THE FUTURE OF EDUCATION

Considering the Future of Education Regional education administrators deliberate the new normal of education

By Gemma Alexander

When the pandemic hit this spring, area schools — like most of our institutions — were completely unprepared. While teachers and administrators made a heroic effort to shift almost overnight to a completely different teaching model, in too many cases, the resulting patchwork did more to highlight the inequities in the system than it did to educate the kids. The summer provided a much-needed opportunity for educators and policymakers to step back and evaluate what had worked in the spring in order to develop a strategy for approaching the next school year, when the only certainty would be that things would not be returning to business as usual. For much of the summer, a Magic 8-Ball seemed as good a forecaster as any for education’s future, with its enigmatic answer of “Cannot predict now.”

On July 9, regional education administrators convened for a digital event hosted by the Puget Sound Business Journal (bizjournals.com/seattle) to exchange some straight talk about “The Future of Education.” There were two moderated panel discussions. The first session specifically addressed K–12 education and featured a panel composed of Bellevue School District Superintendent Dr. Ivan Duran, Highline Public Schools Superintendent Dr. Susan Enfield and Seattle Public Schools Superintendent Denise Juneau. The second session focused on higher education and featured Seattle Central College President Sheila Edwards Lange, City University of Seattle President Randy Frisch, Seattle University President Stephen Sundborg, S.J., and Cornish College of the Arts President Raymond Tymas-Jones. As the seven educators discussed their plans, some themes emerged.

The only certainty? Continued uncertainty

The first of these themes, of course, was continued uncertainty. “Our plans are constantly evolving,” said Duran. In the few weeks after entering Phase 2 of reopening, an uptick in COVID-19 cases had already raised the specter of renewed restrictions. It was a stark reminder that schools don’t need to plan just for the eventual reopening of buildings; in response to changing infection rates, they also need to develop the flexibility to add, or more likely, reduce the amount of time students spend in the classroom

The panelists were reluctant to make concrete promises about what to expect. The wisdom of this caution was borne out less than a week later when the Seattle Education Association (Seattle’s teachers’ union) issued a statement opposing in-person teaching in the fall, resisting federal pressure (and the district’s own preliminary plan) to reopen buildings to the extent possible. The following week, Kent, Federal Way, Northshore and Bellevue districts announced they would start the 2020–2021 school year with the remote instruction model until the risk of significant transmission of COVID-19 has decreased enough to resume in-person instruction. Seattle Public Schools followed suit July 22, when Superintendent Juneau released a similar recommendation; the School Board will vote on it and an associated plan on August 12.

At the time of publication, few specifics of the remote-only plan were released, leaving families with little sense of what they can expect on a day-to-day basis in the fall.

What districts can expect is that they will need to continue to respond to changing guidelines as scientific understanding of the virus evolves; negotiations with unions over working conditions continue; and the various opinions and feelings of families and staff about eventually returning to inperson instruction are acknowledged and addressed.

Despite the continuously shifting circumstances, educators are trying to envision a plan that will provide as much safety and continuity for students as possible. This means that although the goal is to have as many kids in school as often as possible as soon as possible, districts and parents must always be prepared to fall back to 100 percent remote learning if and when circumstances require it.

“Child care is a huge, huge issue for so many of our families,” said Enfield. “We need holistic, broad solutions to these issues, and that is one that school systems cannot do alone.” In the absence of ready options, many parents will be scrambling to piece together their own child-care solutions for at least part of every week and potentially for long stretches of the coming school year.

Redefining normal

All three public school district superintendents agree that education will not be returning to normal anytime soon, if ever. The three districts initially developed similar scenarios for the fall semester,

because, as Enfield noted, “There really aren’t that many good options for returning to school and abiding by the health and safety guidelines.”

The districts, as well as the colleges and universities represented on the higher-education panel, all expected to start the school year with a hybrid model of distance learning and in-person instruction.

“I think we can all agree that remote learning in the fall will look quite different from how it looked in the spring, because we learned a lot of lessons. I think it will be much higher quality, much more reliable, and I think that’s important to put out there, because the reality is that remote learning, or distance learning, will be a part of the 2020–21 school year for every child,” said Enfield.

