However, after months of controversy over the legality of the move, at last night’s special meeting, the board voted to let him go FOR REAL.
Holtzman has accepted a new position at Beaver Area School District, approximately 50 miles northwest of McKeesport.
His last day is June 30. Assistant Superintendent Dr. Tia Wanzo will serve as Acting Superintendent immediately upon his departure.
The controversy stems from a move last year by the outgoing board to retain Hotlzman in McKeesport when he had been poised to accept a new superintendents position at Kiski Area School District. He resigned and was rehired at MASD in order to secure him a new contract with a competitive salary and years of service.
But this didn’t sit well with three board members (Steven Kondrosky, James Brown and Mindy Sturgess) who walked out of the meeting before it was officially called to order.
Lawyer William C. Andrews wrote a letter stating that the measure could be viewed as circumventing the intent of the Pennsylvania school code. The law does not allow such contracts to be extended with more than a year left before they expire. Holtzman still had two years left on his contract.
Holtzman’s own legal council, Mark E. Scott, wrote that the move was, in fact, legal and that it was common practice at other districts.
At a February board meeting where letters from both lawyers were read into the record, Holtzman offered to resign, then and there:
“I will clearly state if they want me to move on, and I’ve said it to them in private, I want a year’s salary and benefits and I will resign tonight. This witch hunt and issue is over, overdone, overstated and we need to move on and once I’m compensated for my attorney fees.”
At the time, it was unclear whether the board could move forward with Holtzman at the head of the district or not.
Apparently Holtzman couldn’t continue to work with them.
A mere three months later, he put in his current resignation.
Holtzman’s tenure at McKeesport was fraught with controversy from the beginning.
Before this, he had been dean of discipline at McKeesport’s vocational department for two years before taking a similar role at West Mifflin Area High School. However, he was mostly known in MASD for his years on the high school football team when he had been a student there (he graduated in 1997) and then at Syracuse University.
The district offered a cyber option for students whose parents wanted to keep them safely at home during the worst of the pandemic. Many districts were able to provide live teachers from the child’s grade level to instruct through on-line services like Zoom. However, MASD used the corporate Edmentum program to provide academics. The problem is it wasn’t created for that purpose. It was created for credit recovery, not robust academics. As a result, the district cyber program was developmentally inappropriate, and full of typos and inaccuracies.
My 12-year-old daughter just had a nightmare, and I was sitting on her bed trying to calm her down.
“What’s wrong, Sweetie?”
“I’m worried about school.”
That’s something with which I can certainly relate.
Even after teaching for 18 years, I always get anxious before the first day of school, and I told her as much.
“Really?” She said.
“Yeah. But I can understand why you might be even more nervous than usual. I’ll be teaching the same thing I’ve taught for years. I’ll be in the same classroom working with the same adults. Only the students will be different. But you will be in a new building with new teachers…. And you haven’t even been in a classroom in over a year.”
“That’s just it, Daddy. What if the other kids make fun of me for wearing a mask? What if I get sick?”
Our local district is reopening in a week with a mask optional policy and no vaccine requirements.
Her question was expected, but I had been dreading it.
I knew my answers and they sounded inadequate – even to me.
I explained how she would be wearing a mask and is fully vaccinated so it will be extremely unlikely for her to get sick. And even if she does, it will be extremely unlikely she’ll get VERY sick.
“And if the other kids make fun of you, just ignore it. You are going to be safe. If they take chances, they’ll just have to suffer the consequences.”
It seemed to satisfy her, but I left her room feeling like a bad parent.
Even in the Pittsburgh region where we live, the number of kids hospitalized with Covid at UPMC Children’s Hospital has nearly doubled in the last week, according to KDKA. That’s 50 hospitalizations in the past month including 20 in the last week.
When you’re already living paycheck-to-paycheck, that’s not much of an option.
I just don’t understand it.
Don’t my daughter and I have rights?
We hear a lot about the anti-maskers and the anti-vaxxers. A lot about their rights. What about our right to safe schools?
Why is it that the right NOT to wear a mask supersedes the right to go to a school where everyone is required to wear one?
Because it isn’t – as I told my daughter – a matter of everyone having to deal with just the consequences of their own actions. My daughter and I have to deal with the consequences of everyone else’s actions, too.
Or to put it another way – if one person pees in the pool, we’re all swimming in their urine.
If someone else doesn’t wear a mask, hasn’t been vaccinated and hasn’t taken the proper precautions, they can spread the Covid-19 virus through the air and infect whole classrooms of people.
Everyone else could be wearing a mask. It just takes one person who isn’t.
Is it fair that everyone else has to pay the price for one person’s carelessness?
We talk about rights so much we seem to have lost entirely the idea of responsibilities. They go hand-in-hand.
