Virtual Instruction: Top 5 Pros & Top 5 Cons

October 11, 2020October 17, 2020 stevenmsinger absenteeism, Accountability, Betsy DeVos, Bill Gates, Budget, Charter Schools, Child Safety, Civil Rights, Close Reading, Compassion, computers, Corporate Education "Reform", Cyber Charter Schools, edtech, Education, home school, Homework, Labor, Learning, Local Control, Parents, Philosophy, Politics, Prejudice, private schools, privatization, School Choice, School Funding, school segregation, school vouchers, Schools, small class size, Special Education, Student Mobility, Students, Teachers, Technology, Uncategorized Cons, coronavirus, COVID-19, cyber school, education, online learning, pandemic, Politics, Pros, public schools, schools, Students, teachers, virtual learning

Teaching today is not the same as it was just a year ago.

The global Coronavirus pandemic has forced schools to change the way they do almost everything.

With infection rates moderate to high in most areas of the country, many schools have resorted to full virtual instruction while others have adopted a hybrid model incorporating a mix of cyber and in-person classes.

Only in the most sparsely populated, secluded or reckless areas have schools been allowed to reopen 100% without safety precautions.

For many districts trying to juggle both in-person and virtual classes, the online component has been left to ed tech companies like Edmentum often specializing in credit recovery.

These have been an absolute disaster.

Corporate America has no business educating our youth – and moreover they’re terribly bad at it.

However, in many districts, virtual instruction has come to mean something else entirely.

It has meant classroom teachers creating their own online instruction and assignments while teaching synchronously through applications like Zoom.

I want to be clear that I think this is the best possible model under current circumstances.

It is the best way to balance the needs of safety for students and staff with the needs of academics.

However, this isn’t to say it is trouble free or even preferable if the world were ever to snap back into the shape it was before the pandemic.

The people best situated to tell us this are classroom teachers.

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:

Pros

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.

And that’s not all bad.

As a teacher, I love being able to go to the restroom whenever I need – something that I cannot do in my school building. Back there, I have to literally train my bladder to be ready when I have breaks in my schedule.

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.

This doesn’t mean teachers aren’t incredibly stressed by the pressure to create new curriculum, using new technology and new district rules that are being rewritten by the hour. But at least the day-to-day instruction, itself, is more low key.

2) It is Harder for Students to Disrupt Class

We’ve all been there. An unruly student or two brings a dispute to class and picks on each other back and forth.

In the physical classroom, this can be a real problem requiring a lot of effort to resolve. You have to de-escalate the situation or else it could turn into an exchange of fists.

Online it’s a snap. You can simply mute the participants. The teacher has much more control over what communication enters the classroom space and physical violence is impossible.

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.

But I haven’t had to do that yet. I’ll bet disciplinary referrals have dropped to record lows. And without them, virtual learning may have all but dismantled the school-to-prison pipeline.

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.

When it comes to parents, just having the contact information at your fingertips is a plus. Also teachers have more time to communicate with them when you remove lunch duty, hall duty, in-school suspension and other necessities of the physical classroom. When teachers don’t have to function as security guards, we get more time to be teachers.

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.

We’ve created a culture of care and understanding. I think that’s a positive thing even if it doesn’t emphasize due dates and time frames as much.

Cons

1) Student Absences

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.

Second, though some students have neither attended many (or any) Zoom meetings or handed in many (or any) assignments, this was true in the physical classroom, too.

Some parents do not provide the structure necessary to ensure their children are doing their school work. This is true no matter how that work is presented – physically or virtually.

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 related to the previous point.

The problem of the camera is particularly pernicious for students with special needs. I can’t tell you how many IEPs and service plans want me to monitor students with ADHD and bring them back when they lose focus.

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.

I still don’t quite understand what happened. The Today Show was in the neighborhood doing a live broadcast that morning. Perhaps that had an effect.

For whatever reason my Mac laptop could not connect to the Internet. I had a barely functional PC that for reasons I cannot explain was able to connect.

So that’s what I did. I connected with the PC and taught my classes. The connection was still spotty and I got kicked out of my own Zoom meeting once.

When I got back on moments later, the students were terrified. But we got on with it and managed.

I don’t know why, but the issue seemed to fix itself about 2 hours later and I was able to get onto my laptop and experienced no further problems.

I suppose the point is that we have to realize technology issues will crop up. We need contingency plans. Lots and lots of contingency plans. For ourselves, as teachers, and for our students.

5) Danger of a New Normal

This is particularly scary.

Ed tech companies have been trying to take over public education for years.
Unscrupulous business people have been trying successfully to privatize and profitize education.

The pandemic has made that possible to degrees never before imagined.

Charter and private schools are packed with students these days. This is partially because their smaller size and greater resources allows them to more easily meet in-person safety standards. Where public schools have recklessly reopened, cyber schools have swooped in to provide a safer option, too.

When even many public schools become less focused on doing the right thing than on doing the popular thing, they open the door to privatization.

It’s the wild west out there and no one can really tell how this will all affect what the future of education will be.

If the pandemic ended tomorrow, I would like to return to the physical classroom. But I can’t say I’d willingly leave every innovation of virtual instruction on the cutting room floor.

I like giving tests through Google Forms.

I like giving paperless assignments on Google Classroom.

I like being free to contact parents and students easily and not being tied to duties more suited to school security officers.

I like being able to pee whenever I need.

But I don’t want to lose the best aspects of the physical classroom.

I don’t want to lose autonomy and have everything micromanaged and predetermined by ed tech companies.

I don’t want ridiculously large class sizes justified by a digital space.

I don’t want to have to teach live on-line and in-person at the same time, curating and managing the virtual space and the physical classroom.

I don’t want to be under constant digital surveillance.

These are all dangers of the new normal.

I don’t know what the future will be, but I know it will not be what it was before all this started.

That’s equal parts scary and exciting.

But right now teachers really can’t afford to worry about it too much.

We’re too busy trying to get through the current crisis.

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Trump Has COVID. What That Means For Public Schools

October 3, 2020 stevenmsinger Accountability, Arne Duncan, Betsy DeVos, Budget, capitalism, Charter Schools, Civil Rights, Common Core, Corporate Education "Reform", Credibility, Democrat, Donald Trump, Education, Election, Junk science, Learning, Local Control, Parents, Philosophy, Politics, Prejudice, President, privatization, Propaganda, Republican, School Choice, school closings, School Funding, school vouchers, Schools, Social Justice, Standardized Testing, Students, Teach for America, Teachers, Technology, Uncategorized, voting coronavirus, COVID-19, disease, Donald Trump, education, pandemic, Politics, public schools, schools, virus

It had to happen eventually.

Donald Trump, the ultimate science denier, got bit in the butt by science.

He’s got Coronavirus, and is in Walter Reed National Medical Center fighting for his life.

Apparently the virus isn’t a hoax.

You don’t catch it by testing for it.

You don’t treat it with hydroxychloroquine.

It’s a global pandemic, and the only way to fight something like that is with rationality and logic.

You have to wear a face mask, dumb-ass.

You have to practice social distancing.

You can’t just reopen the economy and pretend that this won’t cost hundreds of thousands of lives.

You can’t steamroll over more than 200,000 Americans lost simply because most are elderly, poor and/or brown skinned. And they don’t matter to you.

Eventually your ethos of pretending to be what a weak man thinks a strong man is evaporates into thin air.

Your entire persona is as fake as your elaborate combover.

The lady’s man who has to pay for sex.

The billionaire who’s broke.

The stable genius who refuses to believe the facts.

And while there is a certain poetic justice in this buffoon getting a taste of his own medicine, its ramifications for our country will be dire indeed.

With only four weeks before the election, no one can predict what the outcome will be politically.

Will he live? Will he die? Will this mean a boost for his opponent Joe Biden? Or will people wrap themselves in the flag and come to his side?