In the preliminary reopening plans the districts outlined, the initial proportion of remote learning and in-person days would vary based on several factors, including grade level and the physical capacity of the available classrooms. At such time when reopening plans will be implemented, parents should expect that their kids, no matter what grade they are in, will have at least one day of remote learning every week (and in most cases, more) and will have to wear masks in the classroom on the days they do attend school.

Bellevue Public Schools developed a plan that would maximize in-person classes for pre-K through second grade, with other grades learning remotely for 50 percent of the time. The Highline district was also looking to bring the youngest students into the classroom more frequently if staffing and practical considerations could be met.

But the Seattle district scrapped a similar plan. Juneau explained: “We also had an idea that we would bring back our youngest learners four times a week in person. But we just surveyed our community, and right now — and this could also change — only 8 percent of our families actually “Child care is a huge, huge issue for so many of our families. We need holistic, broad solutions to these issues, and that is one that school systems cannot do alone.” — Dr. Susan Enfield

want to stay home full-time remotely.” At the time of the discussion, the Seattle district anticipated two days of in-person learning and three days of remote learning as the most likely scenario for all grades.

Alternative plans

However, Seattle’s teachers’ union opposed any in-classroom teaching in the fall, calling it “reckless”

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Considering the Future of Education

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under current conditions, and questioned the survey results. Respondents to the survey were overwhelmingly white. Families of color, which are more severely impacted by the pandemic and are twice as likely to feel that it’s unsafe to send their kids to school, were underrepresented in the survey results.

The Seattle Times published a working draft of an alternative proposal that some Seattle district teachers and school board members are developing. That plan, citing both the reduced virus transmission risk in outdoor spaces and the potential learning benefits of outdoor education models, proposes to relocate classrooms to outdoor shelters.

This plan was still in draft form at the time of this article’s publication, and it left a lot of questions about feasibility unanswered. For example, many campuses in Seattle have almost no outdoor space. Moving students from those schools to the outdoors would Parents should expect that require some legal and their kids, no matter what contractual heavy lifting to obtain “classroom” spaces grade they are in, will have in parks or other open at least one day of remote areas. But the plan certainly learning every week (and in represents a creative and most cases, more). innovative approach to holistically rethinking the education system. By allowing students who are most at risk to have more in-person teaching time in a different instructional paradigm and lower-infection risk environment than an enclosed classroom, the alternative plan envisions education as an anti-racist institution, something that all three districts endorse. Seattle’s planning documents for developing a fall education plan identify equity, cultural competence and versatility as guiding values in responding to family choice and special needs. Similarly, Bellevue’s plan identifies using COVID-19 as an opportunity to disrupt inequities as a primary goal. Highline also cites a focus on addressing the inequities made visible during the pandemic as a guiding principle.

Demographic complexity

In addition to considerations regarding age and race for the overall student population, students with special needs will need better solutions than what they received in the spring. Seattle is prioritizing as much in-person learning as possible for students receiving special education services to ensure they are provided instruction in alignment with their Individualized Education Programs (IEPs) and 504 plans. This may include in-person, small group instruction if it is determined that services can be provided safely and services cannot be accessed successfully through remote learning. On the other hand, students with higher health risks — as well as many teachers and staff — may not be able to attend in person at all, when plans to reopen buildings are eventually implemented. Members of the higher-education panel decried the Trump administration’s continued on page 23

A Seattle Children’s Publication | Summer 2020

Helping Kids Cope During Stressful Times

Before COVID-19, life gave us plenty to worry and stress about. But the pandemic has taken things to a whole new level. It has ruined our plans and changed the way we learn, work and socialize. It has separated us from loved ones. Many of us have lost employment. And on top of the pandemic, racial injustice has triggered widespread turmoil. Everything feels out of control.

But there is a silver lining. These uncertain times give us an opportunity to strengthen our relationships with our children. We can also help them learn to manage their stress and build their resilience, so they can bounce back from life’s tough times — now and in the future.

How can we help our kids? By doing what

parents do best. We can ensure that they feel safe, secure and nurtured. This means plenty of conversation, snuggling and playing together. It also means shielding them from news that focuses on death-toll updates and violent events.

my Good Growing

Are you looking for more information about child health and safety? Sign up for my Good Growing, Seattle Children’s free email newsletter for parents and caregivers of babies, children and teens. You’ll receive six issues each year, in an easy-to-read format, so you can quickly scan to find tips that apply to your family and areas of interest.

