to go to college. But as the pandemic eroded the final moments of his senior year, the Stafford, Texas, student began to second-guess that plan.\u003c/p>\n\u003cp>\"I'm terrible at online school,\" Williams says. He was barely interested in logging on for his final weeks of high school; being online for his first semester at Houston Community College felt unbearable.\u003c/p>\n\u003cp>\"I know what works best for me, and doing stuff on the computer doesn't really stimulate me in the same way an actual class would.\"\u003c/p>\n\u003cp>Paying for college was always going to be hard, but it was even harder to justify the expense during a pandemic. \"We had no money for it,\" he says, \"and I'm not trying to go into debt and pay that for the rest of my life.\"\u003c/p>\n\u003cp>He wondered if college in 2020 was \"really worth it.\" So he postponed and instead got a job at Jimmy John's so he could start saving up.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Williams is one of hundreds of thousands of students who decided to put off higher education this year. According to new data from the National Student Clearinghouse, \u003ca href=\"https://nscresearchcenter.org/current-term-enrollment-estimates/\">undergraduate enrollment this fall declined by 3.6% from the fall of 2019\u003c/a>. That's more than 560,000 students and twice the rate of enrollment decline seen last year. Most of that decline occurred at community colleges, where enrollment fell by more than 10%, or more than 544,000 students.\u003c/p>\n\u003cfigure id=\"attachment_57128\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57128\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/brian-williams_stafford-tx_005-27055c1661bf5c65708619eaf6e33521932af644-scaled-e1608281205646.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Williams graduated from high school last spring. He thought he would go straight to college but second-guessed his plan after getting a taste of distance learning. \"I'm terrible at online school,\" he says. \u003ccite>(Scott Dalton for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"To see this level of decline all at once is so sudden and so dramatic,\" says Doug Shapiro, who leads the research center at the National Student Clearinghouse. \"It's completely unprecedented.\"\u003c/p>\n\u003cp>Students attending college for the first time represent one of the largest groups missing from college classes this fall, Shapiro says. For students who graduated from high school in the class of 2020, the number of graduates enrolling in college is \u003ca href=\"https://www.studentclearinghouse.org/nscblog/high-school-class-of-2020-college-enrollments-decline-22-compared-to-2019-class/\">down by 21.7% compared with last year\u003c/a>, based on preliminary data. For graduates at high-poverty high schools there was a 32.6% decline in attending college, compared with a 16.4% decline for graduates of low-poverty schools.\u003c/p>\n\u003cp>\"That's a lot of individuals whose lives are on hold, whose career and educational aspirations are suspended,\" says Shapiro. \"You can almost think of this as an entire generation that will enter adulthood with lower education, lower skills, less employability, ultimately lower productivity.\"\u003c/p>\n\u003cp>Shapiro says the pandemic is largely to blame for this year's drastic declines, but it's also true that attending college has been on a decade-long downward trend. College enrollment nationwide \u003ca href=\"https://www.npr.org/2019/12/16/787909495/fewer-students-are-going-to-college-heres-why-that-matters\">fell 11% between 2011 and 2019\u003c/a>, the Clearinghouse found.\u003c/p>\n\u003ch1>Undergraduate And Graduate Student Enrollment Fell 2.5% From Fall\u003cspan class=\"widont\"> \u003c/span>2019\u003c/h1>\n\u003cfigure id=\"attachment_57135\" class=\"wp-caption alignnone\" style=\"max-width: 600px\">\u003cimg class=\"wp-image-57135 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Undergraduate-and-Graduate-Enrollment.png\" alt=\"\" width=\"600\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Undergraduate-and-Graduate-Enrollment.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Undergraduate-and-Graduate-Enrollment-160x91.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">About 460,000 fewer students enrolled in U.S. colleges this fall than in fall 2019. Source: \u003ca href=\"https://nscresearchcenter.org/current-term-enrollment-estimates/\">National Student Clearinghouse Research Center\u003c/a> Credit: Daniel Wood and Connie Hanzhang Jin/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>Fewer people going to college and getting a degree spells trouble for individual families, for communities and for the U.S. economy as a whole.\u003c/p>\n\u003cp>\"There is a much larger implication here for the country,\" says Angel Pérez, who oversees the National Association for College Admission Counseling. \"The fact is if we lose an entire generation of young people in the pipeline to college, that will have an impact on our tax base. It will have an impact on an educated citizenry.