No one knows.

But one thing is undeniable – we cannot continue to live this way.

The reality tv rollercoaster must stop, its constant flood of outrages, disasters and season finale moments!

Being a public school teacher, I see its impact on education most clearly.

Long before Trump went from being a clown to a contender, policymakers tried reforming our schools with only wishful thinking and a marketing plan.

High stakes testing, charter schools, voucher plans, value added measures, Teach for America – whether proposed by Democrats or Republicans, it is all nothing but science denial wrapped in a stock portfolio.

These are the ways Wall Street has cashed in on schools pretending to be saviors while hiding the reality of their vulture capitalism.

And Trump has been no different.

Except that his instrument – billionaire heiress Betsy DeVos – made it harder to deny.

She barely even tried to pretend to be anything other than what she is – an unimaginative opportunist dead set on destroying the public in public schools.

Now that her spray tanned master has – through inaction and ineptitude – unleashed a plague upon the nation, our students are suffering worse than ever.

Many schools are shuttered from sea to shinning sea, their students forced to learn via the Internet.

Others are open part time while trying desperately to make shrinking tax revenues pay for the quantum leap in costs to even pretend to keep people safe in their buildings.

In some places, the adults don’t even do that much and just try to run a full day schedule, rolling the dice as outbreaks appear at every turn.

In a few places, the virus is under control and schools function almost as normal – though the fear that one infected child could change all that sits in class with every student and teacher.

Nowhere is there uniformity.

Nowhere is there consensus.

Nowhere do we all admit the simple truth – in areas of moderate to high infection, online learning is the best that can be done to balance safety with academics.

Instead, leaders deify choice – letting us decide between these different models – without a basic understanding of citizenship, governance or economics.

That, I think, is what must change.

After all, if the virus can reach the most powerful person in the world if he doesn’t take adequate precautions, it can get your kids, too.

So now that Trump is receiving an experimental antibody cocktail that would not be available to you or me to fight the disease, we can no longer pretend that personal choice is the answer to every problem.

Freedom is a wonderful thing and should be preserved as much as possible.

But your freedom ends where mine begins.

Your choice not to wear a mask in public increases the infection rate in my community. Your decision to eat in a restaurant, go to a bar or spend a weekend at an amusement park puts not just you and your family at risk, but me and mine as well.

And if you send your child to a school building in an area of moderate to high infection rates, you are increasing the likelihood that someone I care about will get sick and perhaps die.

We have both rights and responsibilities.

If you live out in the woods all by yourself, you don’t need to constrain your personal freedom. You can do whatever you can get away with.

But if you live in a community – as nearly all of us do – you have to give up some of that freedom to the rest of us.

This is simple civics – something you would have known had our schools not stopped teaching it because it wasn’t on the big annual standardized tests.

Just as many of us would have known about how pandemics work if we hadn’t narrowed the curriculum because science doesn’t count on the test, either.

When all knowledge is only instrumentally important because it will get you a certain score, none of it has value.

Science, logic, critical thinking, empathy – all lost because someone thought they could make more money by removing them.

We can’t do that anymore, either.

We have to respect knowledge. We have to respect each other.

And we have to understand economics instead of being slaves to one stunted view of how they operate.

Economics is about how to best divide resources for the survival of communities. In times of scarcity, there are certain best ways and in times of abundance there are others.

However, we live in a time of abundance but continue to use the rules for scarcity. In fact, we create scarcity just to ensure an antiquated and ineffective distribution of resources.

Those with the most have refused changes that would be best for everyone including themselves. And many of us can’t even think outside of the conceptions of economics we’re propagandized to believe.

This has to stop, too.

A new world is possible. In fact, it is inevitable.

We will either all die on a scorched wreck of a planet that we have systematically destroyed so that a few will live longer and in more luxury than the rest.

Or we will all move forward into a new, better world together.

I know times are hard – harder than they’ve ever been in my lifetime.

But this is what I see in the light shinning through the crack in the maelstrom of nonsense we have been living in lately.

We can all come together and create schools that serve everyone regardless of race, religion, creed, sexuality, gender or difference. We can teach facts, thought, history, science, arts and humanities.

And armed with such tools, we can recreate society in that image.

That is the lesson of Trump’s diagnosis.

You can lie and cheat and steal.

You can fool people into believing that you’re not a liar and a cheat and a thief.

But eventually, the truth will catch up to you.

Politics puts blinders on us. Propaganda inculcates us. And stunted education makes it harder to see what’s really there.

However, reality exists independent of our ability to recognize it.

If we stumble forward blindly for long enough, we will fall into the pit before us – irrespective of whether we recognize it is there or not.

How much better to open our eyes!

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I Can’t Shield My Daughter From Both Coronavirus AND Edmentum – Our District’s Crappy On-line Learning Platform

September 26, 2020September 26, 2020 stevenmsinger Accountability, capitalism, Child Safety, Civil Rights, computers, Corporate Education "Reform", Data, Donald Trump, edtech, Education, home school, Junk science, Learning, Local Control, Parents, Pennsylvania, Pittsburgh, Politics, Prejudice, privatization, Racism, School Choice, School Funding, Schools, Standardized Testing, Student Mobility, Students, teacher autonomy, Teachers, Technology, Uncategorized Calvert Learning, coronavirus, COVID-19, ed tech, Edmentum, educational technology, McKeesport Area School District, online learning, Pennsylvania, Politics, remote learning, reopening schools, Steel Valley Schools, Study Island

Being a parent during a global pandemic means having to make difficult decisions.

The most pressing of which seems to be: from which Coronavirus spawned horror should I shield my child?

As schools slowly reopened in my neck of the woods, it was basically a choice between in-person instruction or remote learning.

Do I allow my child the benefits of a living, breathing teacher but risk the COVID-19 incubator of a physical classroom environment – or do I keep her safe at home but parked in front of a computer all day?

It’s not an easy call.

On the one hand, in-person learning is nearly always more effective than distance learning.

On the other hand, I don’t want her to get sick or become a Typhoid Mary bringing the disease into our house and infecting the rest of the family.

In any sane country, I wouldn’t have to make such a choice. Where infection rates are moderate to high, schools should be closed and all instruction virtual.

But American governance in 2020 is not nearly so rational.

In the absence of strong, sane leadership, each school district is its own fiefdom marching to the beat of its own discordant drum.

Even in Western Pennsylvania, my neighborhood school is leaving it up to parents whether to potentially endanger their children or not.

It doesn’t have to be this way.

We could refuse to take chances. We could keep all students online and that would increase our academic options.

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.

In districts like mine where community leaders and even some school directors are committed to keeping the buildings open so that they can justify keeping open restaurants, bars and other establishments, there is a disincentive to even allow this third option. If the public chooses it, the local economy might suffer.

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.

Some local districts are actually doing that.

But not McKeesport.

Instead the district is using its existent on-line credit recovery program for all virtual students.

The platform is Calvert Learning, a product of the ed tech giant Edmentum.

This multi-million dollar global company (it was sold for $143 million in 2010) is best known for creating Study Island and other standardized test prep based learning platforms.

The problem is it was never meant to be used as the sole provider of coursework for thousands of students in a single district.

In fact, the specific Edmentum product being used by MASD – Calvert Learning – was originally intended for home school students.

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.

According to “A Parent Guide: Supporting Your Child During Virtual Learning,” provided by Edmentum, cyber students should limit their time online. Elementary students should spend not more than 1-2 hours a day, middle school students 2-3 hours, and high school students 3-4 hours.

My 6th grade daughter typically spends 7-8 hours a day just to barely get things done – and that’s not counting 2-3 hours on the weekends.

I’ve seen her struggle through passages that are written far above her reading level.

For example, she completed a unit on characterization where she was required to read O. Henry’s “The Ransom of Red Chief.”

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.

And we could do it, too.

