BOYS & GIRLS CLUBS PROVIDE VITAL SUPPORT
BACKtoSCHOOL 44 Essential SCHOOL SUPPLIES
We’re Back A+ SNACKS TO PACK TEACHING WITH TECH COVID-19 SILVER LININGS
2021
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Accelerate Innovation Get ready to go back to school with Dell Technologies and Intel. DellTechnologies.com/HiEd
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JOIN THE CLUB
BOYS & GIRLS CLUBS OF AMERICA; GETTY IMAGES
Boys & Girls Clubs offer essential support
FEATURES 68
Back in the Groove Help students transition to the classroom
76
Ready Player One Gamification may be the future of education
82
Silver Lining The upside of living and learning during a pandemic 3
2021
92 DEPARTMENTS Elementary 92
Middle School 98
Products
Food
10
Stock up on these supply essentials
26
Keep it clean with handy sanitizers
Advice
18 22
Best tech to set students up for success
Healthy snacks to fuel busy kids
30
Find fashions you and your child will love
34
Tips for returning to in-person school
Educational games and software for the win
Health 40
More screen time may mean more vision issues
44
Prioritize your child’s mental wellness
PHOTOGRAPH
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High School 104 Expert advice for navigating test-optional college admissions
108 College 108 These schools made it work during the pandemic
Technology
Bright Future
46
112 This Kid of the Year is
1-to-1 devices offer future learning opportunities
ON THE COVER
Tips, tools and advice for a successful return to the classroom.
Make time for extra-cool extracurriculars
54
Artificial intelligence can make teaching tasks easier
making her mark All product prices and availability are subject to change.
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UP FRONT
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Why recess may be the most important subject of all
2021
FEATURED CONTRIBUTORS PREMIUM PUBLICATION EDITORIAL DIRECTOR Jeanette Barrett-Stokes jbstokes@usatoday.com CREATIVE DIRECTOR Jerald Council jcouncil@usatoday.com
Matt Alderton is a Chicagobased freelance journalist who writes regularly about technology and education. His favorite subject in school — recess — inspired his story about the importance of play (page 92), while his frequent coverage of artificial intelligence led him to explore its potential in schools (page 54). His piece on gamified learning (page 76) was born of his experience as a remote worker, which made him wonder how virtual schooling could be made better.
Journalist Jennifer Bradley Franklin loves telling stories of triumph in the face of challenges. For this issue, she covers how the 160-year-old Boys & Girls Clubs of America continues to help youth thrive (page 60), even in the midst of a pandemic. The Atlanta-based writer’s work has appeared in Conde Nast Traveler, People, Architectural Digest and other publications.
MANAGING EDITOR Michelle Washington mjwashington@usatoday.com ISSUE EDITOR Debbie Williams ISSUE DESIGNER Gina Toole Saunders EDITORS Amy Sinatra Ayres Tracy Scott Forson Harry Lister Deirdre van Dyk DESIGNERS Hayleigh Corkey David Hyde Debra Moore Lisa M. Zilka CONTRIBUTING WRITERS Matt Alderton, Emma Ayres, Will Bahr, Anamary Pelayo Connery, Jennifer Bradley Franklin, Pam George, Quinn Kelley, Zoe King, Jacqueline Klecak, Robin Roenker, Sarah Sekula, Adam Stone
ADVERTISING Patrick Burke | (703) 854-5914 pburke@usatoday.com
FACEBOOK Facebook.com/usatodaymags
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Annapolis, Md.-based freelancer Adam Stone writes for a variety of publications on topics such as technology, education and government programs. His story on 1-to-1 computing in the classroom (page 46) looks at how educators will leverage digital tools as they gear up for the return to in-person schooling.
FINANCE BILLING COORDINATOR Julie Marco This is a product of
Without limiting the rights under copyright reserved herein, no part of this publication may be reproduced, stored in or reproduced in a retrieval system, or transmitted, in any form, or by means electronic, mechanical, photocopying, recording or otherwise without the written consent of USA TODAY. The editors and publisher are not responsible for any unsolicited materials.
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Kentucky-based writer Robin Roenker plans to put her reporting on getting back in the school groove (page 68) to good use when her younger sons start their middle and high school careers this fall. Tips from college administrators about the test-optional admissions process (page 104) will come in handy, too, as her oldest son, a high school senior, tackles college applications.
ACCOUNT DIRECTOR Vanessa Salvo | (703) 854-6499 vsalvo@usatoday.com
WELCOME BACK!
Take a closer look at the world of futures. Our experiences over the past year can serve as a springboard for lessons in economics such as supply and demand and price fluctuations. Now more than ever, it’s important for students, parents and educators alike to have access to resources that help explain the economics of the world around them. Whether at home or in the classroom, Futures Fundamentals provides free, standards-aligned materials that can be incorporated into any learning program. Easy-to-follow digital content, interactive tools and videos explain futures markets, core economic principles and the important role futures play in global markets and everyday life.
Start learning today at FuturesFundamentals.org
BACK TO SCHOOL
UP FRONT PRODUCTS 10
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FOOD 26
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ADVICE 30
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HEALTH 40
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TECHNOLOGY 46
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REUNITED After months of remote learning, many students and teachers are heading back to the classroom. Learn some practical advice about what to expect. Page 34
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up front | products
Stock Up on Supplies Ease those first-day jitters BY JACQUELINE KLECAK
T
hey say preparation is the key to success. Start students off on the right foot with all the essential supplies, along with a backpack that offers ample room to stow it all.