\"\u003c/p>\n\u003cp>\u003cstrong>\"A very bad financial time\"\u003c/strong>\u003c/p>\n\u003cp>For colleges, lower enrollment means fewer tuition dollars, which translates to a drop in revenue at a time when college budgets were already strained because of the pandemic.\u003c/p>\n\u003cp>Now, colleges have begun to tighten their belts. In October, Ithaca College, a private college in upstate New York, announced \u003ca href=\"https://theithacan.org/news/ic-to-cut-130-faculty-positions-due-to-low-enrollment/\">plans to cut about 130 faculty positions\u003c/a> to deal with falling enrollment. That's in addition to pandemic-related cuts the college made in April. Across the country institutions have announced \u003ca href=\"https://www.chronicle.com/article/were-tracking-employees-laid-off-or-furloughed-by-colleges/?cid2=gen_login_refresh&cid=gen_sign_in\">furloughs and layoffs\u003c/a>; they've \u003ca href=\"https://www.cbsnews.com/news/college-sports-cuts-gymnastics-swimming-pandemic-60-minutes-2020-12-06/\">canceled sports,\u003c/a> \u003ca href=\"https://kansaspublicradio.org/kpr-news/coronavirus-could-end-history-math-and-chemistry-majors-universities-kansas\">majors \u003c/a>and \u003ca href=\"https://www.burlingtonfreepress.com/story/news/2020/12/03/uvm-proposals-cut-12-majors-other-programs-respond-deficit/3806864001/\">even entire departments\u003c/a>. More than 50 universities have suspended admissions to their Ph.D. programs, \u003ca href=\"https://www.chronicle.com/article/more-doctoral-programs-suspend-admissions-that-could-have-lasting-effects-on-graduate-education?cid2=gen_login_refresh&cid=gen_sign_in\">\u003cem>The Chronicle of Higher Education\u003c/em> found\u003c/a>.\u003c/p>\n\u003cp>\"To be blunt, we are in a very bad financial time for higher education, and the most unfortunate part is I don't see that we have sort of reached the bottom yet,\" says Dominique Baker, a professor of education policy at Southern Methodist University in Dallas.\u003c/p>\n\u003cp>\"What determines how bad this eventually gets are things like what is the federal government doing? How much funding does the federal government give out to states? How much funding does the federal government give out to individual higher education institutions to help them?\" she says. \"If we're not seeing a significant investment in higher education, this is going to become much more widespread.\"\u003c/p>\n\u003cp>Without federal or state money, colleges may look to increase tuition to offset budget shortfalls. In Florida, there's talk of \u003ca href=\"https://www.sun-sentinel.com/news/education/os-ne-florida-university-tuition-20201127-hqivzdfmd5eatk2atdyinnx4uy-story.html\">raising tuition\u003c/a> at public institutions for the first time in several years.\u003c/p>\n\u003cp>Even after the pandemic is over, colleges won't be out of the woods. They're still facing a demographic cliff. The number of U.S. high school graduates is expected to peak by 2025, buoyed by nonwhite students, then decline through the end of 2037, \u003ca href=\"https://knocking.wiche.edu/executive-summary/\">according to projections by the Western Interstate Commission for Higher Education\u003c/a>. In other words, the pool of eligible college students is shrinking.\u003c/p>\n\u003cp>\"Historically, when colleges and universities had financial challenges, the answer was always to go to the chief enrollment officer and say, 'Bring us more students,\" Pérez explains. \"That option no longer exists.\"\u003c/p>\n\u003cp>There are two bright spots in the new fall enrollment numbers: There were increases in enrollment at graduate schools — mainly in short-term certificate and master's programs, Shapiro says — and enrollment went up at for-profit colleges, many of which had previous experience with online learning, so were well-positioned to take on students during the pandemic.\u003c/p>\n\u003cp>For-profit colleges have lower graduation rates compared to public colleges, \u003ca href=\"https://nces.ed.gov/programs/digest/d19/tables/dt19_326.10.asp\">federal data shows\u003c/a>. They tend to enroll the same types of students that go to community colleges, though tuition is often much higher. For-profits also \u003ca href=\"https://www.brookings.edu/research/commercials-for-college-advertising-in-higher-education/\">spend more on advertising\u003c/a>, a factor that may have enticed students uncertain about what college would look like at brick-and-mortar institutions. Baker worries that for-profits may have scooped up students who would otherwise have enrolled in community colleges.\u003c/p>\n\u003cp>\"Community colleges do not have the money to market themselves in the way that a for-profit institution does,\" she says. \"They're just less nimble.\"\u003c/p>\n\u003cp>\u003cstrong>A shock for community colleges\u003c/strong>\u003c/p>\n\u003cp>At community colleges, the financial situation is also less fixable. Budgets are already tight, and raising tuition goes against the core of their mission: to be an affordable, open-access institution.