I work at Steel Valley School District.

Unlike MASD, we began the year with a 100% virtual program for all students. We conduct fully synchronous classes online designed entirely by the classroom teachers. And we post materials on Google Classroom so that students who miss the live Zoom meetings can watch videos of the lesson and do the work.

I’m not saying it hasn’t been difficult or that it’s without problems. Nor is such an endeavor better than in-person learning in a safe environment.

But the teacher-led remote model is the best that can be provided under the circumstances.

Districts that throw students to the whims of corporate educators for hire are shirking their duties.

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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The Everyday Exhaustion of Teaching During a Global Pandemic

September 13, 2020 stevenmsinger Accountability, Betsy DeVos, capitalism, Civil Rights, Corporate Education "Reform", Democrat, Donald Trump, edtech, Education, Election, history, Journalism, Labor, Learning, Local Control, Parents, Philosophy, Police, Politics, Poverty, Prejudice, President, protest, Refugees, Republican, School Choice, school closings, School Funding, Schools, Social Justice, Student Mobility, Students, teacher autonomy, Teachers, Technology, voting child safety, coronavirus, COVID-19, Donald Trump, exhaustion, online, online learning, police brutality, Politics, reopening schools, safe schools, teachers, teaching, tired

Teaching is one of the few things in life that is not concerned with now.

It is essentially about the future.

We put all this time and energy into helping kids learn. Why?

Not so that they’ll be able to do anything today. But so that they’ll be able to do things tomorrow.

Sure they may be able to read better or solve math problems, but the reason we want them to know that isn’t so much about what they’ll do with it as adolescents. It’s how those skills will shape the people they grow up to be.

It’s an investment in their future and ours.

We take a bit of today and invest it in tomorrow.

And during a global pandemic that can be especially hard.

The west is on fire. Storms are threatening our southern coasts. Police brutality is out of control and bands of neofascist thugs are given free rein to beat and murder protesters. We’ve separated immigrant families and put their kids in cages. The President has lied to us, disparaged our troops, bragged about breaking countless laws and the government is powerless to stop him. Our political system and social fabric is coming apart at the seams. And everyone from the average Joe to the lawmakers who represent him can’t get up the gumption to take precautions against the killer virus that has already put more Americans in their graves than every war since WWII.

You look at the raging dumpster fire around you and wonder – how do we invest in the future when we aren’t sure there will be one?

I’ve had students in my on-line class for only two days so far.

And it’s been great.

They show up in record numbers smiling and ready to learn.

We talk, they tell me about their summers, and I remember how much I love teaching.

But I had to fight almost every day from June through August just so the school building wouldn’t become an incubation center for COVID-19 and classes could be conducted through the Internet.

I’m not saying it was all me that did it, but I fought and worried and cajoled and wrote and begged and did everything I could think to do. And it very nearly didn’t happen.

Summer is supposed to be a break after the stresses of a long school year. And 2019-20 was perhaps the most difficult year I’ve ever had teaching.

But 2020-21 has already promised to be much more challenging.

After all, when you have to fight just for the safety of your children and yourself as a prerequisite to everything that happens in your class, how much strength is there left for actual teaching?

My district has committed to being on-line only through September, so the fight continues month-by-month.

Where are the local newspapers that would have reported on each school district as people test positive for the virus and others are contact traced? We closed most of them and downsized the newsrooms of others to make up lost advertising revenue.

If you’re not a supersized district serving millions, they only report on bed bugs, poorly trained security guards or whatever public relations statement the superintendent released today.

So we trudge on in silence just hoping to get through the day.

And what days they are!

Teaching on-line is a heck of a lot more work.

You’ve got to plan for just about everything. You put the assignments on Google Classroom and set up the Zoom meetings and make your handouts into PDFs and try to digitize your books and figure out how classroom policies designed around a physical space can be revised for cyber space. You answer countless questions and concerns, videotaping your lessons for those who can’t be there in person. You try to make things interesting with new apps, new software, new grading systems, new approaches to the same material you’ve been teaching for over a decade.

And it never ends.

By the time the day is supposed to be over, the emails are still rolling in, the assignments are still being submitted, administrators are making pronouncements, and you haven’t even finished all the things you have to do to get ready for tomorrow yet.

When is there time for my family? When do I have time to make dinner or check on my own child’s progress in her own online experience?

What’s worse is that when things go wrong, I’m afraid to bring them up for fear that some decision maker long removed from the classroom will simply shoot from the hip and end on-line instruction.

We had all summer to plan how to do this better, but we spent all that time diddling about WHETHER we should teach on-line or not. We should have just bit the bullet and worked on improving the quality of instruction instead of putting all our chips on the gambit that it wouldn’t be necessary.

Now – as usual – it’s all in the hands of everyday classroom teachers. We’re left to just figure it out.

And we do!

Part of me really enjoys it!

I love finding new ways of doing things and seeing if they’ll work out better. I’m excited about seeing how my students will react to a Bitmoji classroom or a new Kahoot or this video or not being hassled if they keep their cameras off in Zoom.

I know on-line teaching can never really hold a candle to in-person instruction. But that’s not an option right now. And pretending like reality is something different than it is will do no one any good.

But just saying something positive about cyber schooling gets the technophobes coming down on you.

They’re so scared that online teaching will replace real, live educators that they can’t admit of any positive qualities to the new normal.

Don’t get me wrong. My heart is with them. I fear that, too. But it’s a war we have to wage later. Just like the election.

Biden is not great on education. Trump is worse. So we have to support Biden while we prepare to fight him in January. And that’s IF we can both defeat Trump at the polls and somehow avoid a constitutional crisis if he refuses to leave the Oval Office willingly.

Everything is one fight after another. We have to win this battle before we can wage the next one.

No wonder we’re so exhausted.

Everyone is worn out, but no one more so than classroom teachers.

We’re caught at the crossroads of nearly every conflagration in America.

I sit here on a Sunday afternoon and my bones feel like boulders under my skin.

I sleep like a beaten boxer – all bruises under the sheets.

But I’ll wake up on Monday, make myself a cup of tea and trudge back to my computer screen ready to begin again.

Because despite it all, there is a core part of me that still believes.

I still believe in the future.

I still believe in teaching.

I still believe my students are worth it.

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Why Does Trump Hate COVID Testing But Love Standardized Testing?

September 7, 2020 stevenmsinger Accountability, Betsy DeVos, Budget, capitalism, Charter Schools, Child Predators, Civil Rights, Corporate Education "Reform", Democrat, Donald Trump, Education, Eugenics, Learning, NAACP, Politics, Poverty, Prejudice, President, private schools, privatization, Propaganda, Racism, Republican, School Choice, School Funding, school segregation, school vouchers, Schools, segregation, small class size, Social Justice, Standardized Testing, Students, Teachers Betsy DeVos, charter schools, coronavirus, COVID-19, education, high stakes testing, Politics, school vouchers, standardization, standardized testing, test scores, test-based accountability, testocracy, Trump

When it comes to COVID-19, Donald Trump sure hates testing.

But when it comes to public schools, his administration simply adores standardized testing.

Why the discrepancy?

Why is testing for a virus during a global pandemic bad, but giving students a multiple choice test during the chaos caused by that pandemic somehow good?

When it comes to the Coronavirus, Trump has made his position clear.

In a June 15 tweet, Trump wrote that testing “makes us look bad.”

Five days later at his infamous campaign rally in Tulsa, he said he had asked his “people” to “slow the testing down, please.”

At one of his White House press briefings, he said, “When you test, you create cases.”

In his infamous Fox News interview with Chris Wallace, he seemed to be saying that the U.S. had just as many new cases now as it did in May. However, since there were fewer tests done in May and more are being done now, it only appears that the infection is spreading when it actually is not.

It’s pure bullshit.

How would he know how many cases existed in May other than through testing?