The Adidas youth classic 3S III backpack offers a sporty look. $35, dickssportinggoods.com
Mark important passages with the fluorescent Sharpie major accent tank highlighters. $10.99 for 12, staples.com
Instead of cumbersome binders, give the Five Star Flex Hybrid NoteBinder a try. It includes lined and graph paper, folders and dividers. $8.44, walmart.com 10 BACK TO SCHOOL | 2021
PROVIDED BY THE COMPANIES
These mini twistable crayons from Crayola come in plastic tubes, making coloring easier for little hands. $4.69, target.com
Video gamers can flaunt their fandom with the Fortnite Camo Silhouette Multiplier backpack. $33.99, walmart.com
every r ry day d da ay ay
DOES GOOD
up front | products
Students will love the cute animal faces on the More Than Magic ballpoint character pen set. $11.99 for 10, target.com
The write stuff
The playful Mackenzie navy pink multihearts pencil case keeps writing utensils organized. $10.50, potterybarnkids.com
Equipped with a pencil sharpener, scissors, stapler and more, this mini supply kit comes in handy. $4.99, yoobi.com
Let your kid blossom with Vera Bradley’s floral patterned XL Campus backpack. $165, verabradley.com
Flash back to the ’60s with this tiedye printed JanSport Right Pack backpack. $60, jansport.com
12 BACK TO SCHOOL | 2021
Storing learning materials and lunch is easy with the High Sierra Joel lunch kit and backpack set. $69.99, kohls.com
PROVIDED BY THE COMPANIES
Use Pilot’s FriXion light pastel erasable highlighters to emphasize parts of a document. $7.97 for eight, walmart.com
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HP All-in-One 27-dp1006 Intel Core i processor1 27 diagonal HD IPS three-sided micro-edge display2, Removable panel to easily upgrade hardware6
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1. Multi-core is designed to improve performance of certain software products. ot all customers or software applications will necessarily benefit from use of this technology. Performance and clock frequency will vary depending on application workload and your hardware and software configurations. Intel s numbering, branding and/or naming is not a measurement of higher performance. 2. ull high definition HD content is required to view HD images. 3. Up to 12M of main system memory may be allocated to support video graphics. 4. ireless access point and internet service required and sold separately. Availability of public wireless access points limited. i- i 02.11ac is backwards-compatible with prior i- i specs. . All performance specifications represent the typical specifications provided by HP s component manufacturers actual performance may vary either higher or lower. 6. This device has been engineered for optimal performance. Upgrading PC may affect warranty coverage. © Copyright 2021 HP Development Company, L.P. The information contained herein is subject to change without notice. luetooth is a trademark owned by its proprietor and used by Hewlett-Packard Company under license. Intel and Core are trademarks or registered trademarks of Intel Corporation and/or its subsidiaries. All other trademarks are the property of their respective owners.
up front | products
Keep Clean Kick germs to the curb BY PAM GEORGE
W
hen it comes to germs, viruses and bacteria, desks, backpacks and doorknobs are breeding grounds. Keep a range of disinfectants on hand so students can sanitize their spaces.
After school, slip tablets, phones and other nonporous items in the HomeSoap countertop device for a blast of sanitizing UV rays. $199.95, phonesoap.com
14 BACK TO SCHOOL | 2021
Kimtrue’s antibacterial hand sanitizer neutralizes bacteria and other impurities and includes aloe to moisturize. $10.99, kimtrue.com
If your school’s shopping list includes sanitizers, consider Arm & Hammer’s Essentials disinfecting wipes. $4.98 for 80 wipes, lowes.com
PROVIDED BY THE COMPANIES
Made from recycled plastic, the refillable Sanikind Mini clips to a purse or backpack for easy access. $18, sanikind.com
SPREAD L VE, NOT GERMS
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up front | products
EO Everyone hand sanitizer wipes come in scents that include ruby grapefruit, coconut + lemon and lavender + aloe. $23.99 for a six-pack, eoproducts.com
Hello Bello’s foaming soap makes it fun for kids to wash their hands. $5.98 for a two-pack, hellobello.com
Nice ‘N Clean wipes are proven to kill 99.9 percent of viruses and bacteria. $5.99, nicencleanwipes.com
16 BACK TO SCHOOL | 2021
SaniMoist’s cream-based hand sanitizer kills germs while hydrating skin. $5.99, amazon.com
PROVIDED BY THE COMPANIES
Dionis Goat Milk Skincare’s surface spray disinfects without toxic chemicals. $6, dionisgmskincare. com
Spray MicroBan 24 Hour on hard surfaces, such as sports equipment, or soft surfaces, like backpacks. $6.79, target.com
Teachers’ * #1 Wipe KILLS
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up front | products
The JBL JR300BT kids wireless on-ear headphones feature easy controls and up to 12 hours of battery life. $49.95, jbl.com
A fast processor, intuitive keyboard and durable frame make the Samsung Galaxy Chromebook 2 a great choice. Starting at $279.99, samsung.com
The lightweight Microsoft Surface Laptop Go boasts all-day battery life and a slim, portable design. Starting at $549.99, microsoft.com
Tech Time
The Lenovo Chromebook Flex 3 11-inch laptop boots up in seconds and features plenty of memory and storage. $289.99, amazon.com
These tools make going back to school a breeze
THE RIGHT ELECTRONICS HELP make everyone’s lives easier. These laptops, tablets and accessories will have students ready to tackle the school year, no matter where the classroom.
18 BACK TO SCHOOL | 2021
The Lenovo Tab P11 Pro tablet has an 11.5-inch screen and 4GB memory. $399.99, walmart.com
PROVIDED BY THE COMPANIES
BY QUINN KELLEY
Back-to-School, Back to the Essentials!
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childlifenutrition.com | @childlifeessentials *These statements have not been evaluated by the Food and Drug Administration. These products are not intended to diagnose, treat, cure, or prevent any disease.
up front | products
The thin and light Google Pixelbook Go reaches two hours of battery life with 20 minutes of charging. Starting at $649, store.google.com
The Dell Inspiron 14 2-in-1 laptop offers four flexible viewing modes. Starting at $458.99, dell.com
The Logitech C505 720p USB webcam delivers crisp video and audio quality. $49.99, officedepot.com
Designed to be safe for kids, the Puro Sound Labs BT2200 volume limited headphones with built-in mic come in four colors. $89.99, purosound.com
The Heyday 4000mAh power bank keeps devices charged on the go. $10, target.com
20 BACK TO SCHOOL | 2021
The iPad Air offers students enhanced graphics and machinelearning performance. Starting at $599, apple.com
Lenovo’s ThinkPad C13 Yoga Chromebook Enterprise is durable and powerful. $589.99, walmart.com
PROVIDED BY THE COMPANIES
Students can take notes, draw and attend virtual school with ease with the HP Pavilion x360 convertible 2-in-1 laptop with a 14-inch touch screen. Starting at $729.99, amazon.com
Need it ready in under 10 minutes?
2020
up front | products
Logged-On Learning BY QUINN KELLEY
LEARNING AT HOME AND on the go has never been easier — or more fun. These games, subscriptions and online tools engage kids at any age:
MindReader’s Productivity Cube builds time management skills for homework, tests and breaks. $19.99, Staples 22 BACK TO SCHOOL | 2021
Oba’s Kindergarten Learning Pack includes an educational DVD, game board, workbook, flashcards and more to conquer kindergarten. $29.99, schoolzone.com
Students can immerse themselves in 24 languages with Rosetta Stone Unlimited Languages. $179 per year, amazon.com
Aligned with national education standards, Anywhere Teacher connects kids ages 2 to 8 with online learning. $6.99 per month, anywhereteacher.com
The whole family will have fun learning interesting facts with Skillmatics Guess In 10. $9.99, walmart.com
Children can tackle essentials like letter sounds, sight words and counting using JumpStart Academy Kindergarten, and parents can get customizable progress reports. $7.99 per month or $29.99 for a one-time purchase, jumpstart.com
PROVIDED BY THE COMPANIES
Cool games to entertain curious young minds
Back to School & Better than Ever After a period like no other, kids and parents have never been more ready for getting Back to School. And Boys & Girls Clubs are there to do whatever it takes to ensure this school year is better than ever. Our Clubs play an essential role by partnering with schools to keep young people on track academically – providing a safe place, positive mentoring, engaging programs and, most importantly, fun!