Subscribe today at seattlechildrens.org/ newsletters.

Since kids thrive on routine, now is the time to practice healthy habits and comforting rituals like family meals, lots of exercise and outdoor time, limited screen time, regular sleep schedules and household chores. Stay devoted to soothing before-bed routines. And of course, be a role model: let your kids see you making healthy choices for your own wellbeing.

Be an active listener as you encourage your child to express all their emotions.

Share your own feelings, too, plus healthy coping strategies. For example: “I miss seeing grandma and grandpa in person. I know this won’t last forever, but I’m feeling a bit sad right now. Shall we write them a letter and make some drawings for them?”

Brainstorm about actions your child can take to feel better. Since helping others is a powerful way to boost moods and shift attitudes, maybe your child could help grocery-shop for an elderly neighbor or collect donations for your local food bank? You might also encourage your child to talk with an older, wiser loved one who has lived through tough times, and who can share their stories and offer reassurance that this too shall pass.

It’s possible that your child may need additional help to cope. If you believe that stress is having a toxic effect on their mental health, seek out some expert support. (See the related story on page 2.)

to learn more: Visit seattlechildrens.org/copingandcovid.

Is your child up to date with their routine vaccinations? Keeping babies and children current has never been more important, yet vaccination rates in Washington state have dropped since the pandemic began. With routine vaccinations being missed or delayed, it’s likely that — in addition to COVID-19 — we will also be faced with outbreaks of serious diseases that can be prevented with vaccines, such as measles and pertussis (whooping cough). Th e best way to protect children is by vaccinating them on time. Talk with your doctor or healthcare provider today to learn how you can keep your child on schedule and catch up if necessary. Your provider can also explain how they’ve made their clinic safe for visits during the pandemic.

to learn more: Visit immunitycommunitywa.org/covid-19-andimmunizations.

Your Child’s Doctor, Urgent Care or Emergency Department?

When your child needs medical care, where should you go for treatment? For most issues, see your child’s doctor. Visit them for common illnesses and minor injuries — and when you need vaccinations, checkups, prescription refi lls or expert advice. Th ey know your child’s medical history and can manage your child’s overall healthcare. If your doctor’s offi ce is closed and you can’t wait for treatment, urgent-care clinics are open evenings, weekends and holidays. Some take appointments and some don’t. Seattle Children’s has four urgent care locations for children up to age 21, and all accept appointments. Th ey are in Bellevue, Federal Way, Everett and at the hospital’s main campus in Seattle.

What if your child has a very serious illness or injury? If the situation is immediately lifethreatening, call 911. Otherwise, take them to an emergency department (ED). EDs are open 24 hours. Th ey have staff and equipment to treat severe asthma attacks, badly broken bones, poisonings, bad burns and other serious or life-threatening conditions.

to learn more: Visit seattlechildrens.org/urgentcare.

New Online Hub for Mental Health Resources

Mental health problems are common in children and teens. In any given year, about 20% of kids experience mental health disorders. However, only about half of these kids get the help they need — sometimes because parents simply aren’t sure what to do. A new Mental Health Resources page on the Seattle Children’s website can help parents learn to recognize the signs of a mental health problem and take action. Check out this new online hub at seattlechildrens.org/mentalhealth-hub.

Mental health includes how well a child thinks, copes with their feelings and behaves. A mental health disorder can delay or disrupt these basic abilities and interfere with how a child functions at home, at school and in social

situations. Just as a child’s physical health changes over time, their mental health can change, too.

Because kids and teens are always growing and changing, it can be tricky to tell the diff erence between normal changes in mood and behavior versus anxiety, depression and other mental health issues. Sometimes, expert help is needed. Just as you would get your child proper care right away for a broken bone or a physical illness, you can and should do the same for mental health problems.

If you think your child may have a mental health issue, start by talking with their doctor. If your child has a diagnosis and you’re looking for outpatient care, contact Washington’s Mental Health Referral Service, linked on our Mental Health Resources page. Or call 833-303-5437 weekdays from 8 a.m. to 5 p.m.

to learn more: Visit seattlechildrens.org/mental-health-hub.