He is simply trying to gas light the nation into believing that his abysmal job as Commander-in-Chief has nothing to do with the pandemic raging out of control on our shores.

He is trying to distract us from the fact that the US has only 4 percent of the world population but more than 25% of all COVID-19 cases. He wants us to forget that more Americans have died of COVID-19 than in any war other than WWII – 200,000 and counting.

So that, at least, is clear.

Trump hates COVID testing because – as he puts it – it makes him look bad.

So why is his administration pushing for more standardized testing in public schools as those same institutions struggle to reopen during the pandemic?

Education Secretary Betsy DeVos – everyone’s favorite billionaire heiress turned public servant – sent a letter to state education leaders on Thursday saying high stakes testing probably would be required this school year.

They should not expect the Education Department to again waive federal testing requirements as it did last spring while schools were suddenly closing due to the outbreak.

The reason?

DeVos wrote:

“If we fail to assess students, it will have a lasting effect for years to come. Not only will vulnerable students fall behind, but we will be abandoning the important, bipartisan reforms of the past two decades at a critical moment.”

However, this is a rather strange thing to say if you think about it.

Standardized tests are just one of many kinds of assessments students take every year. At best they represent a snapshot of how kids are doing on a given day or week.

But since students are tested all year long by their teachers, they earn end of the year marks, pass on to the next grade or are held back, graduate or not – there are a multitude of measures of student learning – measures that take in an entire year of academic progress in context.

Waiving standardized testing would not make it impossible to tell who learned what. In fact, waiving the tests in the spring did not leave teachers clueless about the students in their classes today.

We still know which students are falling behind because we interact with them, give them assignments, teacher created assessments, etc. And when it comes to vulnerability, standardized tests show us nothing unless we read between the lines.

Students from poorer households tend to score lower on standardized tests. Kids who attend schools with fewer resources and larger class sizes tend to score lower. Minority children tend to score lower.

We don’t need any tests to tell us who these kids are. It’s obvious! Just look at who qualifies for free or reduced meals. Look at school budgets. Look at student ethnographic data. Look at seating charts. Look at classroom grades.

We don’t need standardized tests! We need resources to help these kids overcome the obstacles set before them or to remove those obstacles altogether.

Standardized testing does nothing to achieve this goal nor is there much help from the “bipartisan reforms of the past two decades.”

After all, which reforms exactly do you think DeVos is referring to?

It’s not hard to imagine since her letter was endorsed by far right and neoliberal organizations such as the Center for American Progress, the National Urban League, the Education Trust and the U.S. Chamber of Commerce.

DeVos is talking about charter and voucher schools – the same pet projects she spent her entire adult life either funding or trying to wrest funding away from public schools to fund.

In fact, she just had her ass handed to her for a third time by the federal court system for trying to siphon money to private schools that Congress explicitly earmarked for poor kids.

Congress set aside money in the CARES Act to be distributed among public and private schools based on the number of students from low-income families. However, DeVos said the funds should go to private schools BASED ON TOTAL ENROLLMENT.

Uh-uh, Betsy.

In her ruling this week, Dabney Friedrich, the U.S. District Judge for the District of Columbia (and a Trump appointee) wrote:

“In enacting the education funding provisions of the CARES Act, Congress spoke with a clear voice… that cannot mean the opposite of what it says.”

So why does the Trump Administration support standardized testing?

For a similar reason to why it doesn’t support COVID testing.

Testing for the Coronavirus makes Trump legitimately look bad.

Testing kids with standardized assessments makes the public schools (during a pandemic or otherwise) illegitimately look bad. And that can be used as a justification to close those schools and replace them with private and charter schools.

It’s not about academia or helping vulnerable children.

It’s pure politics. The shock doctrine. Disaster capitalism.

This is another way the Trump administration is trying to rob the American public blind and get away with it.

When it comes to Coronavirus, there are a limited number of tests for infection. Trump is against all of them. He just wants to hide his head in the sand and pretend it will all go away.

When it comes to education, there are multiple measures of student learning. The Trump administration only champions one of them – the standardized variety.

Why? Because that is the assessment most inadequate to measure learning but it’s the easiest to spin into an anti-education narrative.

After all, you can’t use classroom grades or teacher-created tests to support the narrative of failing schools. Those assessments are in context and too clearly show the link between poor achievement and things like lack of resources and inequality. If kids are failing their classes, it’s too obvious when schools are trying to help but stymied by a lack of resources and countless social issues. Shining a light on that will only lead to solving these very real problems.

But if we put the spotlight squarely on standardized test scores, we can spin the narrative that it is the public school system, itself, that is at fault and thus we can better sell the need for privatization in all its profit-driven forms.

That’s the whole reason DeVos took this job in the first place.

And shame on Democrats like Rep. Bobby Scott (D-Va.) and Sen. Patty Murray (D-Wash.) who praised DeVos’s testing pronouncement.

Scott, who serves as chair of the House Education and Labor Committee, said in a statement:

“There is no question that the COVID-19 pandemic is having severe consequences for students’ growth and achievement, particularly for our most vulnerable students. We cannot begin to address these consequences, unless we fully understand them.”’

Um, we do understand them, Congressman. You don’t need a multiple choice assessment to see who is failing or why. It’s due to targeted disinvestment of the poor and children of color.

Murray, the highest ranking Democrat on the Senate education committee, said:

“Especially when it comes to the disparities that harm so many students of color, students with disabilities and students whose families have low incomes, we’ve got to have data that shows us where we’re falling short so we can better support those students.”

How does a single test score from a corporation like Pearson show you more than a year’s worth of academic assessments from a school?

Standardized tests convey ZERO to us about students falling behind or vulnerable students that we don’t already know. And Murray is engaged in pure theater by framing her concern as an issue of racial justice while actual racial justice groups like the National Association for the Advancement of Colored People (NAACP) and the Black Lives Matter movement have explicitly condemned standardized testing.

An assessment system literally designed by eugenicists and pushed by segregationists is NOT a remedy to racial inequality – unless you’re proposing getting rid of it.

In short, Trump and DeVos are two peas in a pod committed to avoiding accountability for themselves but determined to destroy public services like public schools based on bogus accountability measures like standardized testing.

Hopefully the American public will boot them both out on their asses in November so that rational leadership in the Department of Education and elsewhere will do what should have been done years ago – waive standardized testing for this year and every year that follows – Coronavirus or not.

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Steel Valley Schools Will Reopen Fully Remote Rather Than Compromise on Safety

September 5, 2020 stevenmsinger Accountability, Budget, Child Safety, computers, Data, edtech, Education, home school, Learning, Local Control, Parents, Pennsylvania, Pittsburgh, Politics, Poverty, Prejudice, school closings, School Funding, Schools, Student Mobility, Students, Teachers, Technology, Tom Wolf, Uncategorized child safety, coronavirus, COVID-19, education, Homestead, Munhall, pandemic, Pennsylvania, safe schools, Steel Valley Schools, virtual learning, West Homestead

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.

According to a letter sent home to parents written by Substitute Superintendent Bryan Macuga:

“…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.”

As a district teacher, I – for one – am thankful for this sound, rational decision.

COVID-19 is no joke, especially in a community with relatively few cases but a higher than average rate of infection.

Of the three municipalities that make up the district, West Homestead has a case rate of 150.5 per 10K, Homestead has a case rate of 123.2 per 10K and Munhall has a case rate of 84.2 per 10K.

**Source**: Allegheny County Health Department

Moreover, an outbreak of COVID-19 was reported at St. Therese Plaza, a senior living apartment in very close proximity to the Steel Valley High School-Middle School complex.

WTAE News reported in August at least three confirmed cases at the facility including a caregiver and two patients.

But it’s not just the elderly who are at risk.

According to a new forecast from the Institute for Health Metrics and Evaluation at the University of Washington, the death toll from COVID-19 is likely to more than double to 410,000 by the end of the year.

