The information at the Western Pennsylvania district is being kept quiet instead of being released to the public.
So at the high school, two students tested positive, and at Twin Rivers Elementary, three staff and one student were identified as having the virus last week, according to a reliable source close to the school board.
Of those, two of the three Twin Rivers staff are awaiting confirmation of their test results from Allegheny County Health Department. The rest have all been tested and their results confirmed.
However, there are a few additional potential cases that remain to be investigated, according to the same source.
The district used to send out telephone, email and conventional mail alerts when students or staff tested positive.
Though the tracker has not yet been updated to include this information, it is being considered as the sole source of information to the community about cases, according to the school board source.
As of Monday night, the tracker only lists 14 cases in the district since buildings reopened in September – seven students at the high school, a student and a staff member at Founders Hall, two staff at Francis McClure Elementary and three staff at Twin Rivers.
The new cases would bring the district total to 20 – nine at the high school, seven at Twin Rivers with the numbers at other buildings unchanged.
That’s 11 students and 9 staff total – not counting any additional cases that may be coming.
I still think the tracker is a good idea, but it shouldn’t be the sole source of this information.
But the idea that public schools are fundamentally better – that idea has suffered tremendously.
I used to believe that local control was something to cherish, that a board made up of neighbors duly elected by the community would more often than not have the best interests of that neighborhood at heart when making decisions.
They keep blaming everything on academics, saying they have provide what is best to help students learn – never mind the dangers to child, parent and teachers’ bodies. But even more hypocritically they ignore the well being of huge swaths of their students who refuse to take part in their in-person experiment.
In both districts, about 60% of parents favor in-person schooling and 40% prefer remote.
So the boards are doing what the majority wants, but it’s a slim majority.
There is a significant portion of parents who feel these in-person plans are unsafe and very little is being done to educate their children.
They are actually betting that the poor quality of the cyber program will increase the number of parents sending their kids to in-person instruction.
And I’ve heard similar comments among administration at Steel Valley.
There at least we don’t force kids into our (likewise crappy) cyber program. We just have classroom teachers post assignments on-line.
Remote students in K-5 get live teachers instructing on-line. But remote students in 6-12 only get one half day of synchronous instruction on-line a week. The rest is asynchronous worksheets, etc. And somehow that’s supposed to be enough.
We have enough teachers that we could provide more, but why encourage remote learning? Might as well let them eat asynchronous and hope their parents will lose hope and just make them come to school during a global pandemic.
I have zero respect for administrators who think this way. I have zero respect for school board members who vote for it.
So how do I keep my respect for local control and the school board system?
The technology should be merely a tool to connect students and teachers not as a provider of that learning.
The backlash against ed tech has been far greater than any embrace.
Yet some education activists decry how public schools going remote makes privatized schools who don’t look good.
That’s nonsense, too.
Teaching recklessly is bad – no matter who does it. If parents want to endanger their own kids, that’s their prerogative, but in the long run no one will earn brownie points for enabling such negligence.
However, where privatized schools will earn points with parents is for providing high quality remote learning when public schools refuse to do so.
I know all of them aren’t doing that. But some of them are.
And, frankly, they deserve any praise they get for it.
Look, I love public schools, too. But when public schools abandon their duties to their students as so many have done during this crisis, they deserve to have their students stolen. Even if these privatized schools often have more money to work with in the first place.
Bottom line: This is a crisis the school board system should have been able to overcome.
It’s a crisis the unions should have been able to battle.
It’s a crisis the activist community should have been able to see clearly.
That’s why the schools are open. School boards are afraid keeping them closed will hurt business in the community.
That’s why administrators make such reckless reopening plans. They’re afraid that if we stay on remote it will become obvious how irrelevant they are to the running of a virtual school.
That’s why union leaders put up next to no resistance. They’re more afraid of furloughs than death or lifelong health consequences.
That’s why some parents support reopening schools – so they have someone to watch their kids while they’re at work. They never spare a moment for how the government is cheating them out of stimulus checks, mortgage relief, rent forgiveness, free testing, hazard pay and healthcare so they don’t have to put their own lives on the line working during a pandemic.
In all honesty, we were a sick country long before COVID-19 hit our shores.
I don’t want to have to contradict the school board and my administrators.
I don’t want to have to insert myself into this debate.
But I feel like I have no other choice.
Since I don’t live in the district, I can’t go to the school board meeting and speak.
And when I have expressed my concerns to those in charge, they have been repeatedly brushed aside.
So I am putting them out there in the public space.
This is what a Steel Valley teacher really thinks about this proposed plan.