Help more kids have great futures at bgca.org.
Whatever It Takes to Build Great Futures. Thank you to our corporate partners!
up front | products
With creative writing platform Night Zookeeper, kids get weekly lessons, feedback from tutors and publishing opportunities. Starting at $59.99 per year, nightzookeeper.com
Kids will practice equations and be introduced to algebraic thinking while building airships and winding up robots in Math Wizard and the Amazing Airships. $59.99, playosmo.com
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PROVIDED BY THE COMPANIES
Weight For It combines strategy and physics in a fun game. $19.95, fatbraintoys.com
Snack this school year
®
Delicious and Better For You Snacks
up front | food
1
Kids will love these tasty treats
2. The Wholly Guacamole snack cup is pre-portioned and comes with chips. $14.99 for a four-pack, amazon.com
BY PAM GEORGE
I
t can be challenging to find healthy snacks that satisfy your child’s cravings. These options are ideal for lunchboxes and after-school treats:
26 BACK TO SCHOOL | 2021
3
2
3. Pop Bitties air-popped chips are made from whole grain sorghum, brown rice, quinoa and chia. $2.49 at select supermarkets
GETTY IMAGES; PROVIDED BY THE COMPANIES
Super Snacks
1. Peckish protein packs contain ready-to-eat eggs with savory seasonings including ranch, rancheros and salt & pepitas. $3.49, Whole Foods Market
up front | food
4. Raisels marry golden
raisins with sour, sweet and spicy flavors. They contain no artificial sweeteners, flavors or corn syrup. $29.99 for the build-a-box assortment, raisels.com 5. Watermelon Road’s fruit jerky is free of eight common allergens and prepared in small batches. $6, watermelonroad.com
4
6. Tillamook’s bite-size blocks of cheese are perfect for snacking. $3.99, Target
Fuel kids with healthy bites
7. Naturipe Snacks’ Bento packages are pre-portioned and ready to eat. $2.99, Kroger 5
8. Forager Project’s leafy green vegetable chips are free of soy, corn, gluten and dairy. $23.99 for a four-pack, amazon.com 9. Bumble Bee’s Snack on the Run! includes premade chicken or tuna salad with crackers and a spoon for easy scooping. $1.19, Target
10 6
11
11. Hilo Life tortilla chips are made with almond flour and come in spicy salsa, ranch and nacho cheese flavors. $19.99 for a pack of 12, amazon.com
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7
9 8
GETTY IMAGES; PROVIDED BY THE COMPANIES
10. Little athletes can refuel with Vita Coco pressed coconut water in flavors like strawberry banana, mango and pineapple. $10 for a four-pack, amazon.com
up front | advice
Victoria Sanchez-Lincoln with daughter Victoria Emilia
Wardrobe Wars How to conquer the struggle over what kids wear to school
Y
ou’d think having a professional stylist for a mom would ensure that you’re always perfectly put together, but for Victoria Emilia, the daughter of New York City-based fashion director Victoria Sanchez-Lincoln, “It’s more important to be comfy,” the 9-year-old says. “My mom has her own style, but it’s not like mine.” Sanchez-Lincoln is also a creative consultant and a former fashion editor for several national
30 BACK TO SCHOOL | 2021
magazines, so she is about as clued in as a parent can be when it comes to the latest styles. Yet her daughter prefers taking her fashion cues from TikTok and YouTube. “It’s all sporty clothes, tie-dye crop tops and sneakers for everything,” Sanchez-Lincoln says. “I tell her, ‘Please allow me to introduce you to a sandal or ballerina shoe.’” Kids’ fashion choices usually reflect more than just trends or even personal preferences. “The pandemic
created so much loss for children and adolescents and so much has been out of their control,” says Fatima Watt, an adolescent psychologist at Franciscan Children’s Hospital in Brighton, Mass. “It’s really important that parents let kids have some say in the decisionmaking when it comes to what they wear.” Sounds easy enough, but what if your child wants to wear skimpy outfits to school, or the same >
GETTY IMAGES; PROVIDED BY VICTORIA SANCHEZ-LINCOLN
BY ANAMARY PELAYO CONNERY
SCHOOL ST YLE These trendy looks are sure to please kids and parents alike:
The boys Vans Houser short-sleeve shirt looks sharp with jeans or khakis. $39.50, nordstrom.com
Students can step on the bus in style in these Thereabouts Niffy sneakers. $30, jcp.com
Graphic shirts like the Smokey the Bear and Sunflower tees add instant cool to any outfit. $15 to $22, kohls.com
PROVIDED BY THE COMPANIES
A versatile hoodie is a fashion staple. $55, jcrew.com
This teen smocked dress is as comfy as it is cute. $34, gap.com
This tie-dye tank dress embraces the print of the moment. $13, oshkosh.com
Vagabond Sidewalk Surfer slip-ons have comfy foam midsoles. $36, sanuk.com — Zoe King
31
up front | advice
FASHION FORWARD Many parents and their children are already facing off over what kids want to wear long before they reach adolescence. Even toddlers and preschoolers can have strong fashion opinions. “Peyton has been very specific about her fashion since she was about one-and-a-half years old,” says Tiffany Farhat Cochran of Plainsboro, N.J. “She picks up on things from her older cousins. She tries to mimic me, and she’s also very headstrong!” Now 2 years old, Peyton knows what she likes more than ever. “Right now it’s anything with a leopard print. She’s a real Jersey girl,” Cochran jokes. “I’d say we’re up to five pairs of leopard pants in rotation, no exaggeration.” It’s not unusual for younger children to want to wear something comfortable and familiar, Watt says. Sometimes sensory issues can play a part in their choices. If it makes them
32 BACK TO SCHOOL | 2021
feel good, they stick with it. In this case, how a piece of clothing feels becomes as important as how it looks, sometimes more so. “One of my daughters says she doesn’t like wearing jeans, so we found pants that feel good,” Watt says. “For another child, getting to wear a superhero shirt may be what gets them excited about going to school.” SHOP TOGETHER If fashion battles are a familiar occurrence at your home, Watts says it helps if you can organize your child’s closet by the right size and season. This way, you eliminate inappropriate options while providing them leeway to make their own choices. It’s also a good idea to include your child on shopping trips — just be sure to set ground rules first. “Before you go to the mall or do any online shopping, make it clear what’s important to you, whether it’s sticking to a certain budget, ensuring items aren’t too revealing or insisting that they try things on before you buy,” Watt says. Keep in mind that at some point, your children will reach an age where they may not want to shop with you anymore — and that’s OK. “It’s developmentally appropriate for them to want to do that on their own,” Watt says. “Come to an agreement ahead of time, then let them take it from there.” Of all the battles parents fight, fashion doesn’t have to be one of them. “So much of our clothing is dictated by our personalities, especially when we’re kids,” Watt says. “Whether it’s about fitting in or keeping up, this is how they identify and explore who they want to be.” So letting them have a say in what they wear encourages their creativity and boosts their selfesteem — and that’s something that looks great on everyone. l
Stylist Victoria Sanchez-Lincoln and her 9-yearold daughter, Victoria Emilia, don’t always agree on wardrobe choices.