Get Ready for Sports

Th e pandemic has forced many kids to take a long break from being active in their favorite sports, whether they’re on a school team or a community team. Most young athletes will need some time to get back into shape and build up their skills again when sports restart. To avoid injuries, a slow-and-steady plan is best — even for kids who tend to be naturally athletic. Th eir coach or athletic trainer can recommend a conditioning program that can be done at home, along with stretching routines and skill-building drills. Be sure to help your child match nutrition and hydration as their activity level increases. Also, remember to schedule a sports physical if it’s required.

to learn more: Visit seattlechildrens.org/health-safety/ keeping-kids-healthy/prevention/sportsinjuries-children-teens.

Quick Tip

The virus that causes COVID-19 spreads from person to person more easily than the fl u does. People can spread COVID-19 to others even if they do not feel sick.

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Focus on Home Safety

For children in the U.S. ages 1 to 19, unintentional injuries — including drownings, poisonings and falls — result in more deaths and disabilities than any other cause. With all that’s going on in the world right now, it’s important to stay focused on home safety. Keep your water-safety habits consistent: be sure that young children are supervised around water (even kiddie pools) and that life jackets are worn when needed. Keep poisonous household products out of reach, and store medicines up and away where kids can’t get to them — preferably in a locked container. Prevent window falls by installing window guards and stops. Remember: window screens are designed to keep bugs out, not to keep kids in!

to learn more: Visit seattlechildrens.org/pdf/CE135.pdf.

Sleepwalking and Night Terrors

Sleepwalking and night terrors are common in children. Th ey are both types of parasomnias. During parasomnias, a child’s brain is asleep, but their body is awake — so they may have their eyes open and talk in a confused way. A sleepwalker will get out of bed and may say and do strange things. A child who’s having a night terror is apt to appear frightened and cry out or scream. Confusional arousal is a third type of parasomnia, during which a child sits up or thrashes around. Parasomnias are most common from about ages 3 to 10, and they typically occur one to three hours aft er falling asleep. Th e link below has more information — including why you shouldn’t wake a child during an event.

to learn more: Visit seattlechildrens.org/pdf/pe2587.pdf.

Regional Clinic Locations

• Bellevue • Olympia • Everett • Tri-Cities • Federal Way • Wenatchee

Primary Care Clinic

• Odessa Brown Children’s Clinic

Main Hospital Numbers

206-987-2000 866-987-2000 (Toll-free)

Online Resources

Visit seattlechildrens.org for the following: • Child Health Advice • my Good Growing email newsletter • Doctor Finder • On The Pulse and Autism blogs • Medical condition information • Health & safety information • Ways to help Seattle Children’s • Research Institute information

Heather Cooper is the Editor of Good Growing, which is produced four times a year by the Marketing Communications Department of Seattle Children’s. You can fi nd Good Growing in the January, April, July and October issues of ParentMap and on our website seattlechildrens.org. For permission to reprint articles for noncommercial purposes or to receive Good Growing in an alternate format, call 206-987-5323. The inclusion of any resource or website does not imply endorsement. Your child’s needs are unique. Before you act or rely upon information, please talk with your child’s healthcare provider. © 2020 Seattle Children’s, Seattle, Washington.

As the COVID-19 situation changes, we continue to adjust or postpone our classes and events to follow public health recommendations. We now offer some classes online while some are on pause. Please check our website for the latest information. Scholarships are available. If you would like to ask about a scholarship, use the contact information for the class you’re interested in to connect with the registrar.

PARENTING CLASSES

Autism 101

This free 90-minute lecture is designed to provide information and support to parents and families of children recently diagnosed with an autism spectrum disorder. A portion of each session is dedicated to answering questions from the attendees.

View dates and locations, sign up for live streaming or view a past lecture at seattlechildrens.org/ autism101. Email Autism101@seattlechildrens.org if you have questions.

Autism 200 Series

Autism 200 is a series of free 90-minute classes for parents and caregivers of children with autism who wish to better understand autism spectrum disorder. Each class features a different topic.

Classes are usually offered on the third Thursday of the month, 7 to 8:30 p.m., via live streaming.