\u003c/p>\n\u003cp>\"Community colleges are an area of higher education that our country, and often states, have systematically underfunded,\" Baker says. At the same time, she explains, \"they do the lion's share of educating students in the United States.\"\u003c/p>\n\u003cp>Low-income students are \u003ca href=\"https://ccrc.tc.columbia.edu/Community-College-FAQs.html#:~:text=How%20does%20the%20population%20of,Latino%2C%20and%2046%25%20White.\">more likely to attend community colleges\u003c/a>, as are nonwhite students. Baker says that when community colleges are hurting, it also hurts the students they serve.\u003c/p>\n\u003cp>\"The financial situation, the enrollment situation, this is not an issue that is hitting all students in the same way,\" Baker says.\u003c/p>\n\u003cp>Historically, students flock to community colleges when unemployment is high. Bill Pink, the president of Grand Rapids Community College in Michigan, says that's what everyone expected to happen this year: \" 'Community colleges, you guys are going to clean up. You guys are not going to have room for all these people!' That is so wrong.\"\u003c/p>\n\u003cfigure id=\"attachment_57130\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57130\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/121320_npr_rileyborup_jt_010_slide-becc25d17ca349a131843754b6c455be49090855-scaled-e1608281757140.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Riley Borup collects garbage bags at an apartment complex in Lynnwood, Wash. Frustrated by distance learning, Borup dropped out of his engineering program at Everett Community College to take a job as a trash collector. \u003ccite>(Jovelle Tamayo for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In late September, Pink says, fall enrollment at GRCC was down about 9% from the year before. Pink sees a few factors influencing this drop. The biggest is finances — he says students and their families are squeezed right now, despite the low cost of tuition at most community colleges.\u003c/p>\n\u003cp>The other thing holding people back is the idea of learning online.\u003c/p>\n\u003cp>\"Students say: 'You know what? Instead of trying to navigate online learning that I'm not really accustomed to, I'm just going to sit it out. I'm just going to work. I'm going to take a year or a semester off,'\" Pink explains.\u003c/p>\n\u003cp>That's what Riley Borup decided this spring. He's in his late 20s, and after working as a plumber for his father for several years, he decided to enroll at Everett Community College, 40 minutes north of Seattle, to study engineering. In March, he was learning about circuit boards and enjoying it, but when classes shifted to virtual, it didn't take long for Borup to decide online learning wasn't for him.\u003c/p>\n\u003cp>\"The circuit board, it would have been so much easier to do in person,\" he says. \"You do the Zoom thing and it's like, man, I want the professor to just point this out to me in person.\"\u003c/p>\n\u003cp>With campus closed, his college routine was thrown into chaos.\u003c/p>\n\u003cp>\"I looked at college like a full-time job,\" Borup says. \"I'd try to stay on campus for at least 40 hours a week.\" At home, he had trouble focusing. There were dogs and roommates to distract him. So Borup decided to withdraw from school and pick up a job as a part-time garbage collector to pass the time and pay the rent.\u003c/p>\n\u003cfigure id=\"attachment_57131\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57131\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/121320_npr_rileyborup_jt_016_slide-b17c2403c87f40454fe8727f830b90dd9acbb82e-scaled-e1608281797573.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Borup plans to return to school this spring, but he says some days he loses faith that he'll ever get his degree. \"It's definitely like an internal battle.\" \u003ccite>(Jovelle Tamayo for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He says there are some days when he loses faith that he'll ever go back to school. \"It's definitely like an internal battle where sometimes I'm like, 'I might just join the military,' \" he says. \"But then I'm like, 'This is my goal. I'm going to stick with it.' And I've told a lot of people, family, friends, so it's kind of for them.\"\u003c/p>\n\u003cp>Plus, he adds, \"I wouldn't respect myself if I just dropped off. I've already put over a year into it, so it's like I'm not going to waste the last year.\"\u003c/p>\n\u003cp>Borup says he is \"very aware\" of the delay this break is causing — instead of getting a degree in 2023, graduation in 2024 is more likely. The plan for now is to take one online class in the spring to see if he can ease back in.\u003c/p>\n\u003cp>\u003cstrong>Losing a generation\u003c/strong>\u003c/p>\n\u003cp>For Catalina Cifuentes, who works to promote college access in Riverside County, east of Los Angeles, the number of students who decided not to go to college worries her. \"It really does feel like we're losing a generation,\" she says.