GETTY IMAGES; PROVIDED BY VICTORIA SANCHEZ-LINCOLN (2)
sweater every day? “It’s important to draw the line if the clothing is inappropriate in some way,” Watt says. “It should make sense for the weather and the place they’re going.” Luckily for parents, most schools have dress codes, but not all enforce them, leaving plenty of wiggle room for fashion battles between kids and parents. For adolescents, especially, so much of their identity is tied to their peer group and the feedback they get, so school fashion choices become extremely important, says Watts. “They’re trying to figure out where they belong, and clothing is part of that. It’s tied to their self-esteem, which can affect academics, learning and good mental health. If we can allow them to feel good and express themselves when they go to school, we should.”
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up front | advice
A New Day After pandemic closures, teachers and students offer tips on returning to the classroom BY EMMA AYRES
34 BACK TO SCHOOL | 2021
Emma Ayres, age 12, is a sixth grader at Hunters Woods Elementary School in Fairfax County, Va. Her favorite subject is social studies, and she loves reading, playing soccer and spending time outdoors with her neighborhood friends.
SHANNON AYRES
O
n March 16, 2021, I went back to school in person for the first time in over a year. It felt like the first day of school. I was excited and nervous to finally see people. By the end of the day, it felt almost like I had never been gone. Some things were different than a regular first day of school, though. I have to bring in a 15-pound backpack every day, full of everything from my laptop to a spare mask. We put our backpacks, lunches and anything else we bring in a laundry basket next to our individual desks. At recess, we have a strict spot on the field to go to, and our teacher has a bag of activities. We can’t use the playground unless our teacher reserves it. Each person gets an activity, and we aren’t allowed to trade or touch the same thing as someone else on the same day. When you go back in person, be prepared to spend PE throwing a Frisbee at a cone and then running after it. (We can’t toss it to each other.) It can get tiring wearing a mask all day, but you get used to it. We have mask breaks where we go outside, all face the same direction more than 6 feet away from each other and take off our masks. The only other time we take off our masks is when we have lunch. We have to lean over our desks into a cardboard test divider to eat, which feels a little too much like you are a turtle. We wash our hands before lunch and put on hand sanitizer every time we enter the room. I’ll miss being at home because I could go get a snack or go to the bathroom when I wanted to, and it was nice to take tests in my room. Sometimes it feels like people forget that there isn’t always a mute button on (like in virtual class), and just blurt out everything. But being back in school finally feels normal.
Classes are back again.
START FRESH WITH GUM
up front | advice
student advice
“At first, I was absolutely terrified (about going to school in person). I didn’t know any of the kids in my new class, and we weren’t allowed to talk to each other in class, not even at lunch with only seven kids! Later on, I managed to form great friendships within my class, and I strengthened many more. ... Make sure to bring all supplies necessary because sharing is not allowed within the classroom in most places.” — Maya Chowdhury Savard, sixth grade, New York City
“At home, it was hard to pay attention when there were other things going on or there were loud noises like a loud cousin. It was kind of hard not having the teacher come over and talk to me.” Advice for going to school in person: “Don’t get too close to each other or touch each other. Keep your mask on and bring an extra mask. Don’t share food and always wash your hands. Do your work and try to get it in on time.” — Laiana Victoria Clack, fifth grade, San Antonio
“When you are returning, make sure that you are used to wearing a mask for a long period of time and having lunch as your only time to have a mask break. Also, make sure you have a mask that you are able to do physical activity in/ breathe and be comfortable wearing.”
GETTY IMAGES; PROVIDED BY THE STUDENTS
— Biko Hooper-Haviland, eighth grade, Chicago
36 BACK TO SCHOOL | 2021
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up front | advice
administrator advice “The advice I can offer to teachers that are preparing to return to the school building is to breathe and be patient! ... I, unfortunately, had a couple of students in the first week going home and telling their parents that I’m yelling at them. I’ve had to put out those ‘fires’ with parents and simply tell them that I have on a double mask, so for any student that sits in the back of the class, I have to project my voice in a way that is understandable and clear.” — Carmen Foster-Patillo, first grade teacher, Las Vegas
“My best advice is to take a picture of each of the students with their masks off and hang them in your room. It is so nice to see the smiling faces of the students you are teaching. Also, mark the spots on your floor with tape or with a piece of Velcro. This will help remind students where the legs of their desks should be. This will help you keep the proper distancing between students.” — Liz Anderson, third grade teacher, Londonderry, N.H.
“When everything got shut down last March through the remainder of the school year, I really missed seeing and interacting with my colleagues and students. I don’t think I realized to what extent until we returned in the fall of 2020. Even if our interactions are minimal and through masks, it really has been amazing and energizing.” Advice to returning teachers: “Give yourself some grace ... because returning under these current conditions takes some getting used to, but you will get the hang of it — this is what we do.”
GETTY IMAGES; PROVIDED BY THE TEACHERS
— Kitty Hooper, high school teacher, Chicago
38 BACK TO SCHOOL | 2021
up front | health
I Spy a Problem Excessive screen time is viewed as culprit in increased eye troubles
F
or years, parents have been advised to put strict limits on their kids’ screen time to protect their eyes and general health. But when the COVID-19 pandemic began, laptops and tablets became necessary conduits for schooling, activities and keeping in touch with friends and family. Now, pediatric ophthalmologists say they’re seeing the effects of all that screen time.