Yes, you have the freedom to do whatever you like so long as it doesn’t hurt another person.
When your actions do hurt others, you have a responsibility to stop. And if you won’t do that, the government has a responsibility to stop you.
But in this anti-intellectual age, we’ve almost completely given up on that idea.
If people take precautions by masking up and getting vaccinated, the worst that will happen is they’ll be unduly inconvenienced. If my daughter and I are forced to exist in the same spaces with people not taking the proper precautions, we could get sick and die.
It’s not like we’re talking about two equal sides here. This is people who believe the overwhelming scientific majority vs. those who get their answers from YouTube videos and political figures. It’s doctors, researchers and immunologists vs. conspiracy theorists, internet trolls and the MyPillow guy.
I’m not even judging – believe what you like so long as it affects only you. But when it affects me, too, then we have a problem.
The lowest common denominator is allowed to run wild. They can do whatever they like and the rest of us just have to put up with it.
That’s why we’re beginning year two and a half of a global pandemic! Not enough of us got the vaccine by the end of the summer.
Now infections are rising and few policy makers have the courage to take a stand and protect those of us who took precautions from those of us who did not.
And don’t tell me our lawmakers don’t have the power. There is a mountain of precedent showing they have.
On the highway, you can’t just go wherever you want, whenever you want. There are lanes, speed limits, traffic lights.
Even vaccines! To enroll in Kindergarten, parents already have to prove their kids have been vaccinated against measles, mumps, rubella and a host of other diseases. Why is Covid-19 any different?
Public safety is a PUBLIC issue not a private one.
It just makes me feel so helpless.
I can’t do anything to protect my students.
I can’t do anything to protect myself.
I can’t do anything to protect my baby girl.
And I can’t wait for the school year to start!
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It is entirely absent from public school curriculum.
Critical Race Theory is a legal framework that’s been taught for decades in law schools around the country. And just like torts, contract law, civil forfeiture and a host of other valid topics in law school, the K-12 public schools really don’t cover them much.
Black people are convicted at higher rates and given longer sentences than white people for the same crimes – 5% of illicit drug users are African American, yet Black people represent 29% of those arrested and 33% of those incarcerated for drug offenses. Moreover, African Americans and White people use drugs at similar rates, but the imprisonment rate of African Americans for drug charges is almost 6 times that of White people.
And on and on.
One has to live in a factually neutral bubble to insist that racism no longer exists in this country, but that’s exactly where these right wing lawmakers are coming from.
After all, their base is almost exclusively White. If they can’t find something to rile up these people and make them feel unduly put upon, they won’t come to the polls. And nothing gets people more eager to vote than fear and anger.
“The slave who knew Christ had more freedom than a free person who did not know the Savior…”
“…Although the slaves faced great difficulties, many found faith in Christ and learned to look to God for strength. By 1860, most slaveholders provided Christian instruction on their plantations.”
“To help them endure the difficulties of slavery, God gave Christian slaves the ability to combine the African heritage of song with the dignity of Christian praise. Through the Negro spiritual, the slaves developed the patience to wait on the Lord and discovered that the truest freedom is from the bondage of sin…”
“A few slave holders were undeniably cruel. Examples of slaves beaten to death were not common, neither were they unknown. The majority of slave holders treated their slaves well.”
And here’s another excerpt from the same book teaching that black people were just as responsible for slavery as white people and that white people suffered from slavery just as much:
“The story of slavery in America is an excellent example of the far-reaching consequences of sin. The sin in this case was greed – greed on the part of the African tribal leaders, on the part of the slave traders, and on the part of slave owners, all of whom allowed their love for profit to outweigh their love for their fellow man. The consequences of such greed and racism extended across society and far into the future. It resulted in untold suffering – most obviously for the black race but for the white race as well.” (emphasis mine)
Here’s another excerpt from the same book about the benefits of the KKK:
“[The Ku Klux] Klan in some areas of the country tried to be a means of reform, fighting the decline in morality and using the symbol of the cross. Klan targets were bootleggers, wife-beaters, and immoral movies. In some communities it achieved a certain respectability as it worked with politicians.”
“While the end was a noble one – ending discrimination in schools – the means were troublesome. Liberals were not willing to wait for a political solution.”
As bad as these excerpt are, they focus only on racism.
The books are riddled with counter factual claims and political bias in every subject imaginable such as abortion, gay rights and the Endangered Species Act, which one labels a “radical social agenda.” They disparage religions other than Protestant Christianity and cultures other than those descended from White Europeans.
Nearly 80 percent of scholarship students attend religious schools, and most of those institutions are Christian, according to an investigation by the Orlando Sentinel. The books mentioned above all come from a Protestant point of view. However, roughly 16 percent of scholarship schools are Catholic and use their own curriculum as do other schools including Islamic or Jewish institutions (which combined make up about 5 percent of the schools).