\u003c/p>\n\u003cp>The students in her county are mostly from low-income families, and many would be the first in their family to go to college. \"They don't know what they don't know,\" she says. \"They don't know that research shows the longer you're out of school, the less likely you are to return.\"\u003c/p>\n\u003cp>Some of her students are calling their break a \"gap year,\" but Cifuentes says it's not the kind of gap year wealthier students might experience. \"They're working, and their families are getting used to that extra paycheck. That's going to be really hard to give up for school.\"\u003c/p>\n\u003cp>When she thinks back to the spring, Cifuentes isn't surprised so many 2020 high school graduates didn't enroll in college this fall.\u003c/p>\n\u003cp>\"We were in survival mode. We went into making sure students had food, housing, basic needs,\" she says. \"Things like college and college applications, they take a backseat.\"\u003c/p>\n\u003cp>And she's seeing the same pattern play out for this year's high school seniors, the class of 2021. \"We're trying to get them to come to class, to log on. If it was bad in the spring and summer for college conversations, this is worse. We were in the back seat before. Now we're outside of the car.\"\u003c/p>\n\u003cp>There is data to support Cifuentes' concerns about this year's seniors. As of Dec. 4, the number of students who had filled out the Free Application for Federal Student Aid, or FAFSA, \u003ca href=\"https://public.tableau.com/profile/bill.debaun.national.college.access.network#!/vizhome/FormYourFutureFAFSATracker/HomePage\">was down 14%\u003c/a> compared with the same time last year. The drop is even more dramatic among low-income and nonwhite students. Colleges, \u003ca href=\"https://www2.calstate.edu/apply\">including the 23 campuses in the California State system\u003c/a>, pushed back their application deadlines to allow more students to apply.\u003c/p>\n\u003cp>For her part, Cifuentes and her staff have been taking to the phones, calling students to help them with their college applications. And she's not giving up on the class of 2020 either. \"I'm really hopeful that students will go back,\" she says. \"It's not too late.\"\u003c/p>\n\u003cp>Brian Williams, who decided to forgo college in Houston and is now working at Jimmy John's, says he's \"working long hours and saving a lot of money.\" He's recently been promoted to manager, and though he's enjoying the bigger paycheck and more responsibility, he hasn't given up on the idea of getting his degree.\u003c/p>\n\u003cp>\"So far this year I've really grown mentally and financially,\" he says, \"and when the time comes for college, I'll be ready.\"\u003c/p>\n\u003cp>He says he plans to enroll at his local community college next fall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Education Desk intern Marco Treviño contributed to this report.\u003c/em>\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=%27Losing+A+Generation%27%3A+Fall+College+Enrollment+Plummets+For+1st-Year+Students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Can Virtual Tutoring Help Students During Distance Learning?",
"title": "How Can Virtual Tutoring Help Students During Distance Learning?",
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"content": "\u003cp>\u003ca href=\"https://newark.chalkbeat.org/2020/12/15/22176662/newark-virtual-tutoring-learning-loss\">\u003cem>Newark schools are ramping up virtual tutoring. Will it be enough to combat pandemic learning loss? \u003c/em>\u003c/a>\u003cem>was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">here.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As evidence mounts that the pandemic is inflicting academic harm on many students, some Newark schools are turning to a simple yet potentially potent treatment: tutoring.\u003c/p>\n\u003cp>The city school district plans to train students to tutor their peers, and it recently launched a “homework hotline” where teachers work one-on-one with students over video chat. Some Newark charter schools are also bringing in tutors, including corporate volunteers at one school and AmeriCorps members at another. All the tutoring is happening virtually while classrooms are closed.\u003c/p>\n\u003cp>But as schools race to offer students extra help, experts caution that only rigorous and frequent tutoring is likely to help reverse the learning loss caused by the pandemic. The patchwork of programs in cities such as Newark points to the need for \u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">federally funded and coordinated\u003c/a> tutoring that is widespread and intensive enough to steer students back on track, \u003ca href=\"https://www.the74million.org/article/slavin-an-open-letter-to-president-elect-biden-a-tutoring-marshall-plan-to-heal-our-students/\">researchers say\u003c/a>.\u003c/p>\n\u003cp>“We can’t expect all these schools to just reinvent the wheel for tutoring with all the coordination, curriculum, training, costs, and expertise it requires,” said Matthew Kraft, a Brown University professor who co-authored \u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai20-335.pdf\">a new report\u003c/a> calling for a national tutoring program. “We need to support them to do so.