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.

According to the Center for Disease Control, minorities are much more likely to get sick and experience complications from the disease.

This is especially relevant in a district like ours where minority enrollment is 47% of the student body (majority Black). This is more than the state public school average of 34% (majority Black and Hispanic).

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.

It should not be surprising then that Homestead – the district municipality with the highest population of people of color (more than 70%) – has such a high percentage of cases.

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.

Opening schools when safety measures are not adequate to protect students and staff would be a recipe for disaster.

County Health Department Director Dr. Debra Bogen cautioned how quickly the virus can be spread – especially by children. The health department had been tracking an infection from a teenager who spread COVID-19 to family members, who subsequently spread it to coworkers, who spread it to other teens, etc.

“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.

We have to take this virus seriously.

And unfortunately many of us are not doing so.

The health department inspected more than 2,000 restaurants for suspected health infractions. Inspectors found more than 200 restaurants weren’t in compliance with the county’s mask and occupancy guidelines.

And it’s not just restaurants. Several board members complained that they had seen mask infractions at healthcare organizations, salons and other retail establishments.

Schools may be more susceptible than most places.

I am so thankful the community leaders where I work have refused to go ahead with a safety plan that could not be completed in time to reopen.

I’m sure it was difficult to decide at the last minute to pull the plug on the plan, but it shows real concern for students and staff.

Frankly, I don’t t hink we should open to in-person classes even if we can achieve the level of safety the district has proposed.

The county still has a moderate level of infection according to Gov. Tom Wolf’s guidelines.

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.

I’m not a fan of virtual instruction. I’d rather teach students in-person.

But I’d rather none of us get sick or die even more.

Macuga will be conducting a community Zoom meeting on Wednesday, Sept. 9, at 6 pm to answer questions about the change from hybrid to full remote learning.

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The Lesson Kids Are Learning from Reckless School Reopenings: YOU DON’T MATTER

August 27, 2020 stevenmsinger #BlackLivesMatter, Accountability, Betsy DeVos, Budget, capitalism, Child Safety, Civil Rights, Compassion, Democrat, Donald Trump, Education, Learning, Local Control, Parents, Politics, Prejudice, Republican, School Choice, school closings, School Funding, school violence, Schools, Student Mobility, Students, Teachers, Technology child safety, coronavirus, COVID-19, education, pandemic, Politics, reopening schools, safe schools, school board, schools, Students

Let’s say you’re an American school child.

It’s the first day of school.

Your parents dress you in your best new outfit – maybe a nice pink jumper with a unicorn on it.

They help you tie your new sneakers – that’s right, two loops and a knot.

Then they put a surgical mask snugly over your mouth and nose, adhere a clear plastic face shield from your forehead down and snap some latex gloves on your hands.

“Off to school, Honey!”

“Don’t forget your antibacterial soap and Clorox wipes!”

What do you suppose would be going through your mind?

Would you feel safe? Would you feel loved? Would you feel valued?

I don’t think so.

I mean sure your parents care enough to dress you like an extra from “Outbreak,” but they don’t care enough to keep you home.

Or maybe they do care enough but have no other choice. They’re “essential workers” and have to go to a series of minimum wage jobs to keep you fed, clothed and sheltered.

How would you feel about the people who own those jobs? The society that prioritizes keeping those jobs going instead of paying your parents to stay home with you?

I mean – sure – the economy needs to keep running, I guess, but what is an economy anyway?

Isn’t it just a big game of Monopoly? Players keep rolling the dice and landing on each others’ properties and having to pay rent. Hoping this turn you’ll make it past GO and collect $200.

With the exception of food, there’s nothing you really need outside of your home. If your parents didn’t have to worry about rent or utilities, they wouldn’t have to work. Yes, they’d need to go out to get food but the government could pay them to do that, too.

After all, it’s just Monopoly money. It’s just decorated pieces of paper. It has no inherent value… not like human lives.

I mean we’re living through a pandemic here. Leaving the house means exposure to the virus, and the longer you have to go out, the more people you’re exposed to, the greater the chances that you’ll get sick and/or bring the thing back home with you.

But someone is forcing your parents to keep on rolling the dice – to keep playing. And your folks never do any better than make ends meet. It’s not people like them who are winning this game – even during a global health crisis.

How would you feel about that?

How would you feel about the school directors who voted to keep their buildings open and their classes in-person when just a few miles away the kids in a slightly more well-to-do neighborhood get to stay home, protected and safe learning online?

How would you feel about the school board members who compromise and say you only have to be put at risk for half the day or just so many days a week? Would that make it all better?

How would you feel about the governors who demand schools reopen? Or the ones who offer advice but don’t demand anything?

How would you feel about a President who lies all day on TV about the virus, keeps his own kid home and then goes off like a police siren about how you have to get back to school? How would you feel about his billionaire heiress Education Secretary who spends all day finding ways to undercut and destroy public schools who suddenly changes course about how necessary it is for you to get back to class?

How would you feel about politicians on both sides of the aisle holding self-congratulatory party conventions through ZOOM while proclaiming the importance of you getting back to school in-person?

How would you feel when schools that do open in other parts of the country have massive outbreaks and it has no effect on what the adults prescribe for you?

How would you feel when a student takes a picture of a school blatantly ignoring social distancing and other health guidelines and the only person getting in trouble is the student who took the picture?

How would you feel about school administrators caught hiding or downplaying outbreaks among staff or students?

How would you feel about multi-billion dollar sports franchises unable to keep their superstar athletes disease free yet your local athletic club decides to have practices? How would you feel when your local school teams have outbreaks, the governor or health department advises against school sports but the adults decide to go ahead and do it anyway?

How would you feel when time-after-time the grown ups show you exactly how they feel about you, how little you actually matter, how much everything else is worth and how little they really care about you?

How would you feel if you were a little school kid getting ready for her first day of class this morning?

Would you feel safe, valued, loved?

What lesson would you take from everything happening all around you?

Some people are very worried that you won’t learn anything much this school year.

I’m afraid you’ll learn far too much.

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School Officials Should Pass Safer Reopening Plans, Not Beg For Protection From Liability

August 22, 2020 stevenmsinger Accountability, capitalism, Child Safety, Democrat, Donald Trump, edtech, Education, Learning, Local Control, Parents, Pennsylvania, Politics, Prejudice, principals, Republican, School Choice, school closings, Schools, Student Mobility, Students, Teachers, Tom Wolf child safety, coronavirus, courts, COVID-19, education, law, liability, litigation, Politics, reopening schools, safe schools, school board, Students

Don’t tell me what to do.

But don’t hold me accountable for what I do, either.

That seems to be the position of school officials on reopening classes during the Coronavirus pandemic.

On the one hand, school boards don’t want a state or federal mandate about how to reopen schools in the fall.

On the other hand, they don’t want to be sued by children, families or staff who get sick or die as a result of reckless reopening plans.

The National School Boards Association (NSBA) is behind a push at both the state and federal level for temporary, limited liability protections in case students or staff become infected with Covid-19.

The organization is asking state legislatures and US Congress to pass bills including such protections.

At the same time, the organization is pushing state governors and the President to pass the plan through executive orders.

None of which should fill residents with confidence.

After all, would you want to eat at a restaurant where the chef refuses responsibility if diners get sick?

Would you want to fly on an airline that doesn’t guarantee you’ll make it to your destination in one piece?

If school officials are worried that students and staff may catch Covid-19, they should pass reopening plans that greatly reduce the likelihood of that happening.

But many of them aren’t doing that.

When hundreds of new cases are being reported in your county every week, you shouldn’t be opening the school buildings even with a hybrid model balancing both in-person and distance learning.

You should keep students learning online.

Safety should be the first concern of every school board member making these decisions.

Even one new case of Coronavirus is too much.