It is clear then that this controversy is worse than a tempest in a teacup.
It’s misdirected anger.
Political indoctrination IS going on in the United States, but it is not happening at our public schools.
It is happening at our private and parochial schools through school voucher programs.
If we ban anything, it shouldn’t be Critical Race Theory – It should be school vouchers.
State Governors must have a different definition of safety than the rest of us.
The message was signed by New Jersey Governor Phil Murphy, New York Governor Andrew Cuomo, Pennsylvania Governor Tom Wolf, Delaware Governor John Carney, Connecticut Governor Ned Lamont, Rhode Island Governor Gina Raimondo, and Massachusetts Governor Charlie Baker.
Only Baker is a Republican. The rest are all Democrats.
“Medical research as well as the data from Northeastern states, from across the country, and from around the world make clear that in-person learning is safe when the appropriate protections are in place, even in communities with high transmission rates.”
This is just not true.
It is based not on research by epidemiologists, not on studies conducted by doctors, scientists or pharmacologists.
She wrote her dissertation explaining that there were less women in China not because of the one child policy and traditional attitudes toward girl children, but instead because Hepatitis B skewed sex ratios.
Oster is not a serious academic. She is someone who constantly says something controversial to court the media and public opinion.
She is a contrarian, an attention seeker, a celebutante – the economist version of someone who shouts “fire” in a crowded movie theater and then sells fire extinguishers to those rushing for the exits.
Since providing this cover story, various county departments of health have claimed that contact tracing rarely indicates students or teachers catch the virus at school. However, these conclusions are based on voluntary anecdotes, not hard data. At the local level, there is often a lot of pressure to find the cause of an outbreak somewhere else when childcare is at stake or administrative coercion involved.
“In-person learning is the best possible scenario for children, especially those with special needs and from low-income families. There is also growing evidence that the more time children spend outside of school increases the risk of mental health harm and affects their ability to truly learn.”
Talk about overstating the issue!
So kids can’t learn if their instruction is interrupted? It’s a good thing we never take any time off school, say during the summer months.
But it’s the callousness with which these governors paper over health concerns that really sounds like Oster, herself.
“There are people who would say if even one teacher acquires COVID at a school and dies, then it would not have been worth it to open schools,” Oster said. “I think that argument is complicated because people are going to suffer tremendously from schools being closed, but that is a tricky calculus.”
What kind of mental health issues do children experience whose teachers die suddenly and preventably? How do kids suffer with the loss of a loved one knowing full well that they may have inadvertently been the cause of that person’s death?
We cannot make bold statements of certainly about its effects without being deeply dishonest. There’s a lot we don’t know about it and how it affects people. And in light of that uncertainty it makes more sense to be extra cautious than reckless.
It’s high time our government passed a new round of Covid relief. We need to pay people to stay home so they don’t spread the virus. We need mortgage protection, universal healthcare and a host of services to help people weather the storm.
Along with students whose input and experiences should not be ignored, it is our collective educator core who have been thrust into this strange experiment. But unlike children, they have the knowledge, maturity, skills and life experience to evaluate it best. And being one of those intrepid individuals, I here offer my thoughts.
After more than four months teaching this way, I’d say these are the top 5 pros and cons of virtual instruction:
1) There is Less Pressure Day-to-Day
Right off the bat there is something to be said for virtual instruction – it feels more low stakes.
You sleep longer, can more easily access amenities, the bathroom, food and drink.
For one, you sure can’t beat the commute.
Some students admit that they roll out of bed each morning and onto the computer. This is not always optimal for learning in that the mind needs time to wake up and focus itself. However, the fact that one has more choice over how to prepare for school, what to wear, more leeway about breaks and whether to eat or drink in class – all that leads to an increased casual feeling to the day.
Though I certainly don’t roll from my bed to class, the extra sleep I get from not having to drive to the building and the reduced stress of forgoing a commute, traffic, bad weather, etc. are extremely positive.
It helps me be more relaxed and ready to meet my students needs. It makes me a better teacher.
True, a dedicated disruptor can find a way to cause a ruckus. He or she can try to use the chat or even the video camera. They may even have each others cell phone numbers and communicate back and forth that way.
However, few students are aggravated enough to take such measures. I haven’t noticed much beyond simple teasing.
Some of my students put pictures of each other as the backgrounds on their camera screens – but these have always been friends trying to get a laugh. A comment from me and it stops.
If worse comes to worse, I can still remove them from the Zoom meeting and alert the principal or dean of students for disciplinary action.
3) It’s Easier to Communicate with Parents and Students Individually
There are many reasons for this.
In the physical classroom, the most common form of communication is verbal. But digital spaces allow for several other methods.