View dates and topics, sign up for live streaming or view past Autism 200 lectures at seattlechildrens.org/autism200. Email Autism200@seattlechildrens.org if you have questions.

Babysafe

Babysafe is a 4-hour class for new and expectant parents and others who care for babies. Topics include infant development, baby safety, injury prevention and care of common injuries for infants from birth through 12 months of age. Infant CPR is demonstrated and practiced, but this is not a certification class.

This class is currently available virtually via Zoom. The fee is $85 and each registration is good for 2 people from the same family. View dates at seattlechildrens.org/classes or call 206-789-2306 if you have questions.

Heartsaver First Aid, CPR and AED

This video-based class for parents and caregivers covers how to treat bleeding, sprains, broken bones, shock and other first-aid emergencies. Also includes infant, child and adult CPR and AED use. Students receive an American Heart Association Heartsaver First Aid, CPR, AED course completion card that is valid for 2 years.

This class is offered in Seattle. In-person classes are on pause at this time. Please check the website for the most current information at seattlechildrens.org/classes or call 206-987-9878 if you have questions.

Youth Mental Health First Aid

This 8-hour class is for adults who regularly interact with adolescents ages 12 to 18. Youth Mental Health First Aid will improve your knowledge of mental health and substance use problems and will teach you how to connect youth with care when needed.

A virtual version of Youth Mental Health First Aid is now available for free. The date you register for is the date of the live instructor-led course. View dates at seattlechildrens.org/classes or call 206-987-9878 if you have questions.

CHILD, PRETEEN AND TEEN CLASSES

Better Babysitters

For youth, ages 11 to 14. Students learn about responsible babysitting, basic child development, infant and child care, safety, handling emergencies, age-appropriate toys, business tips and parent expectations.

This class is offered in Seattle, Bellevue, Everett, and Federal Way. In-person classes are on pause at this time. Please check the website for the most current information at seattlechildrens.org/classes or call 206-987-9878 if you have questions.

CPR and First Aid for Babysitters

For youth, ages 11 to 15. Topics include pediatric CPR, treatment for choking, and first-aid skills. Students receive an American Heart Association Heartsaver Pediatric First Aid, CPR, AED completion card, which is valid for 2 years.

This class is offered in Seattle. In-person classes are on pause at this time. Please check the website for the most current information at seattlechildrens.org/classes or call 206-987-9878 if you have questions.

The Chat

The Chat is a new online workshop series on puberty and sex that reflects the content from the in-person classes, For Boys and For Girls. Offered via Zoom, each 45-minute workshop is for preteens 10 to 12 years old, plus a parent or trusted adult..

You may take any individual workshop or all 5. If you register for all 5 events, we recommend starting with BO, Pimples and Hair — Oh My! and ending with Being Connected: Sex, Love and Everything In Between. While families can choose to attend any combination of workshops, the information in earlier sessions provides a foundation for understanding later sessions. The Chat workshop titles are: BO, Pimples and Hair — Oh My!; Girl Bodies and Beyond; Boy Bodies and Beyond; Being Together: Feelings, Friendships and Families; and Being Connected: Sex, Love and Everything In Between. The cost is $25 per workshop or the series of 5 for $100.

View dates at seattlechildrens.org/classes or call 206-789-2306 if you have questions. See a trailer for The Chat at greatconversations.com.

Sibshops

Sibshops are lively peer support groups for siblings of kids with special needs. Separate sessions are held for kids 6 to 9 years old and kids 10 to 13 years old.

Sessions take place at Seattle Children’s hospital campus in Seattle at a cost of $25 per session.

View dates online at seattlechildrens.org/classes or call 206-987-4133.

EVENTS

Free Virtual Car Seat Checks

King County Certified Child Passenger Safety Technicians are offering free virtual car seat check appointments via video chat platforms. For more information, email Laura Miccile at laura.miccile@ kingcounty.gov or call 206-477-8664.

South County Fire and Safe Kids Snohomish County are offering free virtual car seat classes on the first and third Thursdays of the month, from 1 p.m. to 2 p.m. and the second and fourth Tuesdays of the month, from 6:30 p.m. to 7:30 p.m. Registration is required. Visit southsnofire.org/ education/child-passenger-safety.