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">Data is piling up\u003c/a> that shows this spring’s school closures knocked many students off course.\u003c/p>\n\u003cp>Testing this fall revealed that \u003ca href=\"https://www.washingtonpost.com/education/students-falling-behind/2020/12/06/88d7157a-3665-11eb-8d38-6aea1adb3839_story.html\">students started this school year behind\u003c/a>, with progress stalling \u003ca href=\"https://www.chalkbeat.org/2020/12/1/21754406/learning-loss-data-spring-nwea-schools-covid\">most in math\u003c/a>; and students of color lost more ground than white students, according to at least \u003ca href=\"https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help\">one analysis\u003c/a>. Meanwhile, several districts are reporting a surge in students \u003ca href=\"https://www.chalkbeat.org/2020/12/7/22160183/students-struggle-with-remote-learning-teachers-grapple-with-failing-grades\">failing their fall classes\u003c/a>.\u003c/p>\n\u003cp>New Jersey, \u003ca href=\"https://www.chalkbeat.org/2020/10/30/21541724/learning-loss-school-districts-tests\">like most states\u003c/a>, did not mandate widespread testing this fall to measure academic backsliding. But in anticipation of probable learning loss, the state recently \u003ca href=\"https://www.nj.com/education/2020/12/are-your-kids-falling-behind-in-school-nj-thinks-they-might-be.html\">said it would give grants\u003c/a> to 16 districts to help students catch up.\u003c/p>\n\u003cp>As schools consider how best to help students rebound, a \u003ca href=\"https://www.nber.org/papers/w27476\">large body of evidence\u003c/a> suggests that small-group tutoring is one of the most effective ways to boost student learning. England recently \u003ca href=\"https://www.chalkbeat.org/2020/8/10/21362664/england-national-tutoring-program-us-americorps-congress\">launched a national tutoring program\u003c/a> to address learning loss, and some \u003ca href=\"https://www.baltimoresun.com/politics/bs-md-pol-millions-for-remote-learning-20200629-rsv45ehtnbfwpp3aqkwf74llpa-story.html\">states\u003c/a> and \u003ca href=\"https://www.latimes.com/california/story/2020-10-09/tutoring-deal-for-los-angeles-students\">districts\u003c/a> in the United States have funded smaller efforts.\u003c/p>\n\u003cp>“There are few interventions in education where the evidence is as compelling and overwhelming as it is for the efficacy of tutoring,” said Kraft, who co-authored the paper with Grace Falken calling for a massive, federally funded \u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">expansion of tutoring\u003c/a> into every public school.\u003c/p>\n\u003cp>But not all tutoring programs are equal. Kraft said the most effective programs keep student-to-tutor ratios low, schedule several sessions per week, and provide tutors with high-quality training and teaching materials. Tutoring usually works better during the school day because students are more likely to attend and take it seriously, said Kraft, who recommends lengthening the school day by 30 minutes to make time for tutoring.\u003c/p>\n\u003cp>In Newark, the district is planning \u003ca href=\"https://sites.google.com/nps.k12.nj.us/tutoring-site/home?authuser=0\">a suite of tutoring programs\u003c/a> this school year, according to documents and the district website. While still likely to benefit students, the programs might not feature all the hallmarks of effective tutoring, such as well-trained tutors and frequent sessions.\u003c/p>\n\u003cp>Through the district’s peer tutoring program, students in grades 3-11 will learn to coach their classmates. Teachers are responsible for choosing and training students to become tutors, according to district guidance. The guidance does not say how often tutoring will occur or what curriculum the student tutors will use.\u003c/p>\n\u003cp>A district spokesperson would not answer questions or provide any information about the tutoring programs, and did not allow a school board member to be interviewed.\u003c/p>\n\u003cp>The effort was supposed to be up and running by October, but has yet to roll out to all schools.\u003c/p>\n\u003cp>The \u003ca href=\"https://sites.google.com/nps.k12.nj.us/tutoring-site/homework-hotline-schedule?authuser=0\">homework hotline\u003c/a> connects students with teachers who are on call from 3:30 to 5:30 p.m. Monday through Thursday. Students can choose a teacher who specializes in the subject they need help with, then join the teacher’s video chat.\u003c/p>\n\u003cp>One of the hotline workers is Wilmarie Morales, a bilingual teacher at Ridge Street School. Last Wednesday, she met virtually with a Spanish-speaking sixth-grader who recently arrived from Ecuador and needed help understanding his assignments. On Thursday, she assisted a second-grader who logs on almost every afternoon. They worked on science, math, and spelling assignments, and read a book about Santa Claus.