You can email individual students messages, work, assignments, grades, etc. You can utilize the chat feature to send a private message. You can simply talk to them in the Zoom meeting. You can set up an individual Zoom meeting like office hours to answer questions. You can ask or answer questions about assignments in the stream function of Google Classroom.
All these options allow for students to talk with their teacher one-on-one more easily than in the physical classroom.
Consider this: let’s say a student has a question about the homework after class. In the physical classroom environment, there may be little they can do but wait until the next day. Before last March, I’d had students send me emails, but I never checked them as regularly as I need to now.
In the digital world, students can easily send a message through email or stream at any time. This certainly puts a strain on educators but most questions I receive are during school hours and easily answerable in a timely fashion.
I find that in the virtual classroom, I have the time to communicate with every parent at least once a week – or at least I try. Even in the digital world, some parents are incommunicado.
4) It’s Easier to Read a Text Together
As a language arts teacher, this is really important to me.
For more than 15 years, I’ve read texts aloud with my students and asked them to follow along. I tell them to take their index fingers, put them in the text and move along with where we are in the passage.
Few actually do it, and there’s really nothing I can do to make them. Except beg.
In the virtual classroom, I can easily put the text on all their screens, place the cursor under the words and follow with the reader or the audio recording.
Students can try to ignore it, but that’s harder than just following along. It also allows me to point to specific parts of the text.
If a student is reading and struggling with a word, I can point to prefixes, suffixes, roots, etc. to help them. And I’ve honestly seen improvements in some struggling readers fluency.
5) It’s Easier for Students to Work at Their Own Pace
This isn’t really a core value of the physical classroom.
Teachers give assignments, set due dates and students have to get things done in the time frame.
Online it isn’t such a straight line.
Teachers instruct in a Zoom meeting, but students are not required to attend. They can catch up with a video of the meeting if they need or prefer.
And since we all anticipate students may have issues throughout the day with connectivity, the technology, home responsibilities, distractions, etc. teachers haven’t been so firm on those due dates.
I freely give extensions and tell my students that assignments can still be made up for full credit well past the deadline. It’s about getting the work done, not so much about when.
I find myself explaining assignments more often than usual, but it’s somehow not as annoying as it sometimes is in the physical classroom.
No matter how you look at it, there are an alarming number of students absent throughout the day.
For my own classes, this was much worse in the spring when we first went online. Starting in September, more students have been attending regularly.
However, there are two important points to be made.
First, there are some students who do not attend the live Zoom meetings but instead watch the videos and do the assignments. Their work is not worse than those who attend – in fact, it is sometimes much better.
I suppose it’s possible students in the Zoom meetings could feed information to those not attending, but with the videos and the ability to communicate with me at will, it’s almost more work to cheat.
In my classes, about 20% are regularly absent. Of those, 10-15% are not participating much at all.
That’s about the same as I would expect to see in the physical classroom.
We need to identify these students and provide them with the resources necessary to succeed. But that’s always been true.
2) The Camera Conundrum
To turn your camera off or not? That is the question.
Zoom meetings can be an awfully lonely place for teachers when every student has their camera off.
The general consensus is that we should allow them this freedom. It encourages them to attend the Zoom meetings on their own terms and avoid the stress of seeing themselves constantly on their own screens. It allows them to avoid the fear of being judged for their surroundings.
Allowing them this latitude certainly does increase attendance and create a more positive attitude. But the teacher is in a worse position to monitor student engagement.
Most days I feel like a medium at a seance asking if so-and-so is here. Give me a sign.
I try to pose questions to get students involved – even more than I would in the physical classroom – and sometimes it works and sometimes it doesn’t.
There are times when I yearn just to be able to look at my students again and see what they’re doing. Because I know some of them are not paying attention.
Some are texting on their cell phones. Some are playing video games on another screen. Some are talking with brothers, sisters, friends or parents in their house.
There’s not much I can do except try to keep my classes as engaging as possible. Most of the time, I think it works.
But not always.
3) It’s Harder to Monitor/Push Students with Special Needs
This is nearly impossible for a student with his or her camera off. I can try verbal queues, but students don’t always answer. I can ask them to turn on their cameras if that has been added to their IEPs, but they rarely comply. And if they do, they just point the camera at the ceiling or otherwise away from their faces.
The human contact of actually being present in a physical space has many advantages – especially for students with special needs.
I try my hardest and do everything I can to help them. But I feel that some of them are falling through the cracks – at least more than they would be in a physical classroom.
4) Technological Issues
Even under the best of circumstances, there are always technological issues.
Students do their assignments and their devices don’t save the work. Their batteries run low. They haven’t downloaded the proper apps. They’re using the wrong emails to access a google form.
The list is endless.