Considering the Future of Education

continued from page 18

policy — since abandoned — that international university students enrolled in online classes could not remain in the country. At the same time, the panelists said they were responding to a demographic shift toward local students, as more students are choosing to apply or transfer to colleges closer to home. Seattle Central College (SCC) President Sheila Edwards Lange said this is on top of the community colleges’ expected increase in local students as Seattle’s Promise program takes effect, with about 500 local high school graduates already expected to enroll at SCC this fall. The impact of the pandemic on Running Start enrollments is still uncertain, as enrollment deadlines have been extended through the summer.

Logistical complexity

“Every time you think of one thing, there are 17 other cascading items that you have to think about. It’s very complex,” said Juneau. Every classroom needs to be reconfigured to allow for 6-foot spacing between everyone. Removing items from classrooms to allow such spacing requires increased storage capacity, not just for those items but for the additional technology, personal protective equipment and cleaning supplies that will have to be stocked going forward.

Those additional supplies and reconfigurations also cost a lot of money — Juneau estimates $15 million in Seattle — during a time when budgets are particularly constrained.

“It’s not only the costs — there’s also loss of revenue from our nutrition program, and in Bellevue, we have a before- and after-school day-care program,” added Duran.

Faculty and staff also need training in both remote-teaching techniques and the health and safety protocols that will be required for in-person classrooms. Administrators will work to reconfigure and expand usable classrooms — possibly even into non-school spaces. But they are also juggling complex staffing models to accommodate faculty and staff who are at higher risk for infection and may not be able to safely work in person. And all of these necessary changes to working conditions involve union negotiations.

Back to basics

At the same time, “There has been a new focus on basic needs,” said Duran. By “basics,” he is not referring to the three R’s.

“The schools are the social safety net for the community,” said Juneau, whose district had already served 1 million meals to students and their families during the pandemic by early July.

“There were equity issues that we already knew about and didn’t fight hard enough for,” Enfield noted. Her district is now providing meals seven days a week, even during the summer break, to families and students who, she says, often have no other food in the house.

While some people might question whether it’s appropriate for educators to shoulder these responsibilities, the health and safety of students are prerequisites to learning. It is harder for a child to learn when they are hungry and frightened.

“In addition to physical precautions, we have to make sure we’re supporting mental health and social and emotional learning,” said Juneau. When students eventually return to the classroom, time will be used differently than it was

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Considering the Future of Education

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in the past, with priorities focused on small-group instruction, mentorship for students of color who are furthest from receiving educational justice, and socialemotional support and other wraparound services.

For distance learning, the equity issues are even more directly related to academics.

Whether it’s limited bandwidth in rural areas or limited family resources that preclude the purchase of laptops and internet service, “Children in America in 2020 are being denied education because they don’t have home internet access,” said Enfield. All three superintendents on the panel agreed that a patchwork approach to providing access, involving strategies such as distributing hot spots, was insufficient. Enfield, in particular, advocated for internet service to be a public utility, like water and electricity.

Optimism

Despite the uncertainties and challenges, all the educators on both panels were optimistic about the future of education. Although governments historically have considered schools as places to cut spending when budgets are tight — and the pandemic has blown a $4.5 billion hole in the state’s current budget — educators are ready to fight for funding.

“If they [the state Legislature] need to find savings, it should not be on the back of public education,” said Juneau. “We are a critical component of reopening the economy. If we aren’t in session and aren’t able to do the things we need to do, there is very little [likelihood] that business will also thrive.” Economic recovery relies on the child care that schools provide for working parents.

The panelists see the current disruption as an opportunity for systemic changes. As the status quo of standardized testing and rigid protocols have had to be abandoned, the educators are hopeful that new solutions will address not only the question of internet access, but other inequities in education. Many teachers are receiving additional training in social-emotional support factors and remoteeducation techniques. Seattle University President Stephen Sundborg pointed out that this training will improve teaching in the future, even when there is a return to the classroom, commenting wryly, “We’ll never have to worry about snow days again.” ■

Seattle-based freelance writer Gemma Alexander focuses on the intersection of parenting and the arts. When she’s not writing for ParentMap, she blogs at gemmadeealexander.com and tweets @gemmadeetweet.

SCHOOLS + PRESCHOOLS