This is what I feel I must say even at the risk of my job and future in this district – the proposed plan should not be adopted. We should continue with virtual instruction until infection rates in the county are extremely low.
The proposed plan would have students dividing into two groups – one would attend in the mornings and the other in the afternoons.
Both groups would have all of their classes for 20 minutes each for four days a week – Monday – Thursday. Friday would be a half day virtual learning day.
Consider that students currently have their full classes on-line for four days a week. Wednesday is an asynchronous learning day.
So the new plan would cut instruction time by half.
And this is true even for double period classes. Two 20 minute in-person classes is better than one, but not as good as two 40 minute virtual classes.
Just imagine it.
If this plan is approved, students and staff would be rushing here-and-there for the tiniest fraction of possible instruction in-person, and then rush home to do the mountains of classwork that would be necessary to move forward at all.
And that will continue to happen until we work together to provide a coordinated defense against the pandemic.
You can’t have half of the schools close their doors and the other half keep them open and expect the virus to just stop. You can’t have some people wear facial masks in public and others go without and expect the virus to disappear.
We need to work together or else prepare ourselves to hunker down for a very long COVID season. Or – even worse – a very short one.
If you are a resident of Munhall, Homestead or West Homestead and you feel the same way I do, I am begging you to go to the school board meetings.
Please tell the board not to proceed with this plan.
It will result in many, many people getting sick.
Some may die. Others may have life-long debilitating complications as a result of the virus.
That’s just not worth it.
That’s just not worth a little more in-person instruction and a little less out-of-pocket childcare costs.
Healthcare, hospital stays and funeral preparations are much more expensive.
Thank you for hearing me out.
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The western Pennsylvania district located southeast of Pittsburgh reopened on a hybrid schedule on Sept. 2 with about a third of parents opting to keep their children out of the buildings and in the district-run cyber program.
Since then, finding concrete information about Coronavirus infections at our public schools – MASD or others – has not been an easy task.
“A Founders’ Hall staff member tested positive for COVID-19.”
So that’s one case at Founders Hall and five spread out between the High School and Twin Rivers Elementary School.
Though in both cases, the district Website claimed, “We have worked directly with the Allegheny County Health Department and consider this case to be contained,” it is telling that the district obfuscated about exactly how many cases were from each building.
However, buildings were opened just twice to students – both times for transition days. And both times, a staff member tested positive for COVID-19 soon after.
On Oct 7, a letter issued by Bryan Macuga, Secondary Campus Principal, said that a high school teacher tested positive. The day before, the district had students in grades 5 and 9 in the middle school-high school complex for a half day schedule to test the district’s wi-fi.
Though the teacher had participated in the program, he had not been within 6 feet of students for 15 minutes at a time – PDE’s definition of close contact.
On Sept 8, students in the same grades were in the same building for a half day transition program, and a middle school teacher who had participated in the program tested positive for COVID a day later.
School directors are actively considering moving from the virtual schedule – where no one has gotten sick – to a hybrid schedule in November.
Along with students whose input and experiences should not be ignored, it is our collective educator core who have been thrust into this strange experiment. But unlike children, they have the knowledge, maturity, skills and life experience to evaluate it best. And being one of those intrepid individuals, I here offer my thoughts.
After more than four months teaching this way, I’d say these are the top 5 pros and cons of virtual instruction:
1) There is Less Pressure Day-to-Day
Right off the bat there is something to be said for virtual instruction – it feels more low stakes.
You sleep longer, can more easily access amenities, the bathroom, food and drink.
For one, you sure can’t beat the commute.
Some students admit that they roll out of bed each morning and onto the computer. This is not always optimal for learning in that the mind needs time to wake up and focus itself. However, the fact that one has more choice over how to prepare for school, what to wear, more leeway about breaks and whether to eat or drink in class – all that leads to an increased casual feeling to the day.
Though I certainly don’t roll from my bed to class, the extra sleep I get from not having to drive to the building and the reduced stress of forgoing a commute, traffic, bad weather, etc. are extremely positive.
It helps me be more relaxed and ready to meet my students needs. It makes me a better teacher.
True, a dedicated disruptor can find a way to cause a ruckus. He or she can try to use the chat or even the video camera. They may even have each others cell phone numbers and communicate back and forth that way.
However, few students are aggravated enough to take such measures. I haven’t noticed much beyond simple teasing.
Some of my students put pictures of each other as the backgrounds on their camera screens – but these have always been friends trying to get a laugh. A comment from me and it stops.