Thankfully, my district has a help desk students can access. But teachers need to be aware and permissive about technology issues. We have to air on the side of letting them get away with something rather than being too strict.
And the technology issues aren’t limited to the students.
One Friday I found the wi/fi in my home was down. I had class in 30 minutes and had to find someway to connect online to teach.
After all, there is more than one way to do remote learning.
We could ask the district’s classroom teachers to design instruction tailor made to their students but merely delivered online.
Or we could use a prepackaged platform to deliver that instruction.
To me, it’s obvious which is better.
One maximizes academic outcomes by making the virtual experience as much like the in-person experience as possible with multiple daily interactions between teachers and students. The other delegates the responsibility of educating to a corporation with minimal social interaction between students and educators.
The teacher led option is the way to go, but it only works at most districts if they give up the myth that they can make in-person instruction feasible during a pandemic that has already infected more than 7 million people in this country and killed 200,000 and counting.
So they’re committed to giving people a choice – just not THAT choice.
If they can only choose between canned cyber curriculum or fresh but dangerous in-person models, they’re betting parents will choose the latter.
And in many cases they are. But a significant number are not.
In the McKeesport Area School District (MASD), where I’ve lived most of my life, nearly a third of the parents have chosen distance learning for their children instead of a half day hybrid model. One would think that would free up enough classroom teachers to offer synchronous, authentic instruction. Students could have lessons from a certified district employee with years of experience instructing children of that age, grade and subject matter. Kids and teachers could develop trusting and caring relationships and work together to create the best possible learning environment.
It was created for K-8th grade, but when added to Edmentum’s Coursework platform, the company claims to be able to offer credit recovery – I mean academic classes – for K-12 and beyond.
As a parent who has spent countless hours helping his daughter navigate it, let me tell you – it’s a mess.
The instruction and assignments it provides are developmentally inappropriate, assesses things it hasn’t taught, and are filled with grammatical and spelling errors. Moreover, the pace it prescribes violates the guidelines Edmentum gives to parents about how much time students should spend on-line.
I know the story well, because as a middle school teacher, I’ve taught it to my 7th grade students from time-to-time. However, the version I’ve used is not the original that O. Henry wrote. It is brought down to the level of a middle schooler and unnecessary attitudes of the time are downplayed.
In the original, one of the characters, Sam, uses big words to show how smart he is. The version I use still has him do that but reduces its frequency so that middle schoolers can understand him. After all, 6th graders shouldn’t have to wrestle with “philoprogenitiveness,” “chawbacon” and “whiskerando” just to grasp a pretty basic plot.
Moreover, the story was published in 1907. The original text throws out numerous instances of casual racism against Native Americans that serve no point in the story. Does my daughter really need to be subjected to dehumanizing native peoples as mere “red skins” just to get a lesson on characterization?
Clearly this unit was not developed with child psychologists, practicing middle school Language Arts teachers or even people of color in the room.
If that weren’t bad enough, the questions are full of grammatical errors and typos.
One question about homophones asks students to consider this sentence:
“Select the correct answer.
Is the boxed word used correctly?
I’d like a PEACE of pie for desert?”
Students were asked if “PEACE” is correct – Yes or No. They should know that PIECE is actually the right word.
However, the question made no mention of the misuse of “desert” when the authors clearly meant “dessert.”
That’s the kind of thing that really confuses a student trying to make her way through a program all by herself.
On many assessments, she is asked things that were never taught in the section that was meant to be assessed. I know this is status quo on standardized tests, but is it fair to ask this of a child navigating an online program without even a living teacher to offer support and guidance?
In a social studies assessment on Neolithic peoples, many of the questions had nothing to do with the subject matter. They asked students to infer something based on a passage and none of the multiple choices were entirely correct. You had to pick the option that was least incorrect.
This is some crappy academics being pawned off on parents and students.
And it’s not cheap.
MASD paid $146,302.25 for 40 licenses to Calvert, Exact Path K-5, Courseware for 6-12 and other online services. When hundreds of additional parents asked for their students to be put on the cyber program, the district purchased 500 more licenses from Calvert for a bundled rate of $112,500. That’s $225 per license. Normally they are $450 per license.
Imagine if we put our tax dollars and our teachers to educating these students instead of seeding our responsibility to a corporation for hire.
They should face the realities of the world we live in.
If Coronavirus infections are significant in your county, you should not be offering in-person schooling. You should be offering the best remote option available – and that’s the teacher-led cyber option.
If only my home district knew it.
Meanwhile, my daughter has to struggle through with the cold comfort that at least she won’t get sick jumping through the hoops her school board is too partisan to eliminate for her.
I’m right next to her at the dining room table feeling guilty for putting her through this.
But what else could I do?
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Thursday would have been the first day of in-person classes for hundreds of students at Steel Valley Schools.