The fact that so many school directors are afraid of being sued means they are afraid their plans will not stop people from contracting the disease.

And that’s a real problem.

In states where schools have resumed in-person learning, large groups of students have been forced to quarantine.

So far, children have been hospitalized at a lower rate than adults when infected. However, until recently children have been kept mostly isolated. As they have been further exposed to the virus, some have developed complications. Pennsylvania Health Secretary Rachel Levine said there are 43 confirmed cases of a serious inflammatory syndrome in young people throughout the Commonwealth. Nineteen additional cases are under investigation.

We need to take this issue seriously.

If schools were reopening safely, why would they need protection from lawsuits?

Frivolous litigation is always an issue, but there is nothing to suggest that living through a global pandemic makes it more of a problem.

If school directors can prove they took every precaution to guard against people getting sick, their districts should be fine.

But they haven’t done that. And school directors know they haven’t done it.

In Pennsylvania, this has lead to discussions of the reopening guidelines issued by Gov. Wolf.

“I keep hearing the expression, ‘We are simply giving guidance or recommendations,” state Sen. Andy Dinniman, D-Chester, said. “In the end, is it not true that what you say is a recommendation, ends up being a mandate because school districts are afraid of being sued and taxpayers losing millions of dollars?”

Dinniman – who I often agree with – seems to be saying that districts should be free to ignore safety guidelines. And they are.

But doing so should come with a price.

The guidelines – which are too lenient in my opinion – at least set up some benchmarks.

They designate a county as low, medium or high risk depending on cases per 100,000 residents and percentage of positive tests in the last seven days.

However, these guidelines miss a vital component of epidemiology. One week’s worth of data is insufficient to get an accurate picture of viral spread. Covid-19 symptoms take up to two weeks to show up.

You could have low numbers this week and decide to reopen school buildings to a hybrid model, but then next week have a surge. And those people would have been sick when you reopened – you just didn’t know because it took another week for their symptoms to develop.

Moreover, I think it is ludicrous that the state is stopping at mere guidelines.

This is a public health issue. It is not open to debate. At least, not debate by politicians and functionaries.

Follow the scientific consensus.

When disaster strikes, you don’t dither. You don’t give people options when there’s a killer shark in the water. You close the beaches.

But the very question of whether it is government’s responsibility to keep people safe has been called into question here.

It is yet another example of the social fabric of our nation coming apart at the seams.

We are continually ignoring the dangers of the moment in which we live to secure a false sense of normalcy.

We refuse to take the proposer precautions to lower the infection and instead try to live with it.

Take yesterday’s decisions by The Pennsylvania Interscholastic Athletic Association (PIAA) to beginning the fall sports season on Monday.

Fall sports like football, soccer, tennis, field hockey, girls volleyball, etc. can start up if school boards decide to do so.

However, two weeks ago Gov. Wolf recommended that sports be postponed unit January 2021.

Though the PIAA originally voted to postpone the start of the season by two weeks, yesterday’s 25-5 vote put the season back on track.

This despite student athletes from the area already catching Covid-19 after practices.

We do not live in a healthy society.

We are acting like spoiled children who want to do what they want and refuse to be held accountable for their actions.

Sadly it is our children who will most often pay the price for adult recklessness.

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The Coronavirus Thanks You for Reopening Schools: “I Couldn’t Have Done it Better, Myself!”

August 17, 2020 stevenmsinger #BlackLivesMatter, Accountability, Betsy DeVos, capitalism, Child Predators, Child Safety, Civil Rights, Donald Trump, Education, Local Control, Parents, Politics, Prejudice, Republican, satire, School Choice, school closings, Schools, Student Mobility, Students, Teachers, Technology, Violence Against Children coronavirus, COVID-19, education, hybrid model, in-person classes, online, Politics, public schools, reopening schools, satire, school board, teachers

Hey, American Peeps!

It’s me! Coronavirus!

Technically, the name’s Covid-19, but with you guys, we can cut the formality.

I mean after all, once I latched my spiky surface proteins to your nana’s lungs, we were basically family!

“YAK! COUGH!”

Music to my ears.

So it’s back to school time, and – let me tell you – am I ready to return to the classroom! Actually, I’m just bursting to pop onto campuses for the FIRST time this year.

When I came to these shores way back in March, some spoil sports decided to shut down the schools before I could really get in there.

You locked up your kids tight at home and did this distance learning thing online instead.

That really sucked. All I had was full grown bodies to infect.

I mean I wanted some nice young things to cuddle up to and bust my viral proteins through their ACE2 receptors. You know what I mean?

But I couldn’t get to them. So you guys thought that meant your kids were somehow immune. You thought I couldn’t hurt them.

Ha!

Just you wait!

Now that summer camps and daycare centers are open and even some schools have started their academic years, I am starting on a buffet of tasty adolescent cells to infect and hijack into replicating machines.

And let me tell you, so far they have been delicious!

Sometimes I like to just get in there and make your kiddos’ cellular tissues reproduce me and reproduce me and reproduce…

And other times I just sit back in their nasal cavities and wait until they bring me home to friends and family.

Kids are great! They’re not as fanatical about washing their hands as adults; if they get a runny nose, they wipe the mess on the back of their fingers; and they touch EVERYTHING!

So, grown ups, thank you so much for reopening schools this fall. School board members, governors, timid union leaders afraid to speak up, I could not have done it better, myself!

Right now in most places I’m swirling around in aerosol plumes of nasal droplets in the occasional home, bar, and restaurant, but I’m kinda stuck.

There are only so many times I can infect the same people. And if they’re wearing masks properly and washing their hands, it’s just too much hassle.

If I really want to up my contagion game – and I do – I need someplace where I can mix with new hosts and then travel back to their cribs and just snuggle in.

Schools are perfect for this!

I mean where else are hundreds (even thousands) of people thrown together in musty indoor spaces for hours at a time? Since large gatherings have been mostly cancelled, there’s nowhere else to go.

No crowds at concerts or big sporting events – even the amusement parks and political rallies are drying up.

But now that you’re reopening schools, I can go exponential, baby!

Mark my words – September is going to be the season of the Coronavirus! We’re going to make the spring look like a mere dry run!

Second wave, third wave – and I have you to thank for it.

There are so many people out there I’m indebted to.

First of all, I’ve gotta acknowledge all the anti-science folks. If it weren’t for you guys, more playas might actually be taking precautions against me.

And the libertarian crowd! Wow! You guys are working overtime! No one can tell you to put human lives before a stunted adolescent definition of absolute freedom!

Rich folks, the way you demand everyone else sacrifice for your personal benefit is truly awe inspiring. You’re making bank while everyone else suffers! The only bodily tissue I’ve encountered with your kind of drive is stage 4 cancer.

But of course, the first prize has to go to President Trump! He’s the trifecta! Science denial, me first, class warfare zealot! Not only did he disband the government’s pandemic task force, but he advised people to drink bleach – I mean BLEACH! – as a remedy to infection!

Sir, you truly deserve the title “honorary pathogen.” If we ever meet, I’m not sure if I’d infect you or you’d infect me.

Of course, it’s the everyday folks who really make the most difference.

The anti-maskers, the people holding house parties and cook outs, the families throwing care to the wind and going to amusement parks, the people who recklessly eat at crowded restaurants… and school board members opening up their buildings…

School directors, I would be no where without you.

The way you gas light teachers and staff making them choose between their lives and their livelihoods! Magnifique!

Your steadfast determination to keep school buildings open despite any niggling facts or science or news… I just can’t tell you how much it means to me.

It doesn’t matter whether you’re opening up for full days or half days or alternate days. You’re giving me the chance to shine. I won’t forget it.

I love how you try to justify it with appeals to academics. You say in-person teaching is better than online instruction.

Sure, but you’d think an animal with a brain as large as yours could figure out that academics don’t matter much to sick or dead people.