If worse comes to worse, I can still remove them from the Zoom meeting and alert the principal or dean of students for disciplinary action.
3) It’s Easier to Communicate with Parents and Students Individually
There are many reasons for this.
In the physical classroom, the most common form of communication is verbal. But digital spaces allow for several other methods.
You can email individual students messages, work, assignments, grades, etc. You can utilize the chat feature to send a private message. You can simply talk to them in the Zoom meeting. You can set up an individual Zoom meeting like office hours to answer questions. You can ask or answer questions about assignments in the stream function of Google Classroom.
All these options allow for students to talk with their teacher one-on-one more easily than in the physical classroom.
Consider this: let’s say a student has a question about the homework after class. In the physical classroom environment, there may be little they can do but wait until the next day. Before last March, I’d had students send me emails, but I never checked them as regularly as I need to now.
In the digital world, students can easily send a message through email or stream at any time. This certainly puts a strain on educators but most questions I receive are during school hours and easily answerable in a timely fashion.
I find that in the virtual classroom, I have the time to communicate with every parent at least once a week – or at least I try. Even in the digital world, some parents are incommunicado.
4) It’s Easier to Read a Text Together
As a language arts teacher, this is really important to me.
For more than 15 years, I’ve read texts aloud with my students and asked them to follow along. I tell them to take their index fingers, put them in the text and move along with where we are in the passage.
Few actually do it, and there’s really nothing I can do to make them. Except beg.
In the virtual classroom, I can easily put the text on all their screens, place the cursor under the words and follow with the reader or the audio recording.
Students can try to ignore it, but that’s harder than just following along. It also allows me to point to specific parts of the text.
If a student is reading and struggling with a word, I can point to prefixes, suffixes, roots, etc. to help them. And I’ve honestly seen improvements in some struggling readers fluency.
5) It’s Easier for Students to Work at Their Own Pace
This isn’t really a core value of the physical classroom.
Teachers give assignments, set due dates and students have to get things done in the time frame.
Online it isn’t such a straight line.
Teachers instruct in a Zoom meeting, but students are not required to attend. They can catch up with a video of the meeting if they need or prefer.
And since we all anticipate students may have issues throughout the day with connectivity, the technology, home responsibilities, distractions, etc. teachers haven’t been so firm on those due dates.
I freely give extensions and tell my students that assignments can still be made up for full credit well past the deadline. It’s about getting the work done, not so much about when.
I find myself explaining assignments more often than usual, but it’s somehow not as annoying as it sometimes is in the physical classroom.
No matter how you look at it, there are an alarming number of students absent throughout the day.
For my own classes, this was much worse in the spring when we first went online. Starting in September, more students have been attending regularly.
However, there are two important points to be made.
First, there are some students who do not attend the live Zoom meetings but instead watch the videos and do the assignments. Their work is not worse than those who attend – in fact, it is sometimes much better.
I suppose it’s possible students in the Zoom meetings could feed information to those not attending, but with the videos and the ability to communicate with me at will, it’s almost more work to cheat.
In my classes, about 20% are regularly absent. Of those, 10-15% are not participating much at all.
That’s about the same as I would expect to see in the physical classroom.
We need to identify these students and provide them with the resources necessary to succeed. But that’s always been true.
2) The Camera Conundrum
To turn your camera off or not? That is the question.
Zoom meetings can be an awfully lonely place for teachers when every student has their camera off.
The general consensus is that we should allow them this freedom. It encourages them to attend the Zoom meetings on their own terms and avoid the stress of seeing themselves constantly on their own screens. It allows them to avoid the fear of being judged for their surroundings.
Allowing them this latitude certainly does increase attendance and create a more positive attitude. But the teacher is in a worse position to monitor student engagement.
Most days I feel like a medium at a seance asking if so-and-so is here. Give me a sign.
I try to pose questions to get students involved – even more than I would in the physical classroom – and sometimes it works and sometimes it doesn’t.
There are times when I yearn just to be able to look at my students again and see what they’re doing. Because I know some of them are not paying attention.
Some are texting on their cell phones. Some are playing video games on another screen. Some are talking with brothers, sisters, friends or parents in their house.
There’s not much I can do except try to keep my classes as engaging as possible. Most of the time, I think it works.
But not always.
3) It’s Harder to Monitor/Push Students with Special Needs
This is nearly impossible for a student with his or her camera off. I can try verbal queues, but students don’t always answer. I can ask them to turn on their cameras if that has been added to their IEPs, but they rarely comply. And if they do, they just point the camera at the ceiling or otherwise away from their faces.