But instead, district buildings will be closed and classes will be 100% virtual for all students.
The Western Pennsylvania district just south of Pittsburgh had planned to reopen with a hybrid model during the COVID-19 pandemic.
However, as the start date rapidly approached, it became clear that the district would not have the safety supplies necessary to protect students and staff. So administrators and school directors agreed to start the year with fully remote classes for at least the first month.
“…due to factors beyond the district’s control, efforts to upgrade systems at our buildings are not yet complete. In an effort to ensure we are proving the safest possible learning environment for students and staff, the administration – in consultation with the district’s board of directors – has decided to begin the school year with four full weeks of remote synchronous instruction. Students will still begin on schedule, but all classes for students will be held virtually for the first four weeks of the school year until October 5th.”
The original plan had students attending classes in one of three ways: enrolled in the district’s existent cyber program, doing 100% virtual assignments from the regular classroom teacher or a mixture of both virtual and in-person instruction.
Those who would have attended in-person were further divided into two groups – one of which would have attended in-person on Mondays and Tuesdays, and the other on Thursdays and Fridays. Students would have done virtual lessons when not in the classroom and on Wednesdays while buildings were being deep cleaned.
And this is the plan administrators hope to return to in October if they can install plexiglass barriers, fine tune a new HVAC system to better circulate airflow and other safety measures.
“The choice to move all classes fully online was a very difficult decision to make, and we sincerely apologize for any inconvenience this change may cause,” Macuga wrote in his letter to parents.
“The safety of our students and staff is our highest priority, and we make this decision out of an abundance of caution.”
The institute, whose previous forecasts have been cited by the White House and state officials, estimates the best case death toll with universal masking and tight safety precautions at more than 288,000, and a worst case death toll throwing care to the wind at more than 620,000.
People of color are most at risk of becoming part of that statistic.
At a meeting of the Allegheny County Health Department on Wednesday, board member Joylette Portlock noted this susceptibility gap between Black and White residents throughout the Pittsburgh region. During the last two major spikes in COVID-19 cases, Black residents were much more susceptible than White residents. In April, local Black residents tested positive for the virus twice as often as White residents. But the July outbreak was even worse. Black residents tested positive three times more for the disease than White residents.
West Homestead is populated by mostly white people, but the neighborhood has a high incidence of poverty – another factor linked to susceptibility. Munhall has the highest socioeconomic status and lowest minority population, thus the lowest infection rate.
“It spread to over 40 people from this one outbreak in just two weeks,” Dr. Bogen said.
Some try to downplay the danger, likening it to the flu.
But there have been 22 times as many COVID-19 deaths this year in Allegheny County, compared to the flu.
Dr. Bogen broke it down like this: There were 330 deaths in Allegheny County from COVID-19 compared to about 15 typically experienced because of influenza. Statewide, there were 7,673 deaths from COVID compared to 102 typical from the flu. Nationwide, there were 183,563 COVID deaths, and between 24,000 – 62,000 from the flu.
Though Wolf does not exclude a hybrid model as possible with this level of infection, it seems to me that “an effort to ensure we are proving the safest possible learning environment for students and staff” would be to go with the more cautious approach prescribed by Wolf – to remain in fully remote instruction until county infections decrease to a low level for at least two consecutive weeks.
However, I am thankful that district administrators and school directors have remained consistent in their plans and seem to be doing what they believe is in the best interests of everyone involved.
Hopefully when safety measures are ready to be implemented district wide, the level of infection throughout the county will have decreased as well.
If we reopen schools, we invite COVID-19 into the classroom just as well as students.
So far as we know, the virus doesn’t care what your motivations are. It only infects as many people as it can leaving us to deal with the consequences.
Consider what the virus does to the human body.
According to the Center for Disease Control (CDC), exposure to the virus can result in mild symptoms to severe illness up to two weeks later. These include fever or chills, cough, shortness of breath or difficulty breathing, fatigue, muscle or body aches, loss of taste or smell, sore throat, nausea or vomiting and/or diarrhea.
People who are sick should stay home, monitor their symptoms and separate themselves from other members of the household.
Severe illness often requires hospitalization that attempts to relieve the most common complications. These are things like pneumonia, hypoxemic respiratory failure/ARDS, sepsis and septic shock, cardiomyopathy and arrhythmia, and acute kidney injury.
However, you also have to beware additional complications from prolonged hospitalization. These can include secondary bacterial infections, thromboembolism, gastrointestinal bleeding, and critical illness polyneuropathy/myopathy.
Managing blocked airways is a particular concern. This can be done in less severe cases with simple nasal cannula or oxygen rebreather masks. However, in more extreme cases, you may need continuous airway pressure provided through a machine or even invasive mechanical ventilation.