And the whole giving-parents-a-choice thing is truly epic! Let them choose between in-person, hybrid or cyber options as if facts about safety were negotiable!

Where else in the animal kingdom would potential hosts try to shop their way out of an epidemic? I’ll tell ya, bats don’t act this way. Believe me. I know.

There just isn’t any other creature that behaves like you guys. Without your strange commitment to moving around slips of paper and bits of metal, I don’t think I would be able to infect half the people I have.

It’s funny. You could just stay home and even pay people to stay put and keep away from each other. But, no, these bits of paper and thin discs of minerals and ores have to keep circulating – so you have to keep moving from place-to-place.

I mean Swine Flu, Bird Flu, Monkey Pox, we all agree that there’s nothing like infecting humans!

It’s almost like you use your superior intellects just to find new and creative ways to screw each other over! And WE reap the benefits!

But it’s not all humans you put in my path.

For some reason you seem to think I have a taste for darker complected skin. After all, humans with extra melanin are more likely to breathe in respiratory droplets because they’re forced to live and work in less antiseptic environments, have more pre-existing conditions and go to schools that are more likely to reopen to in-person classes.

And, hey, that’s fine with me. If black lives don’t matter to you, I’ll take ‘em! I’ll burrow into the mucous membranes of anyone’s throat. It all kinda tastes like chicken.

Fever, cough, shortness of breath, fatigue, body aches – all attempts by your immune system to shake me off as I sink lower and lower into your respiratory system.

Most of the time, that’s it. Just a quick fling and then I move on to another unsuspecting fool.

But sometimes your lungs can’t handle me. They fill up with fluid, you can’t breathe and well… you die.

In either case, I get what I wanted. More copies of me to go and find a new host and start the process all over again.

And even if you do survive,I often leave your heart or lungs a mess with long lasting conditions to remember me by.

It’s great fun. Really.

So don’t ever change, humans.

Once your classrooms are splattered with respiratory droplets from ill-fitting, shared or discarded masks, once your hallways are infested with my slime and contagion, once your athletic fields and band rooms and teachers lounges are dripping with my love – just know this: I won’t ever forget you.

You have been truly great. Really.

Infectiously yours,

Coronavirus

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McKeesport School Board Recklessly Votes to Reopen to Half Day In-Person Classes During a Global Pandemic

August 13, 2020August 13, 2020 stevenmsinger Accountability, bloggers, Budget, capitalism, Child Safety, Civil Rights, Credibility, Data, edtech, Education, Healthcare, Learning, Local Control, Parents, Pennsylvania, Pittsburgh, Pittsburgh Public Schools, Politics, protest, School Choice, School Funding, Schools, Social Justice, Student Mobility, Students, Teachers, Technology, Unions, voting child safety, coronavirus, COVID-19, education, hybrid model, McKeesport, McKeesport Area School District, Pennsylvania, Politics, public schools, reopening schools, safe schools, school board

For a moment there, I thought things might go differently.

With Covid-19 cases exponentially more numerous today than they were when schools closed in March, last night McKeesport Area School Directors voted whether to reopen buildings to half day in-person classes.

And it really looked like they might decide against it.

For about 10 seconds.

The first vote was from Jim Brown, and it was a “No.”

Then came Dave Donato.

He has made no secret that he champions in-person reopening. Since no residents came before the board to praise the plan – either at tonight’s meeting or last week’s work session – he read aloud a letter he said he received from someone advocating for it.

But when the time came to vote, Donato stopped. He paused.

And for a moment things looked like they might come out right.

Then he voted in favor of the reopening plan.

The final vote was 7-2 in favor with Brown and Mindy Sturgess voting against.
Donato, Joseph Lopretto, Tom Filotei, Ivan Hampton, Steven Kondrosky, Jim Poston and Diane Elias voted in favor of it.

I was there at the meeting in my hometown western Pennsylvania district, one of four people who signed up to speak.

No one else was allowed in the meeting, but it was streamed live online.

The tone directors took with the public was markedly different.

Last week, no one was turned away even if they weren’t signed up to speak. But tonight, they actually sent two people home.

Also last week school directors didn’t enforce any time limit on public comments. This week, Donato started the meeting with a warning that anyone who spoke for more than 3 minutes would be stopped.

In both cases, there were only a handful of people who signed up to speak. And no one spoke at great length.

The first speaker tonight went over her time but was allowed to finish. The next was brief.

Then it came to me.

I knew my comments asking to start the school year remotely wouldn’t fit in a 3 minute time frame, but I was not about to be silenced.

I made my comments (which I reproduce in full below) and when the timer went off, I kept going.

Superintendent Dr. Mark Holtzman said, “Mr. Singer, your time is up.”

I responded, “I’m sorry. I thought my duly elected representatives would want to hear what I had to say. I’ll continue…”

When I was again challenged, it was Sturgess who came to my defense.

She was fearless the entire meeting with questions and comments about the reopening plan and how she thought it was ill considered.

When she spoke up asking for me to be allowed to finish, Lopretto became visibly upset.

“Mindy, why don’t you just take the president’s seat!?” he said.

Lopretto got into an argument with her about it, which ended when he gave up and allowed me to finish.

It’s surprising that even after such antagonism, board members like Donato later seemed to almost reconsider their votes when the time came.

If anything I said seemed to get through to them, it may have been how I concluded:

“If I’m wrong about this, maybe kids will get a slightly less effective academic experience than they would otherwise. But if you vote for in-person classes and you’re wrong, kids will get sick, teachers will get sick, family members will get sick and many will die.

I can live with the consequences of my decision.

Please consider all these things carefully before casting your vote. There are many lives depending on it.”

In the end, we lost.

The district will reopen to in-person classes.

Frankly, before the meeting I had thought it a lost cause.

But now that it’s over, I think if just a few more parents had come to the meeting and spoken against the plan, we might have won.

If the teachers union had been clearer about educators’ concerns and not allowed the superintendent to rhapsodize on the bravery of district employees putting their lives on the line for students, we might have won.

However, the parents I talked to were too frightened of speaking out, too scared of reprisals against their children, and too certain that they wouldn’t be heard anyway.

The teachers I talked to complained about their comments to administration being gas lit and pushed aside. Fear or reprisal, silencing and the good ol’ boys network.

To be honest, it was not easy to sign up to speak at all.

There was a link online to sign up last week, but I had great difficulty finding it, myself, just seven days later. And if you didn’t have your name down by 3 pm on the day before the meeting, you were told sign ups were closed.

These are not the actions of a school board that welcomes public comment.

If just a few more of us could have persevered, I think we could have changed directors’ minds.

But it was not to be.

All that’s left is to see after you and yours – and remember.

Remember the names of those who voted in favor of reopening. Write them down.

If the epidemic brings a tragedy down on McKeesport, we know who to blame.

MY COMMENTS:

“Thank you for allowing me to address this board for the second week in a row.

I am here again to ask you to reconsider administration’s school reopening plan. I think it is imperative physical classrooms remain closed and students begin the year with distance learning.

South Allegheny and Duquesne City Schools just passed resolutions this week to do exactly that for their students. They join surrounding districts East Allegheny, Woodland Hills, Wilkinsburg and Pittsburgh Public Schools putting the safety of students, staff and families first.

Even the Superintendent of Mt. Lebanon School District has requested his school board reconsider its reopening plan and instead move to remote learning.

If it’s good enough for the rich kids in Mt. Lebanon, I think it’s good enough for McKeesport kids, too.

You have to face the facts.

In the last seven days, 311 new cases of COVID-19 were identified in Allegheny County. In the previous week it was 890 new cases.

That may fall under the bar of Gov. Wolf’s new guidelines for districts to mandate remote learning, but it comes awfully close to hopping over it. And it certainly puts online learning as a viable option for county districts.