The human contact of actually being present in a physical space has many advantages – especially for students with special needs.
I try my hardest and do everything I can to help them. But I feel that some of them are falling through the cracks – at least more than they would be in a physical classroom.
4) Technological Issues
Even under the best of circumstances, there are always technological issues.
Students do their assignments and their devices don’t save the work. Their batteries run low. They haven’t downloaded the proper apps. They’re using the wrong emails to access a google form.
The list is endless.
Thankfully, my district has a help desk students can access. But teachers need to be aware and permissive about technology issues. We have to air on the side of letting them get away with something rather than being too strict.
And the technology issues aren’t limited to the students.
One Friday I found the wi/fi in my home was down. I had class in 30 minutes and had to find someway to connect online to teach.
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.
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.
Thursday would have been the first day of in-person classes for hundreds of students at Steel Valley Schools.
But instead, district buildings will be closed and classes will be 100% virtual for all students.
The Western Pennsylvania district just south of Pittsburgh had planned to reopen with a hybrid model during the COVID-19 pandemic.
However, as the start date rapidly approached, it became clear that the district would not have the safety supplies necessary to protect students and staff. So administrators and school directors agreed to start the year with fully remote classes for at least the first month.
“…due to factors beyond the district’s control, efforts to upgrade systems at our buildings are not yet complete. In an effort to ensure we are proving the safest possible learning environment for students and staff, the administration – in consultation with the district’s board of directors – has decided to begin the school year with four full weeks of remote synchronous instruction. Students will still begin on schedule, but all classes for students will be held virtually for the first four weeks of the school year until October 5th.”
The original plan had students attending classes in one of three ways: enrolled in the district’s existent cyber program, doing 100% virtual assignments from the regular classroom teacher or a mixture of both virtual and in-person instruction.
Those who would have attended in-person were further divided into two groups – one of which would have attended in-person on Mondays and Tuesdays, and the other on Thursdays and Fridays. Students would have done virtual lessons when not in the classroom and on Wednesdays while buildings were being deep cleaned.
And this is the plan administrators hope to return to in October if they can install plexiglass barriers, fine tune a new HVAC system to better circulate airflow and other safety measures.
“The choice to move all classes fully online was a very difficult decision to make, and we sincerely apologize for any inconvenience this change may cause,” Macuga wrote in his letter to parents.
“The safety of our students and staff is our highest priority, and we make this decision out of an abundance of caution.”
The institute, whose previous forecasts have been cited by the White House and state officials, estimates the best case death toll with universal masking and tight safety precautions at more than 288,000, and a worst case death toll throwing care to the wind at more than 620,000.
People of color are most at risk of becoming part of that statistic.
At a meeting of the Allegheny County Health Department on Wednesday, board member Joylette Portlock noted this susceptibility gap between Black and White residents throughout the Pittsburgh region. During the last two major spikes in COVID-19 cases, Black residents were much more susceptible than White residents. In April, local Black residents tested positive for the virus twice as often as White residents. But the July outbreak was even worse. Black residents tested positive three times more for the disease than White residents.
West Homestead is populated by mostly white people, but the neighborhood has a high incidence of poverty – another factor linked to susceptibility. Munhall has the highest socioeconomic status and lowest minority population, thus the lowest infection rate.
“It spread to over 40 people from this one outbreak in just two weeks,” Dr. Bogen said.
Some try to downplay the danger, likening it to the flu.
But there have been 22 times as many COVID-19 deaths this year in Allegheny County, compared to the flu.
Dr. Bogen broke it down like this: There were 330 deaths in Allegheny County from COVID-19 compared to about 15 typically experienced because of influenza. Statewide, there were 7,673 deaths from COVID compared to 102 typical from the flu. Nationwide, there were 183,563 COVID deaths, and between 24,000 – 62,000 from the flu.
Though Wolf does not exclude a hybrid model as possible with this level of infection, it seems to me that “an effort to ensure we are proving the safest possible learning environment for students and staff” would be to go with the more cautious approach prescribed by Wolf – to remain in fully remote instruction until county infections decrease to a low level for at least two consecutive weeks.
However, I am thankful that district administrators and school directors have remained consistent in their plans and seem to be doing what they believe is in the best interests of everyone involved.
Hopefully when safety measures are ready to be implemented district wide, the level of infection throughout the county will have decreased as well.
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.
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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Kids would be split into two groups – one attending in the mornings, the other in the afternoons. That way, with buildings at half capacity, there would be enough physical space for social distancing. The remainder of the time, kids would be learning online.
However, if you don’t approve, you can opt out.