The chances of this happening to you or a loved one because your neighborhood school building was reopened and children were exposed to potentially sick classmates and staff is far from negligible.
These include inflammation of the heart, cardiovascular disease and strokes; lung inflammation including persistent shortness of breath; and neurological issues such as headaches, dizziness, trouble concentrating or recalling things and even hallucinations.
Special arrangements could be made for these students to come into the physical classroom on a part-time or full-time basis. This isn’t as safe as complete on-line learning, but if the numbers of students are small enough, precautions such a temperature screenings and social distancing were in place and exposure mitigated, this could be a viable option.
The same goes for protection from abuse. Some students live in unsafe home environments. It is observation by responsible adults who are mandated reporters like teachers that reduce the likelihood these children will be mistreated and provide a solution when abuse is reported. However, noticing the telltale signs of such mistreatment or even communicating with a teacher privately outside of the hearing of an adult in the home is more difficult on-line.
Special arrangements could be made for students who have already been identified as at risk. They could meet with counselors and psychologists in the school every week or so. Safety precautions would be necessary but the risk could be reduced enough to make it worth taking.
The biggest problem is probably the most widespread – childcare.
Having children at home to do their schoolwork on-line puts additional pressure on parents.
Teaching has been one of the most meaningful experiences I’ve ever had. Every day I get to help kids become the people they want to be. I get to introduce them to a world of reading where voices long past get to speak to each of them individually. I get to show them how to participate in a conversation that’s been raging for millennia.
After 17 years in the classroom, years of helping kids learn how to read and write, years of listening to their needs and worries, years of helping them overcome their anxieties and fears, years of advice, counsel and friendship – is this all I’m worth to the community?
I chaperoned field trips with school directors and their children, I’ve taught board members kids and sat across from the adults at parent-teacher meetings regaling them with tales of mischief and academic triumphs. Will they now callously decide that I need to put my life at risk or else step down?
How many times did I joke and laugh with administrators, how many times did I try my best to do what they asked, how many times did I go above and beyond – and now have they no qualms about making my wife a widow and forcing my daughter to navigate the rest of her childhood without her daddy?
It doesn’t have to be this way.
A sane society wouldn’t reopen school buildings when Coronavirus cases are spiking. A rational country wouldn’t politicize safety precautions, undermine scientists and disparage facts. It would pay people to stay home, suspend rent payments, provide everyone with personal protective equipment (PPE) and universal healthcare.
Students are not required to take the CDT in the Commonwealth unless their district decides to give it. The test is encouraged by the state as a way of telling how students will do on the required tests.
With this new option, parents finally can give multiple choice standardized tests to their own children on-line.
Which is kind of hilarious because no one really asked for that.
But the folks at DRC, a division of CTB McGraw-Hill, have been busy, too.
The Minnesota-based corporation sent out an email written by Matthew Stem, Deputy Secretary of Elementary and Secondary Education at the Pennsylvania Department of Education (PDE) to district contacts from Pittsburgh to Philadelphia encouraging the use of this newly available online CDT.
“I am pleased to announce that PDE is providing the Classroom Diagnostic Tools (CDT) as an optional additional resource for your Continuity of Education Plan,” Stem began.
“We anticipate that this option will be available through the reopening of schools in 2020.”
So if school boards and administrators choose, districts could assign the CDT at the end of this school year, during the summer or at the start of next school year even if school buildings are not yet open due to lingering pandemic problems.
For some state officials and testing executives perhaps it’s comforting that no matter what happens in this crazy world, at least we’ll still be able to sort and rank kids into Below Basic, Basic, Proficient or Advanced.
The rest of us would prefer more authentic education and assessment.
It should be noted that the CDT is not, in itself, a high stakes test.
Normally, districts are encouraged (but not required) to give the CDT to students multiple times a year to determine where they’ll struggle on DRC’s other fine products like the Pennsylvania System of School Assessment (PSSA) tests given to children in grades 3-8 and the Keystone Exams given to high schoolers.
A child who scores well can get in the advanced courses and gain access to all the field trips, guest speakers, pizza parties and other perks. Kids who score badly are often placed in remedial courses where they forgo all the glitz for extra test prep and the abiding label that they’re inferior to their classmates in the higher academic tracks.
“Parents/Guardians should remind their student that the CDT test content must remain secure at all times. None of the materials from the online test may be copied or recorded in any manner.”
That’s quite a step down from what the same company warns students on the PSSA:
“…Copying of material in any manner, including the taking of a photograph, is a violation of the federal Copyright Act. Penalties for violations of the Copyright Act may include the cost of replacing the compromised test item(s) or a fine of no less than $750 up to $30,000 for a single violation. 17 U.S.C. $ 101 et seq”
The guide also cautions that the test only may be taken using a Google Chrome Internet browser. If students don’t have one installed, there is a link for parents to follow so they can install it for their kids.