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“Kids usually are pretty selfsufficient, and their eyes are pretty tough. But we’ve seen lots of problems this last year, which we’re attributing to the prolonged intense, close work that has been their lives,” says Dr. David Epley, a pediatric ophthalmologist in Kirkland, Wash., and clinical spokesperson for the American Academy of Ophthalmology. Close or
near work involves focusing your eyes on a nearby object. “Normally, in school, you’re looking at the board, and then you’re looking up close, and then you’re outside at recess and you’re kind of varying where your gaze is. But with online schooling, the classroom is up close and the homework’s up close. Their friend circles are on a screen up close; their playtime is on a screen >
GETTY IMAGES
BY AMY SINATRA AYRES
GOODBYE, VIRTUAL CLASSROOM! HELLO, PEACE OF MIND. Send your kids back to school with confidence and help support their
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up close. It’s really changed the dynamic a bit.” Epley and Dr. Sylvia Yoo, a pediatric ophthalmologist and assistant professor of ophthalmology at Tufts University School of Medicine in Boston, say they have had many young patients complaining of eyestrain or being diagnosed as nearsighted (myopia) or increased nearsightedness since the start of the pandemic. Myopia was already a growing problem in the U.S. before COVID-19, with its prevalence increasing from 25 percent of Americans in the 1970s to 42 percent in the 2000s, says Yoo. “Now in the last year, since kids are using the screen even more because of school ... it’s hard to tell kids to decrease screen time,” she says. “This epidemic of myopia seems to be related to just general lifestyle changes where (kids are) just generally spending more time inside using the screen, doing more near activities.” To decrease the risk of worsening nearsightedness, Yoo recommends taking breaks from prolonged screen time as much as possible and trying to spend time outdoors every day. Epley explains that the natural light, in addition to the break from screens or close work, protects against myopia. “(We) definitely have seen an uptick in the number of kids that are becoming nearsighted this past year,” Epley says. “We don’t know for sure that it’s related to the pandemic, but it’s pretty coincidental otherwise.” Doctors have also seen more patients for eyestrain with symptoms like headaches and dry eyes. Yoo says when kids are looking at the screen for a long period of time, they may not be blinking
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avoiding eyestrain In addition to the 20-20-20 rule, pediatric ophthalmologists David Epley and Sylvia Yoo offer these tips to keep students’ eyes comfortable and healthy during this time of increased screen usage: uEncourage them to blink often and look away from the screen periodically. uHave them use eye drops as needed for dryness. uRemind them to take breaks and get outside. uCreate a comfortable workspace with the screen about an arm’s length away. uConsider purchasing a monitor for a larger screen than a laptop offers. uChange the screen position or location to avoid glare.
as much, which can make the eyes dry and cause eye fatigue. In addition, their eyes are making a focusing effort to be able to see the screen clearly. “Doing that continuously for a long period of time could cause some eye fatigue or eyestrain,” she says. One tip to avoid these problems is the 20-20-20 rule: Every 20 minutes while they’re using a screen, kids should look
at something that’s 20 feet away for 20 seconds. Some parents have turned to bluelight glasses, which block blue-light wavelengths from screens, thinking they will help with eyestrain or to avoid myopia. But they’re not really addressing those problems. “The one thing that’s important to know ... is that our screens are not producing a lot of ultraviolet light or the type of blue light that is kind of harmful to our eyes over time. It’s not really dangerous to be looking at the screen from that standpoint,” says Epley. “Blue-light glasses are not needed for the health of the eyes long term. They can be more comfortable for some children,” though, if they are sensitive to the brightness or harshness of the screen. How can parents spot a problem with their child’s eyes? Kids might be squinting, having headaches, avoiding the screen or not paying attention in class. “Your observations of their behavior will sort of tip you off,” Epley says. “If they’re not able to see a microwave clock across the room, or you’re looking at something down the street or an airplane in the sky ... and the child’s not able to see it, and this is not just a one-time thing, but on a consistent basis.” Most of the patients Epley and Yoo see are referred to them after having failed a vision screening at their pediatrician’s office or at school, or if they have a family history of eye disease or vision problems. “If you’re not sure, go see an ophthalmologist, and they’ll give you a baseline exam and then you know, one way or another ... what to worry about, if there’s anything to worry about,” Epley says. l
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Wellness Matters Helping kids cope with today’s stressful world BY ANAMARY PELAYO CONNERY
44 BACK TO SCHOOL | 2021
for Disease Control and Prevention, emergency room visits for mental health reasons increased significantly among children between the ages of 5 and 17 during the pandemic. Recognizing there’s a problem is one thing, but knowing the proper way to handle the issue can be challenging. Not all children respond to stress the same way, making it more difficult to know when there’s a more serious problem. “Younger children tend to externalize their feelings and show disruptive behavior, such as throwing tantrums, while older kids tend to internalize more,” Zelechoski says. “They withdraw and isolate themselves.” However your children react when faced with stress, avoid minimizing or dismissing their feelings by saying, “Everything is fine” or “It will be OK,” says Tania Paredes, a family therapist in Miami. “It’s important to validate their feelings. Let your child know that it’s OK to be scared, sad or nervous. Then suggest talking about why, and what might make them feel better.” Teaching your children to take three deep breaths when they’re anxious can help them press reset, especially if there’s a safe space they can go to do it, Paredes says. A calming corner or basket filled with items that feel familiar and comfortable, like a cuddly teddy bear or a soft blanket, can be helpful for younger kids. Others may prefer fidget toys, a set of art supplies to draw or paint or some time alone in their rooms to journal or strum a guitar. “It’s important to talk openly about the
UP TO 70% of kids reported feeling sad, worried or overwhelmed more often than they did before the COVID-19 pandemic. SOURCE: ParentsTogether Action
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I
t’s no secret that the pandemic has taken a toll on everyone’s mental health, including children. With a new year of in-person learning kicking off for most students, some may be returning to school with lingering feelings of anxiety. “There’s been an enormous amount of loss that’s occurred with the pandemic,” says Amanda Zelechoski, a clinical and forensic psychologist and the co-founder of Pandemic Parenting, a nonprofit organization that provides science-based resources to parents. “We’re all still reeling from the effects of that.” Many children have missed sports seasons that were canceled; others were not able to celebrate milestones like birthdays or school graduations with their friends and extended family. Some children have even suffered the profound loss of relatives due to COVID-19. And the abrupt absence of face-toface time with educators and peers has also affected many students’ mental health. “My preschooler had always been confident and rarely asked for help, but once virtual learning started, basic tasks became hard,” Zelechoski says. “He was struggling without his social connections and started to doubt his own abilities.” One survey conducted by the nonprofit ParentsTogether Action found that up to 70 percent of kids reported feeling sad, worried or overwhelmed more often than they did before COVID-19. And according to the Centers
different coping mechanisms available to them, so it becomes part of their everyday narrative,” Paredes explains. If school is the primary source of anxiety, try putting a stress ball in their backpack and encourage them to seek out familiar faces at recess or lunch. Keep in mind that while some added stress is expected as a result of more than a year of dealing with COVID-19, Paredes and Zelechoski say severe changes in appetite or sleep or abrupt mood swings may be signs of more serious mental health conditions. Other red flags include hesitating to be around people, including those in their
social circles, and expressing difficulty with activities that they enjoyed pre-pandemic. According to the American Academy of Pediatrics, if younger children exhibit behaviors such as excessive bedwetting, clinginess or constant irritability, parents should seek medical advice or outside support. “As parents, it’s important to be humble and recognize when something is beyond our capabilities and ask for professional help,” Paredes says. “If you’ve done everything you can think of, and your child is still having a hard time functioning, ask them if they’d like
to talk to someone who isn’t you. Most kids will say ‘yes’ (to help) as long as we normalize it.” It’s also important to remember that not everything about the pandemic was negative. “For some kids, this experience was helpful,” Zelechoski says. For example, some children never had to independently manage their time before. Learning this skill has helped them feel more confident and independent. “Take time to note the aspects of this experience that your child may want to hold on to, however small,” says Paredes. After all, a tiny win is still a win.