\u003c/p>\n\u003cp>“Some kids, you’re on with them an hour; other kids, you’re on with them 10 minutes,” Morales said. “The kids enjoy it, they like it.”\u003c/p>\n\u003cp>The hotline, which \u003ca href=\"https://www.facebook.com/NewarkPublicSchools/posts/1985079014967156\">began Nov. 30\u003c/a>, offers individual support. But with only about 20 teachers, the program can only serve a fraction of the district’s more than 36,000 students.\u003c/p>\n\u003cp>Individual schools also offer virtual afterschool programs that include tutoring. However, school staffers say that getting students to voluntarily attend after a full day of remote learning can be difficult. Yolanda Johnson, a parent advocate whose daughter has attended University High School’s afterschool program, said tutoring should be required.\u003c/p>\n\u003cp>“It’s critical right now,” she said. “School districts should make it mandatory.”\u003c/p>\n\u003cp>Beyond tutoring, the district also created math and phonics “bootcamps” this fall, where elementary school teachers gave a series of lessons reviewing essential skills in those subjects. And through a partnership with the Newark Public Library, district teachers will record lessons on different topics that students can watch online. After a delay, the service will launch in January, a library official said.\u003c/p>\n\u003cfigure>\u003cimg src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/22172442/GOLCS_tutoring.jpg\">Patrick Wall/Chalkbeat\u003cfigcaption>An AmeriCorps fellow worked with Great Oaks Legacy Charter School students in 2019. During remote learning, the fellows are now tutoring students remotely.\u003c/figcaption>\u003c/figure>\n\u003cp>Newark charter schools are also ramping up academic support this fall.\u003c/p>\n\u003cp>At Philip’s Academy Charter School, volunteers from Prudential Financial tutor struggling students over Zoom each Tuesday through a program called \u003ca href=\"https://www.prnewswire.com/news-releases/the-actuarial-foundations-math-motivators-program-cracks-the-code-on-free-virtual-tutoring-301163320.html\">Math Motivators\u003c/a>. Teachers also offer small-group tutoring sessions every Saturday. And during two “intervention” periods each week, teachers review topics with small groups of students who need extra help while the rest use online-learning programs.\u003c/p>\n\u003cp>Principal Yasmeen Sampson said testing this fall showed that about half of students were starting below grade level. That prompted the school to schedule the hour-long intervention periods during the school day so all students have access to tutoring.\u003c/p>\n\u003cp>“We don’t want students to be excluded from getting what they need,” she said.\u003c/p>\n\u003cp>Great Oaks Legacy Charter School offers tutoring that closely resembles what some \u003ca href=\"https://www.americanprogress.org/issues/education-k-12/reports/2020/08/10/489168/opportunity-counseling-corps-helping-k-12-students-young-adults-recover-coronavirus-crisis/\">think tanks\u003c/a> and \u003ca href=\"https://www.coons.senate.gov/imo/media/doc/CORPS%20Act%20one%20pager%5b1%5d.pdf\">lawmakers\u003c/a> have proposed.\u003c/p>\n\u003cp>Through \u003ca href=\"https://greatoakslegacy.org/join-our-team/tutor-corps/\">an AmeriCorps fellowship\u003c/a> that predated the pandemic, recent college graduates tutor small groups of students during a designated period each day. The full-time tutors also work with struggling students after school and on Saturdays. The school trains the tutors and teachers meet with them regularly to track student progress and plan lessons.\u003c/p>\n\u003cp>“You really need systems and oversight,” said Dr. Prudence Minton, chief academic officer of the network’s middle school. “That’s been the biggest part of the program.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=https%3A%2F%2Fnewark.chalkbeat.org%2F2020%2F12%2F15%2F22176662%2Fnewark-virtual-tutoring-learning-loss\" alt=\"\">\u003c/p>\n\n",
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"excerpt": "Some districts are turning to tutoring to help students who have struggled during distance learning. Studies show intentional tutoring can help students make gains. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://newark.chalkbeat.org/2020/12/15/22176662/newark-virtual-tutoring-learning-loss\">\u003cem>Newark schools are ramping up virtual tutoring. Will it be enough to combat pandemic learning loss? \u003c/em>\u003c/a>\u003cem>was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003ca href=\"https://go.pardot.com/l/342281/2018-05-30/g27h9\">here.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>As evidence mounts that the pandemic is inflicting academic harm on many students, some Newark schools are turning to a simple yet potentially potent treatment: tutoring.