For some parents, I’m sure this would be no problem. But many of my students’ parents have little access or knowledge of technology. They would pull out their hair at the very suggestion and come running to teachers and administrators for help.
“If technical issues arise during testing, parents/guardians are asked to contact the student’s teacher and/or the student’s school office for technical support. DRC customer service staff cannot directly support issues related to each home’s technology configurations.” [Emphasis mine.]
And this is true even if the test, itself, directs parents to contact the corporation:
“If a student receives an error message during the test administration that includes instructions to contact DRC for technical support, the parent or guardian who is assisting with the test administration should contact the student’s teacher or school office for additional instructions. Parents or students should not attempt to contact DRC’s customer service directly for technical assistance.
Teachers and/or a school’s technology staff will have the information needed to provide parents/guardians with the level of support to resolve most technology issues. If additional support is required, a school or district representative will reach out to DRC to determine a resolution.”
This is certain to put quite a strain on districts since these technological problems will occur not as they normally do within school buildings but potentially miles away in students’ homes.
Moreover, one of the most common glitches with the CDT often occurs with the entry tickets. These are typically printed by administrators and distributed to teachers who give them to students on test day. Students use the logins and passwords to gain access to the tests.
So this requires yet another level of distance and technological competency from parents and students just to access the tests. And once that access is gained, these logins need to be readily available in the highly likely event that students get booted from the program and have to reenter this data.
I’m sure there will be noooooooo problems at all with this. It will run very smoothly.
PARENTS AS PRISON GUARDS
But let’s say parents are able to help their children login to the test and no technical problems arise.
Can parents let their kids simply take the test alone up in their rooms?
You can let your child have scratch paper, highlighters and calculators. But no preprinted graphic organizers, cell phones, dictionaries, thesauri, grammar or spell checkers, other computers or devices.
One concession DRC makes is that parents are encouraged to give the shorter Diagnostic Category CDT and not the full version. I’m sure distinguishing between the two on your child’s screen will be no problem at all.
This would reduce the test to 35-45 minutes – about half of the full CDT. However, times may vary – my own students have taken more than 180 minutes sometimes to finish the full version.
Still, none of this comes close to my favorite part of this catastrophe in waiting.
These are pretty much the same videos teachers are required to watch every year before giving the CDTs.
As you can imagine, they are perhaps our favorite moments of the year. We sometimes watch them over and over again. Not because they’re so riveting but because we’re required to before we give these infernal tests!
Oh, parents, you are in for a treat if your district decides to take advantage of this wonderful opportunity!
AN IMPOSITION ON PARENT’S TIME
Speaking of which, I wonder when Stem thinks parents will have the time to do all this.
The following communication was initially broadcast by the Pennsylvania Department of Education on May 18, 2020. DRC is forwarding the same message to the district and school contacts on file in our databases.
May 18, 2020
To: Superintendents, Principals, Charter School CEOs, and IU Directors From: Matt Stem, Deputy Secretary Subject: Availability of the Classroom Diagnostic Tools (CDT) for use by students at home
I am pleased to announce that PDE is providing the Classroom Diagnostic Tools (CDT) as an optional additional resource for your Continuity of Education Plan. The CDT is a set of online tools designed to provide diagnostic information to guide instruction and provide support to students and teachers. It is aligned with the content assessed on the PSSA and Keystone exams. We anticipate that this option will be available through the reopening of schools in 2020.
This at-home testing option will allow students to access the CDT from a “public” browser without having it installed on their computers or being configured to their District’s Central Office Services network. The test-setup tasks that teachers/school assessment coordinators routinely complete for classroom administrations of the CDT are the same for the at-home administrations. Test tickets (login credentials) will be distributed directly to the students by school staff. Teachers will have access to all CDT data/reports from the at-home administrations as usual. An overview of the at-home testing option and a guidance document for parents/guardians can be accessed from the following links (or directly from DRC’s INSIGHT Portal under General Information >> Documents >> 2019-2020 Classroom Diagnostic Tools >> Memos/Documents).
All CDTs (Full and Diagnostic Category) are available for use. However, it is highly recommended to only have students take the Diagnostic Category CDTs at this time. Students and their parents/guardians may benefit from a much shorter testing experience using the Diagnostic Category CDTs that are aligned to current instructional content. The shorter, more focused testing will still provide teachers and administrators with the same level of reporting and resources to adjust instruction and planning during distance learning.
Thank you for all your efforts to support students during this challenging time. If you have any questions, comments, or concerns, please contact the curriculum coordinator or CDT point of contact at your local Intermediate Unit. If you are interested in using CDT for the first time, contact PDE here.
Deputy Secretary, Office of Elementary and Secondary Education
Pennsylvania Department of Education
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