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up front | technology
Changing the Game How 1-to-1 personal devices will affect the future of learning BY ADAM STONE
P
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rior to COVID-19, the Pleasanton (Calif.) Unified School District (PUSD) was already issuing a digital device to every middle and high school student. During the pandemic, the district expanded its 1-to-1 policy to all elementary-level students, as well. “Anybody who needed a device got a device,” says Patrick Gannon, the district’s communications and community engagement coordinator. Thanks to that rapid deployment, “We were able to pivot 14,500 students from in-person to remote instruction in the course of a week.” >
46 BACK TO SCHOOL | 2021
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up front | technology
It’s a way to move the classroom outside of their physical space and time.”
PUSD isn’t alone: Around the nation, virtual learning needs spurred rapid adoption of 1-to-1 policies across K-12 education. While the final numbers on device adoption aren’t in yet, “There’s clearly been a huge effort to secure more devices,” says Keith Krueger, CEO of the nonprofit Consortium for School Networking. Going forward, educators say, this broad availability of computers will change the way teachers interact with students, and it will change how kids learn. DEEPER RESOURCES In schools with 1-to-1 device programs, students have access to a wider and deeper range of learning resources. “It allows the student to pull in information
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that they might not have been able to access before,” Gannon says. “In the past, you’d go to the library, and depending on whether you were first or last in line, you would get stuck with whatever book was left over. Now, students have the entire internet available to them.” This base of knowledge could have a profound impact, says Steve Langford, chief information officer for Oregon’s Beaverton School District. “They’re not constrained to just looking something up in a textbook,” he says. “They can go get real-time information with all of the resources on the internet to help them answer questions or think of new questions to ask.” At North Canton City Schools in Ohio, Director of Technology Kim Nidy says the tools available
on a laptop or tablet expand the learning experience. In the past, a student might have been constrained to present a written report. “Now they can write it up as a Google document or they can create a slideshow. They can create a PowerPoint or record themselves,” she says. “It allows for a lot more creativity.” >
School districts nationwide rolled out 1-to-1 device programs during the pandemic.
PLEASANTON UNIFIED SCHOOL DISTRICT; NORTH CANTON CITY SCHOOLS
— STEVE LANGFORD, chief information officer, Beaverton (Ore.) School District
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up front | technology
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the classroom outside of their physical space and time.” Teachers can use a LMS to post learning materials such as online links and videos. They can also track each individual student’s efforts. “Maybe the student has veered off. Now the teachers can go in and add a comment in real time,” Nidy says. A LMS also can be a collaborative space where students share comments and work on projects together. “Those side conversations in the past have been considered cheating,” Gannon says. “When you bring that into the LMS, then those discussions become evidence of collaboration, which is one of the key skills we want to prioritize among the students. In that way, 1-to-1 gives school
systems a way to begin to change that mindset.” A MOVE TOWARD ‘DIFFERENTIATION’ Educators say the 1-to-1 device policies also support educators’ efforts to teach each child at his or her own pace, a practice known as “differentiation.” Supported by 1-to-1 computing, “Teachers are able to see where students are at and address them where they are, versus teaching to just one proficiency level,” Langford says. “For students who need extra support, teachers now can access that digital content and provide interventions for them, while for students who maybe have already mastered the content, the teacher has new tools to >
Learning management systems allow teachers and students to easily share information.
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THE POWER OF TECHNOLOGY A 1-to-1 device deployment introduces a learning management system (LMS) as a new means for teachers to interact with students and guide the educational experience. These management systems are software tools for the administration and delivery of educational courses and development programs. LMS applications such as Canvas, Schoology and Google Classroom give teachers the power to monitor what students are doing on their devices and to interact with learners outside the classroom. “Now teachers can engage with students to answer a quick question in the evening,” Langford says. “It’s a way to move
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up front | technology
keep their interest.” “With a 1-to-1 environment, you can allow for different pacing,” Nidy says. “Instead of saying, ‘everybody has to do this worksheet,’ or ‘everybody has to do this poster,’ the teacher can offer kids a creative outlet to take what they’re learning and show that learning in the way that is most meaningful to them.” THE PATH FORWARD As 1-to-1 becomes more common, school systems will have to address some potential hurdles in order to make the most effective use of their technology investments. Personal computers aren’t a one-time expense. Langford, for instance, cycles out his district’s
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devices every four years, and he suggests school districts will have to budget for repairs and replacements as they look to go long term with 1-to-1 computing. School districts also will need to ensure that students have some guidance around the appropriate use of school-issued devices. As many parents know, digital access can be a Pandora’s box of distraction. “Schools and families need to be aware of the impact of this technology,” Langford says. “Parents need to be able to see the signs of technology addiction — when a student is in hour six of YouTube videos that aren’t connected to their learning. They may need help from the schools in addressing that.” l
New technology allows student creativity and collaboration.