Any parent who is uncomfortable with this plan could keep his or her children home and have them participate in the district’s existent cyber program.
The board hasn’t voted on the proposal yet. It won’t do so until Wednesday.
Which brings up the question – is parental choice enough?
Is the fact that I can choose for my daughter the only concern I should have?
Thankfully, no one is forcing me to subject my child to in-person classes. If I don’t think they’re safe, I can keep her away and still have access to an education for her through the Internet.
What else do I want?
First of all, the quality of education offered by the district cyber program is not the same as the district could provide if all students were enrolled in virtual classes.
Dr. Holtzman has outlined what that would look like if school buildings were shut down by the governor or the district were overcome with sick students, teachers and/or family.
Teachers would provide synchronous classes online through video platforms like Zoom. Students would get to interact virtually with each other and their teachers.
By contrast, the existent cyber program is asychronous. Students watch videos and do assignments at their own pace, but human contact and social interaction – even via the Internet – is much harder to come by.
Both cyber options are preferable because they avoid these problems. But one of them – the synchronous option with a dedicated class and a teacher behind the curriculum – is superior to the one being offered.
Is it selfish to want the better plan for my daughter?
Should I just be glad I have a choice at all? Should I put the individual good of my child aside for the good of others?
No. Because administration’s plan is not in the best interests of other children, either.
If we reopen schools to in-person classes, chances are good that kids will get sick.
If the virus is present in the community – as county health department data shows – opening the schools to students also opens them to Coronavirus.
But with the schools open, the virus will no longer be confined to just a few homes. It will come with kids to class and spread among students and staff before it’s brought to their homes as well.
That’s how epidemics work. Opening the schools will spread the virus throughout the entire community.
And that will affect me, too, regardless of whether I choose a cyber option for my daughter or not.
When I go to the local grocery store, gas up my car, even go for a walk – I will be more likely to come into contact with someone infected with the virus and get sick.
I can make the safe decision for my family but still suffer the consequences of the irresponsible decisions of others – especially school directors.
In fact, it doesn’t even have to be my own local school board. The decisions of school directors in neighboring districts affects me, too.
After all, in my part of the state, school districts are pretty small geographically – not nearly as large as most counties. There are 42 public districts in Allegheny County, alone. So it should be no surprise that I routinely travel through several different districts just running day-to-day errands.
MASD school directors can decide to keep buildings closed (and I hope they will) but if a district just one township or borough over decides differently, we will suffer the consequences in McKeesport, too.
Since I don’t live in more than one district, I don’t get a say in what school directors at neighboring districts decide. I just have a say in what happens in my tiny portion of the world. But the consequences are not nearly as respectful of our man-made borders.
For instance, I work as a teacher at a neighboring district. But since I do not live there, I am barred from speaking at the board meetings unless I am invited to speak as an employee of the district.
I can give a report as part of the safety commission if invited by administrators, but I can’t otherwise sign up to speak as an employee concerned about how district policies affects me, my students or their families.
I’m a believer in local control, but sometimes control can be too localized.
This is why you haven’t heard much from many educators. If they’re allowed to speak, they’re often afraid of how doing so will make them a target for reprisals. If they can get their union to back them, they can speak collectively that way, but otherwise, they have no pathway to being heard at all.
As a parent, I get a choice for my child in my district.
But what choice do teachers have – especially if they don’t live where they teach?
That concerns me even with my choices as a parent.
I’ve had some outstanding teachers. My daughter loves her teachers. Is it okay if I don’t want to see them get sick and their lives cut short? If I worry about my own chances of surviving the pandemic and the demands of my employer?
I think their lives matter. But as minorities and people subjected to systemic inequalities, they get less of a say in policy. Should decisions that disproportionately impact their health really be up to a committee? Doesn’t their right to life surpass the decisions making abilities of a handful of elected officials or even middle and upper class parents?
Don’t get me wrong. I’m thankful I have choices as a parent for how my daughter is educated.
“We’re not in the situation of New Zealand or Singapore or Korea where a new case is rapidly identified and all the contacts are traced and people are isolated who are sick and people who are exposed are quarantined and they can keep things under control,” she said. “We have way too much virus across the country for that right now, so it’s very discouraging.”
Nearly every other comparable country kept that downward trend. But not us.
The United Kingdom, France, Italy, Germany, Canada…
Not to mention resources. All the books and papers and lessons were back in the classroom – difficult to digitize. Teachers had to figure out how to do everything from scratch with little to no training at the drop of a hat. (And guess what – not much has changed in the subsequent weeks.)