\u003c/p>\n\u003cp>The city school district plans to train students to tutor their peers, and it recently launched a “homework hotline” where teachers work one-on-one with students over video chat. Some Newark charter schools are also bringing in tutors, including corporate volunteers at one school and AmeriCorps members at another. All the tutoring is happening virtually while classrooms are closed.\u003c/p>\n\u003cp>But as schools race to offer students extra help, experts caution that only rigorous and frequent tutoring is likely to help reverse the learning loss caused by the pandemic. The patchwork of programs in cities such as Newark points to the need for \u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">federally funded and coordinated\u003c/a> tutoring that is widespread and intensive enough to steer students back on track, \u003ca href=\"https://www.the74million.org/article/slavin-an-open-letter-to-president-elect-biden-a-tutoring-marshall-plan-to-heal-our-students/\">researchers say\u003c/a>.\u003c/p>\n\u003cp>“We can’t expect all these schools to just reinvent the wheel for tutoring with all the coordination, curriculum, training, costs, and expertise it requires,” said Matthew Kraft, a Brown University professor who co-authored \u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai20-335.pdf\">a new report\u003c/a> calling for a national tutoring program. “We need to support them to do so.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">Data is piling up\u003c/a> that shows this spring’s school closures knocked many students off course.\u003c/p>\n\u003cp>Testing this fall revealed that \u003ca href=\"https://www.washingtonpost.com/education/students-falling-behind/2020/12/06/88d7157a-3665-11eb-8d38-6aea1adb3839_story.html\">students started this school year behind\u003c/a>, with progress stalling \u003ca href=\"https://www.chalkbeat.org/2020/12/1/21754406/learning-loss-data-spring-nwea-schools-covid\">most in math\u003c/a>; and students of color lost more ground than white students, according to at least \u003ca href=\"https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help\">one analysis\u003c/a>. Meanwhile, several districts are reporting a surge in students \u003ca href=\"https://www.chalkbeat.org/2020/12/7/22160183/students-struggle-with-remote-learning-teachers-grapple-with-failing-grades\">failing their fall classes\u003c/a>.\u003c/p>\n\u003cp>New Jersey, \u003ca href=\"https://www.chalkbeat.org/2020/10/30/21541724/learning-loss-school-districts-tests\">like most states\u003c/a>, did not mandate widespread testing this fall to measure academic backsliding. But in anticipation of probable learning loss, the state recently \u003ca href=\"https://www.nj.com/education/2020/12/are-your-kids-falling-behind-in-school-nj-thinks-they-might-be.html\">said it would give grants\u003c/a> to 16 districts to help students catch up.\u003c/p>\n\u003cp>As schools consider how best to help students rebound, a \u003ca href=\"https://www.nber.org/papers/w27476\">large body of evidence\u003c/a> suggests that small-group tutoring is one of the most effective ways to boost student learning. England recently \u003ca href=\"https://www.chalkbeat.org/2020/8/10/21362664/england-national-tutoring-program-us-americorps-congress\">launched a national tutoring program\u003c/a> to address learning loss, and some \u003ca href=\"https://www.baltimoresun.com/politics/bs-md-pol-millions-for-remote-learning-20200629-rsv45ehtnbfwpp3aqkwf74llpa-story.html\">states\u003c/a> and \u003ca href=\"https://www.latimes.com/california/story/2020-10-09/tutoring-deal-for-los-angeles-students\">districts\u003c/a> in the United States have funded smaller efforts.\u003c/p>\n\u003cp>“There are few interventions in education where the evidence is as compelling and overwhelming as it is for the efficacy of tutoring,” said Kraft, who co-authored the paper with Grace Falken calling for a massive, federally funded \u003ca href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\">expansion of tutoring\u003c/a> into every public school.\u003c/p>\n\u003cp>But not all tutoring programs are equal. Kraft said the most effective programs keep student-to-tutor ratios low, schedule several sessions per week, and provide tutors with high-quality training and teaching materials. Tutoring usually works better during the school day because students are more likely to attend and take it seriously, said Kraft, who recommends lengthening the school day by 30 minutes to make time for tutoring.\u003c/p>\n\u003cp>In Newark, the district is planning \u003ca href=\"https://sites.google.com/nps.k12.nj.us/tutoring-site/home?authuser=0\">a suite of tutoring programs\u003c/a> this school year, according to documents and the district website. While still likely to benefit students, the programs might not feature all the hallmarks of effective tutoring, such as well-trained tutors and frequent sessions.\u003c/p>\n\u003cp>Through the district’s peer tutoring program, students in grades 3-11 will learn to coach their classmates. Teachers are responsible for choosing and training students to become tutors, according to district guidance. The guidance does not say how often tutoring will occur or what curriculum the student tutors will use.