When schools are able to provide a 1-to-1 device program to students, it can open up a new world of learning. But educators need to be aware of equity issues. “Having a laptop without a connection to the internet is going to create a disparity between those who have remote connectivity and those who do not,” says Patrick Gannon, communications coordinator for the Pleasanton, Calif., Unified School District. “With COVID, we saw that there were millions of students whose families did not have devices, and even more importantly, they didn’t have internet connectivity,” says Keith Krueger, CEO of the Consortium for School Networking. “If they did have internet connectivity, it was data-capped or insufficient for doing remote learning online.” President Biden administration’s COVID-19 response bill offers a means to address the gap, with $7 billion dedicated to supporting school technology, Krueger says. “This really is a new day.” Schools can use that money not just for devices, but also to deploy portable hot spots in order to make internet access available to all students. They can also use their size and influence to negotiate favorable rates with telecom carriers. When students have personal devices and the necessary internet connections, “then you are really on an even playing field,” says Kim Nidy, director of technology at Ohio’s North Canton City Schools. — Adam Stone
BEAVERTON SCHOOL DISTRICT
the digital divide
up front | technology
Knewton’s Alta program uses AI to create personalized, college-level coursework.
Teacher’s Aid Artificial intelligence can help educators do more with less
E
ducators are at the ends of their ropes. So suggests a fall 2020 survey by RAND Corp., which found that a quarter of all teachers were thinking about leaving education. Remote learning and COVID-19 are partly to blame: More than half (57 percent) of teachers said they worked more hours per week during the pandemic than they did before it, according to RAND, and 80 percent reported feelings of burnout as a result. Even before COVID-19, however, former
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public-school teachers were struggling, and reported finding better pay, better work/life balance, more resources and a more manageable workload in jobs outside of education. “Part of the problem is that teachers spend a lot of time doing things that ... in their view are not the best and highest use of their time,” says former teacher Jake Bryant, now a partner at management consulting firm McKinsey & Co., where he serves the company’s education practice. “Nobody becomes
a third-grade teacher because they love collecting permission slips and filling out attendance sheets. What motivates you to get into the profession is interacting and engaging with students, and helping them learn.” Technology might be the remedy, according to Bryant, who cites McKinsey research finding that teachers currently spend as much as 40 percent of their time on activities that could be automated. That’s hours every week that could be reallocated from >
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up front | technology
administration to education. To be clear, robots won’t replace teachers. By deploying artificial intelligence (AI) in the classroom, however, experts like Bryant believe schools can remake education in ways that make teachers happier and students smarter.
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Thinkster Math builds a customized learning plan for each student that includes worksheets and video tutorials.
when exams will take place. “Having an AI agent available to answer basic questions allows students to get help any time, any place, and reduces the load on teachers,” Goel explains. “Teachers spend so much time on mundane activities. Freeing them up would allow them to engage more deeply with learners, which is what teachers should be doing in the first place.” THE POWER OF PERSONALIZATION No matter how much of it they have, AI can maximize teachers’ time by way of personalized and adaptive learning.“The typical classroom is incredibly diverse in terms of where students are starting from, what things they understand, what motivates them and how they feel engaged,” Bryant says. “Technology creates an opportunity for teachers to give instruction that’s more personalized with less effort.” Knewton’s Alta and Thinkster Math are two examples of adaptive learning. The former is an adaptive courseware system that uses AI to create personalized learning experiences in college-level math, science and economics. As students complete assignments inside the system, AI automatically recognizes knowledge gaps and retrieves content to address them.
AI in the future might optimize not only individual curriculums, but also entire classrooms. Students who understand the material can breeze through and move on, while those who don’t will receive extra, targeted instruction. All the while, the system feeds data to instructors to inform subsequent instruction. “The technology accelerates students through pieces where they don’t need help and spends more time with them in areas where they do,” explains Matthew Leavy, executive vice president and general manager of education publishing at Wiley, Knewton’s parent company. “And for instructors looking over large classrooms, it helps them understand where they should focus their teaching and where they don’t need to spend as much time.” Thinkster Math is a tutoring platform for K-12 students. First, learners take an online assessment that determines their knowledge in a given domain. Then, the system builds a personalized learning plan and assigns >
THINKSTER MATH
BUILDING BANDWIDTH Because teachers are stretched so thin, AI can make a significant difference by streamlining administrative tasks. “The strongest use cases for AI in education are those that automate the more tedious aspects of the educator workload,” says Eric Wang, senior director at education technology company Turnitin AI. Take grading, for instance: Turnitin’s Gradescope platform uses AI to analyze students’ work. It finds and groups similar answers, then creates an automated rubric that helps teachers grade assignments in half the time. “The advantage of artificial intelligence is its ability to scale complex tasks or reduce time spent on redundant tasks,” Wang continues. “AI-powered learning products give faculty more time to focus on teaching and the interpersonal aspects of their interactions with students.” In 2016, Georgia Institute of Technology computer science professor Ashok Goel used AI to create a timesaving solution of his own: a virtual teaching assistant named Jill Watson that’s available 24/7 to answer routine questions posed by graduate students, such as
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EDUCATION EVOLUTION AI in the future might optimize not only individual curriculums, but also entire classrooms. For example, Goel says AI could be used for “matchmaking” —
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Because teachers are stretched so thin, AI can make a significant difference by streamlining administrative tasks.
The Gradescope platform uses AI to read and digitize a student’s handwriting.
pairing students with the teachers and schools that are best suited to them based on their learning style. Meanwhile, Sean Ryan, president of the School Group at McGraw-Hill, says there’s an opportunity to organize students into classes based on aptitude instead of age. “For the most part, today we sort students chronologically no matter what. But AI gives us the ability to group students based on what they’re ready to learn next,” says Ryan. McGraw-Hill’s ALEKS adaptive learning program uses AI to create personalized learning paths for students in kindergarten through college. “That can be hard to embrace because of social components.
But with more education taking place in hybrid and online environments, there’s no reason not to put an eighth grader in a pre-calculus class if they’re cognitively ready,” Ryan says. It’s the beginning of a new era wherein learning is a journey instead of a destination. That makes teachers navigators — which is precisely what most of them want to be. “Teachers become teachers to help children maximize their potential,” Ryan concludes. “By allowing them to focus more on the social components of learning, technology helps them have the kind of impact they got into the profession to have.” l
TURNITIN AI
custom worksheets to complete. AI captures students’ work, provides video tutorials when learners get stuck and isolates learning opportunities that human instructors can focus on during subsequent live tutoring sessions. “We’ve married man with machine,” says Thinkster Math founder and CEO Raj Valli, who likens the technology to a swimming coach who watches his swimmers’ every stroke. “If you tell me to jump in the pool and swim back and forth, I’m never going to be a good swimmer. But if you jump in the pool with me and point out that I’m not kicking my right leg or using my left arm, then you can make me better. That’s the kind of observations our tutors are able to make using our technology.” Reading Progress, a brand-new tool from Microsoft, applies AI and speech recognition to reading fluency. Teachers assign reading level-appropriate passages that students read on camera and submit for review; with the help of AI, instructors can then assess performance and identify reading errors. “Everything Reading Progress does, a teacher could do if they were able to sit next to each of their students all day and coach them on every single word they read. But in a classroom of 20 or 30 students that’s often not possible,” says Anthony Salcito, Microsoft vice president of worldwide education. “Reading Progress helps teachers quickly assess how students are progressing so they can coach them where they need help.”
