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Oh, hey. I know it's been a while. I have some thoughts following yesterday's BESE meeting, our third zoom/remote public meeting since the Governor's emergency declaration on March 10, 2020.
Meetings are much shorter and, with notably fewer presentations, we get right into the heart of the discussion.
I'll note also that Agendae have been abbreviated. This isn't to say meetings are perfect, but it's interesting that we can get to what's essential efficiently.
I'll note also that Agendae have been abbreviated. This isn't to say meetings are perfect, but it's interesting that we can get to what's essential efficiently.
It's been wonderful hearing across a diverse spectrum of students, parents, and teachers. They bring a much-needed perspective to Public Comment, voices that aren't heard at most regular meetings in Malden. I'm grateful to Chair Craven for acknowledging that, too.
The most frequent comment heard yesterday (and at last month's), concerned educational equity (that it doesn't exist) along with advocacy for use of adaptive assessments and for the elimination of age-based classrooms.
As others have noted, CoVid has shone a spotlight on inequities which existed long before this pandemic.
More than 10% of public school students are English Learners (ELs) -- 10.8%, or 102,861 students, to be exact. Remote learning poses particular challenges for them.
More than 10% of public school students are English Learners (ELs) -- 10.8%, or 102,861 students, to be exact. Remote learning poses particular challenges for them.
Takeru Naguyoshi ("TK"), 11th and 12th grade teacher of AP Literature in New Bedford and Massachusetts Teacher of the Year, noted that one-third of students are ELs in his district.
He raised three questions for the Board and DESE:
1. How to support internet access and ...
He raised three questions for the Board and DESE:
1. How to support internet access and ...
...tech literacy?
2. How to address (missing) attendance and engagement, and the skills gap in remote settings?
3. How will we balance concern for equity with (lagging) student motivation when students ask 'why put in their best efforts for a pass/fail grade'?
2. How to address (missing) attendance and engagement, and the skills gap in remote settings?
3. How will we balance concern for equity with (lagging) student motivation when students ask 'why put in their best efforts for a pass/fail grade'?
Commissioner Riley noted that a letter addressing Remote Learning Expectations was sent to families on May 8 ( http://www.doe.mass.edu/CoVid-19/family-letter/)
Yesterday, he said that summer guidance is coming soon and that fall guidance is coming in mid-June.
Yesterday, he said that summer guidance is coming soon and that fall guidance is coming in mid-June.
Anne Gilligan, DESE's Safe and Healthy Schools Coordinator, and Ventura Rodriguez, Sr. Associate Commissioner for Strategic Initiatives, are co-chairing the Return to School Working Group (RTSWG).
RTSWG includes students, parents, teachers, School Committees, School...
RTSWG includes students, parents, teachers, School Committees, School...
... Superintendents, Facilities Administrators, School Nurses, School Counselors, School Transportation Operators, School Business Officials, Fire Chiefs, Public & Private Schools, Emergency Management.
As I noted earlier on Facebook, they seem to have all the bases covered.
As I noted earlier on Facebook, they seem to have all the bases covered.
A parent replied back that they noticed a lack of representation from rural schools. That may not come as a surprise to some, given remote connectivity concerns, there.
That said, I can't imagine MASS or MASC not picking up the phone to check-in with a missing voice.
That said, I can't imagine MASS or MASC not picking up the phone to check-in with a missing voice.
The very thought of physically returning to school classrooms for instruction THIS FALL fills me with so much concern--for the health and safety of students, staff, and families; for education equity; the need to for realistic expectations and how to reset them?
The further divide between haves and have-nots, and coordination across state agencies.
There's a place to provide comments to RTSWG, along with a list of its members, at this link on DESE's website: http://www.doe.mass.edu/covid19/return-to-school-workgroup.html
There's a place to provide comments to RTSWG, along with a list of its members, at this link on DESE's website: http://www.doe.mass.edu/covid19/return-to-school-workgroup.html
So much I'm not covering here: emotional toll on everyone across the system and addressing trauma; the need for mental health supports and access to food.
Those are things that should remain among our highest priorities.
Those are things that should remain among our highest priorities.
To say nothing the educational funding piece we discussed and the potential for austerity budgeting.
I'll get this and more into a blog post shortly.
I'll get this and more into a blog post shortly.
And that post is here:
http://mastewartma.blogspot.com/2020/05/a-few-thoughts-following-yesterdays.html
http://mastewartma.blogspot.com/2020/05/a-few-thoughts-following-yesterdays.html