\u003c/p>\n\u003cp>A district spokesperson would not answer questions or provide any information about the tutoring programs, and did not allow a school board member to be interviewed.\u003c/p>\n\u003cp>The effort was supposed to be up and running by October, but has yet to roll out to all schools.\u003c/p>\n\u003cp>The \u003ca href=\"https://sites.google.com/nps.k12.nj.us/tutoring-site/homework-hotline-schedule?authuser=0\">homework hotline\u003c/a> connects students with teachers who are on call from 3:30 to 5:30 p.m. Monday through Thursday. Students can choose a teacher who specializes in the subject they need help with, then join the teacher’s video chat.\u003c/p>\n\u003cp>One of the hotline workers is Wilmarie Morales, a bilingual teacher at Ridge Street School. Last Wednesday, she met virtually with a Spanish-speaking sixth-grader who recently arrived from Ecuador and needed help understanding his assignments. On Thursday, she assisted a second-grader who logs on almost every afternoon. They worked on science, math, and spelling assignments, and read a book about Santa Claus.\u003c/p>\n\u003cp>“Some kids, you’re on with them an hour; other kids, you’re on with them 10 minutes,” Morales said. “The kids enjoy it, they like it.”\u003c/p>\n\u003cp>The hotline, which \u003ca href=\"https://www.facebook.com/NewarkPublicSchools/posts/1985079014967156\">began Nov. 30\u003c/a>, offers individual support. But with only about 20 teachers, the program can only serve a fraction of the district’s more than 36,000 students.\u003c/p>\n\u003cp>Individual schools also offer virtual afterschool programs that include tutoring. However, school staffers say that getting students to voluntarily attend after a full day of remote learning can be difficult. Yolanda Johnson, a parent advocate whose daughter has attended University High School’s afterschool program, said tutoring should be required.\u003c/p>\n\u003cp>“It’s critical right now,” she said. “School districts should make it mandatory.”\u003c/p>\n\u003cp>Beyond tutoring, the district also created math and phonics “bootcamps” this fall, where elementary school teachers gave a series of lessons reviewing essential skills in those subjects. And through a partnership with the Newark Public Library, district teachers will record lessons on different topics that students can watch online. After a delay, the service will launch in January, a library official said.\u003c/p>\n\u003cfigure>\u003cimg src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/22172442/GOLCS_tutoring.jpg\">Patrick Wall/Chalkbeat\u003cfigcaption>An AmeriCorps fellow worked with Great Oaks Legacy Charter School students in 2019. During remote learning, the fellows are now tutoring students remotely.\u003c/figcaption>\u003c/figure>\n\u003cp>Newark charter schools are also ramping up academic support this fall.\u003c/p>\n\u003cp>At Philip’s Academy Charter School, volunteers from Prudential Financial tutor struggling students over Zoom each Tuesday through a program called \u003ca href=\"https://www.prnewswire.com/news-releases/the-actuarial-foundations-math-motivators-program-cracks-the-code-on-free-virtual-tutoring-301163320.html\">Math Motivators\u003c/a>. Teachers also offer small-group tutoring sessions every Saturday. And during two “intervention” periods each week, teachers review topics with small groups of students who need extra help while the rest use online-learning programs.\u003c/p>\n\u003cp>Principal Yasmeen Sampson said testing this fall showed that about half of students were starting below grade level. That prompted the school to schedule the hour-long intervention periods during the school day so all students have access to tutoring.\u003c/p>\n\u003cp>“We don’t want students to be excluded from getting what they need,” she said.\u003c/p>\n\u003cp>Great Oaks Legacy Charter School offers tutoring that closely resembles what some \u003ca href=\"https://www.americanprogress.org/issues/education-k-12/reports/2020/08/10/489168/opportunity-counseling-corps-helping-k-12-students-young-adults-recover-coronavirus-crisis/\">think tanks\u003c/a> and \u003ca href=\"https://www.coons.senate.gov/imo/media/doc/CORPS%20Act%20one%20pager%5b1%5d.pdf\">lawmakers\u003c/a> have proposed.\u003c/p>\n\u003cp>Through \u003ca href=\"https://greatoakslegacy.org/join-our-team/tutor-corps/\">an AmeriCorps fellowship\u003c/a> that predated the pandemic, recent college graduates tutor small groups of students during a designated period each day. The full-time tutors also work with struggling students after school and on Saturdays. The school trains the tutors and teachers meet with them regularly to track student progress and plan lessons.\u003c/p>\n\u003cp>“You really need systems and oversight,” said Dr. Prudence Minton, chief academic officer of the network’s middle school. “That’s been the biggest part of the program.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
"title": "Fresh Air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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