Heath Morrison Superintendent – November 2020 Articles

NOVEMBER 2020

Heath Morrison, Superintendent

Why Schools Need Remote Learning Support Heath Morrison Public schools have already suffered throughout the pandemic, and the financial future of many of these institutions is uncertain. Kenya Bradshaw of The New Teacher Project fears that this economic uncertainty will further the divide between private and public schools, as well as the gap between students at individual institutions. Kenya Bradshaw lists inadequate air filtration systems and budget constraints as critical factors in schools’ decisions to open their physical doors. While the CARES Act allocated $13.5 billion for local schools and programs, for many schools across the country it is not enough.

Almost 60 percent of parents are reluctant to send children back to school. Alternatives must be considered so that every student’s academic experience is positive, whether it occurs at home or in a classroom.

Rightfully so, there is a focus on investing in industrialsized hand sanitizers and bacterial wipes, and other PPE. However, schools are having to prepare not only for returning students and staff safely for in-person, traditional learning but also offering remote learning as well. The reality is, even with money from the CARES Act, schools will continue to struggle. Institutions with increased levels of socioeconomic disparity amongst students must ensure equity.

Schools in poverty-stricken areas should not have to choose between the necessary cleaning supplies and staff to keep up with increased health and safety protocol and continued investment in digital conversion. These are the schools that may go remote for the foreseeable future. However, these are also schools where students have the greatest need for reliable internet access and devices—even schools hoping to implement “hybrid learning” need to be able to support students equally.

The Remote Learning During COVID-19 Initiative calls for broadband connections to low-income households, digital device access, and cybersecurity upgrades for school networks. Such a bill would complement the ERate program, which reached its 2019 funding cap.

Schools should not have to choose between safety and success. Remote learning support could alleviate the stress of that decision and allow schools to remain flexible in their back-to-school strategies. Forcing schools to open and focus only on the students’ health and safety in the halls will only expand the gap between students who can afford to attend and students who cannot.

What Challenges Does the 2020/21 School Year Pose for Public Schools?

Heath Morrison The year 2020 has posed countless unanticipated challenges for the American public school system. In particular, the COVID-19 pandemic shuttered academic institutions from March to May. Even now, during the fall back-to-school season, the aftershocks of remote learning can still be felt. As districts press on through the new, uncertain school year, these challenges will be the most crucial obstacles to overcome.

Technology has become an integral part of this generation’s daily life. However, not every district is able to keep up. As the demand for technology in the classroom increases, some schools find themselves without adequate funds to bring in technology and training for teachers and staff.

Many teachers adapted to a steep learning curve during the spring of 2020, when COVID-19 kept them out of the classroom. Unfortunately, even those educators wellversed in distance learning tools couldn’t control the issues that arose. A study by the RAND Corporation found that almost one-third of teachers “were unsure of how to teach new content, provide feedback, work with students one-on-one, and check for understanding.”

Since teachers aren’t often trained in digital or remote learning, it’s no wonder the learning curve has been so steep.

Even now, as students trickle back into the classroom, some teachers struggle to navigate hybrid learning models. Teachers using this model must serve both inperson and remote learners, which increases workloads on already-strained educators. Beyond planning for inperson classes, they must adapt those lesson plans to suit the needs of remote learners, all while communicating with families and planning for the next day, week, or month.

And, with the amount of resources it takes to safely implement this model, not every school will be able to keep up with it. Not every family is equipped to handle the hybrid model, either, which makes it difficult for working parents to ensure their children are safe, secure, and able to learn.

The same RAND Corporation study found that 20 percent of educators saw problems for students, including “lack of access to internet, devices, or students’ and families’ issues with using technology.”

Many student-side technology problems stem from inequities in access. Recent research suggests that one in six American children live at or below the poverty line.

For these children, technology and internet access are not readily available. As institutions continue to utilize in-person and over-the-web education methods, it’s essential to identify inequities and prevent the widening of the learning gap.

In a September 2020 article for TIME, Katie Reilly described reduced school enrollment for the 2020 backto-school season. This shrinking student population can be attributed to the aftershocks of COVID-19. For early grades, in particular, schools have seen larger drop-offs than normal in enrollment.

Since the number of students is a key factor in calculating funds for school districts, and national reporting on kindergarten enrollment has yet to be announced, the fate of funding for many of these schools is unknown.

What is also unknown, according to the article, is whether students who are held back from kindergarten this year will simply treat this as a gap year, or if they will jump ahead to first grade. Whatever happens, it will be difficult to anticipate and plan for, and equally challenging to address when the next school year comes around.