Moreover, the Director of the Centers for Disease Control (CDC) Robert Redfield has said the number of cases in the US could be 10 times higher based on antibody tests.

McKeesport Area School District has been hit harder than most. According to the county Website, there have been 189 cases in McKeesport for a case rate of 95.8 per 10,000. There have been an additional 31 cases in White Oak for a case rate of 39.4 per 10,000.

But the death rate in McKeesport is one of the highest in our part of the county. Seven people have died from McKeesport due to this virus.

That’s more than White Oak (0), North Versailles (2), Duquesne (2), West Mifflin (1), Glassport (0), Port Vue (0), Liberty (0), or Elizabeth Township (0).

Jefferson Hills and Baldwin come close with 5 deaths a piece. And Monroeville – which is much more populous than McKeesport – matches us with 7.

Last week, Dr. Mark Holtzman said “We’re very comfortable with the proposal that we’re making.” I don’t see how you can be comfortable with that kind of data.

A new report from the American Academy of Pediatrics found more than 97,000 children tested positive for Covid-19 just in the last two weeks of July.

To put that in context, out of more than 5 million people diagnosed with the virus in the US, approximately 338,000 are children.

And nearly a third of those cases have come as we’ve reopened schools and summer camps, as we’ve increasingly exposed kids to the virus.
Children typically had low infection rates because schools were closed in March and kids were quarantined before the virus had spread through most of the country.

Since June, there have been numerous outbreaks at summer schools. And with some schools now starting their academic year, outbreaks have been even more numerous.

The fact is – if we reopen schools to in-person classes, chances are good that kids will get sick. Staff will get sick. And they’ll bring it home to their families.

Last week, Dr. Holtzman told me I was welcome to utilize a virtual option for my daughter and that this personal parental choice is all that should matter.

I disagree for several reasons.

First, the virtual option on offer for parents at this time is not as effective as the online learning the district could provide if all classes were meeting remotely. As Dr. Holtzman outlined, if the buildings were closed, classroom teachers could conduct synchronous lessons online for all students. This would increase social interaction with real, live people and increase learning outcomes.

By contrast, the existent cyber program is asynchronous, do-at-your-own-pace and less socially interactive.

Obviously, in-person classes would be better academically. But (1) they put children at undue risk of death or permanent health problems as a result of complications from the virus, and (2) what is on offer is not traditional in-person schooling but rushed 20 minute classes behind face masks, plexiglass barriers and a cloud of well-earned fear and anxiety.

So if you insist on reopening the school buildings at this time, I will have to enroll my daughter in the cyber program.

However, a decision to have in-person classes will still affect me and my family.

There is Coronavirus in our community. If you have in-person classes – even on a half day basis – you would be inviting it into our schools where it could infect others and be brought back to their homes. You would effectively be increasing the amount of infection in our community – both in and out of the schools.

When I go to the local Giant Eagle to do my shopping, I would be more likely to become infected because of what you decide here tonight.

When I go to gas up my car, if I pick up take out, if I even go for a walk in my own neighborhood, I would be more likely to be exposed to a person infected with the Coronavirus and thus get sick, myself, because of your decision tonight.

So don’t tell me that my choice as a parent in this matter is all that should concern me.

Finally, let me speak for the staff because few others seem willing to do so.

The teachers, custodians, bus drivers, secretaries, support staff and others do not get to make a choice. They have to either accept the plan you’re voting on tonight or look for employment elsewhere. They have to decide whether to put – not just themselves – but their own children and families at risk just to continue receiving a paycheck.

They have done so much for us. They are the lifeblood of this district. Don’t they deserve more consideration than this?

Please. Do not start the school year with this hybrid plan.

I know administration has worked tirelessly on it. And that effort has not been wasted.

There will come a time to go to a hybrid reopening plan. But that time is not now.

When the spread has been contained, when everyone who wants to be tested can do so in a timely manner, when we can adequately contract trace infections, hopefully there will be a vaccine but even if not when Allegheny County has had close to zero new cases for two full weeks, then it will be time to start reopening buildings.

But let’s not jump the gun now. Let’s wait and see how things go. Wait until the new year and see what happens at other districts that are not so safety minded. At least wait 9-weeks.

If I’m wrong about this, maybe kids will get a slightly less effective academic experience than they would otherwise. But if you vote for in-person classes and you’re wrong, kids will get sick, teachers will get sick, family members will get sick and many will die.

I can live with the consequences of my decision.

Please consider all these things carefully before casting your vote. There are many lives depending on it.”

DR. HOLTZMAN’S RESPONSE:

“Mr. Singer, I’d like to address you with a few of my own statistics. Allegheny County at this particular point anyone under the age of 40 the mortality rate is zero. Anyone under the age of 50 there’s been two fatalities due to Covid. Currently reference to CDC. There’s a current study on the CDC Website right now that clearly states that children or young adults under the age of 19 are five times more likely to die from the flu than Covid-19. These are statistics that go along with the statistics you’re sharing that are often one-sided when you think about those processes.

I think when you talk about coming to a meeting tonight, going to the grocery store, getting take out, we’re putting ourselves at risk every day. It’s an unfortunate scenario. It’s an unfortunate situation. Many people are having people at their homes, they’re going to Kennywood, they’re playing sports out in the community, and that risk of spread is just as big of a risk without a reward. So I think in our case we’re looking for an opportunity to educate children that need desperately positive adults in their life and the opportunity to be educated. We’re not taking a risk for no reward as many do as they go on vacation this summer and consider the spread differently.

So I would take those as part of your comments about some of the things you shared with us so that we’re both on the same page. There’s no easy answers to this solution. And many districts are doing different things based on their community and their community needs. We’re just trying to do what’s best for children.

I appreciate your comment. I appreciate your continuing to blog about me on social media. I’m not a social media person, but it’s something that you do regularly, and we’re here to do what’s best for your children, my children and all the children in the school district. So thank you.”

FACT CHECK:

–Dr. Holtzman’s statistics clash with other sources. For instance, the Allegheny County Health Department reports the death of a 23-year-old county resident in April.

Moreover, his assertion that “children or young adults under the age of 19 are five times more likely to die from the flu than Covid-19” is misleading because children have been mostly quarantined since March and many who do get infected with Coronavirus are asymptomatic. That’s why there have been fewer reported cases until recently. Former Food and Drug Commissioner Dr. Scott Gottlieb said, “The reality is that flu last year infected 11.8 million kids. We have not infected anywhere near that number of kids with Covid, and we don’t want to find out what it might look like if we did… We really do want to prevent outbreaks in the school setting.”

https://www.youtube.com/watch?v=bDGS8aX-a0o
(My comments are at 29 minutes left in the video.

Holtzman’s response comes at 20 minutes left.

The vote takes place at 10 minutes left.)

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gadflyonthewallblog

"To sting people and whip them into a fury, all in the service of truth."

COVID-19

Virtual Instruction: Top 5 Pros & Top 5 Cons

Pros

1) There is Less Pressure Day-to-Day

2) It is Harder for Students to Disrupt Class

3) It’s Easier to Communicate with Parents and Students Individually

4) It’s Easier to Read a Text Together

5) It’s Easier for Students to Work at Their Own Pace

Cons

1) Student Absences

2) The Camera Conundrum

3) It’s Harder to Monitor/Push Students with Special Needs

4) Technological Issues

5) Danger of a New Normal

I Can’t Shield My Daughter From Both Coronavirus AND Edmentum – Our District’s Crappy On-line Learning Platform

Steel Valley Schools Will Reopen Fully Remote Rather Than Compromise on Safety

The Lesson Kids Are Learning from Reckless School Reopenings: YOU DON’T MATTER

School Officials Should Pass Safer Reopening Plans, Not Beg For Protection From Liability

The Coronavirus Thanks You for Reopening Schools: “I Couldn’t Have Done it Better, Myself!”