Join the Club BY JENNIFER BRADLEY FRANKLIN
Boys & Girls Clubs of America offers vital community support 60 BACK TO SCHOOL | 2021
THE FIRST TIME JOSIAS R. WALKED THROUGH THE doors at his local Boys & Girls Clubs of America (BGCA) in Bristol, Conn., he felt awkward and unsure of himself. A friend asked the STEM-loving teen to become a robotics mentor for other youth. “I was terrified,” he recalls of that initial visit. Fast-forward four years, and the 19-yearold found his voice — and his confidence — and was named a 2020-2021 BGCA Youth of the Year to honor his commitment to the club. Josias, who is open about being on the autism spectrum, learned to embrace his potential. “I’ve struggled
BOYS AND GIRLS CLUBS OF AMERICA (2); GETTY IMAGES
STORY FROM BOYS & GIRLS CLUBS OF AMERICA
throughout my life to feel confident and in interacting with a lot of people,” he says. “The club took me out of my comfort zone, shaped me into the leader that I am today and (helped me realize I was) wanting to do STEM education.” His time with the organization, which he continues to serve, has led him to pursue a college degree that will allow him to be a professional educator. His story exemplifies the metamorphosis that typically happens with BGCA, heightened
during the challenges of the pandemic era. “(In general) the clubs provide a safe place and space for both learning and exploration,” says Misty Miller, BGCA’s senior vice president for organizational development. “For many young people, the club is the place that they can go to discover who they are as individuals and to explore that. In some cases, kids go for academic support. Sometimes they go just because their parents are working and they need to stay safe, and other times they go because their >
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friends are there. It’s really about safety and exploration, and realizing their full potential.”
Quick Pivot In an average year, with the help of more than 400,000 trained staff and volunteers, BGCA serves 4.6 million children and teens around the nation in more than 4,700 local clubs. However, when the COVID-19 pandemic upended everything from school days to extracurricular activities, the clubs stepped up to help their members and the communities in meaningful ways, including learning assistance for students in virtual school, food insecurity programs and technology support. The organization has seen its share of national crises, recessions and, yes, pandemics, since its founding in 1860. “One of the things that’s special is our history and that we’ve had the opportunity to pivot in the 160 years (we’ve been around),” says Miller, who has been with the organization for 20 years. “It has been fun, interesting and inspiring to see our clubs stay relevant in their
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communities. It’s a grassroots effort, driven at the local level.” The local clubs recognized the needs, not just in young people, but in the wider communities they serve. When the pandemic ramped up in spring 2020, clubs mobilized to safely provide services to essential workers and their families. When schools switched to virtual learning, club leadership recognized the need for meal distribution. “School was one of the places kids got their food,” Miller says. “When school shut down, our clubs stood in that gap for many young people. It wasn’t just providing meals to kids, but sometimes to the entire family.” Other pandemicmotivated pivots included wellness checks for kids and providing direct economic assistance in the form of cash to families who couldn’t afford utility bills. Stepping up to assist with students’ adjustment from in-person learning to remote school, BGCA provided more than 17,000 laptops and tablets for kids without devices; more than 1,000 clubs went from operating before- and after-school hours to being open all day to >
When schools closed due to the COVID-19 pandemic, clubs extended their hours and provided members with additional academic assistance.
BOYS AND GIRLS CLUBS OF AMERICA (2); GETTY IMAGES
Mentoring Matters
Mentoring is a key component of BGCA’s success, and with some distance learning and social distancing mandates still in place, it’s more vital than ever. Mentors can help prevent drug use, encourage teens to pursue higher education and promote positive mental health. BGCA says mentored teens are 50 percent less likely to skip school. And according to the organization’s Youth Outcome Initiative report, mentored teens are:
40%
40% 55% 43% 51% more likely to graduate high school on time
more likely to graduate high more likely to more likely to enroll in college volunteer every month
For more inspiring BGCA stories, ways to get involved or to register your child, visit bgca.org.
more likely to hold leadership positions
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accommodate children who needed adult supervision; and clubs created Wi-Fi hot spots to facilitate virtual learning. “Clubs have remained relevant in a big way in service to all young people. The pandemic didn’t leave out any group,” Miller says.
Positive Outcomes
The clubs aren’t just for youth in economically or otherwise disadvantaged situations; they’re for everyone. Clubs meet members where they are, helping prepare them for whatever their future holds by developing character, a sense of responsibility and the tools for living a healthy life. Josias is a prime example of the transformational power of being an active club participant. He’s made lasting friendships and discovered confidence he never thought possible. “Life pushes you
Instead of simply surviving, many club members have thrived, even during the pandemic. For example, when many schools shut their doors last March, 10-year-old Chloe needed support and down, regardless of if you’re on the supervision to continue her schoolwork spectrum or not. I had all this baggage while her grandmother and primary caregiver in the past, and I felt like I couldn’t worked. She joined the Boys & Girls Clubs of function as I was,” he says of the time before he Muncie in Indiana, and through peer groups became active in the club. Now he’s primed to choose a Josias R. and mentoring, she realized a budding aptitude fulfilling future that will undoubtedly include continued for math she didn’t know she had. And using the club’s involvement in the organization that has given him so sewing machine, she began making masks as a way to much. “I’m always going to be involved in my club in some support her community. capacity,” he says. l
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BOYS AND GIRLS CLUBS OF AMERICA (2); GETTY IMAGES
BGCA staff and volunteers provide group and one-on-one mentoring and support.
Share Curiosity. Read Together. w w w. r e a d . g o v
This year, BGCA announced a partnership with the National CARES Mentoring Movement to expand support for youth struggling with racially charged violence and other inequality in their communities. It’s important work: According to consulting firm McKinsey & Company, students were projected to have lost an average of five to nine months of learning due to the pandemic by June 2021. Students of color could be as much as a full year behind. BGCA is committed to helping all youth — regardless of their ethnicity — thrive by setting them up for future success with leadership and academic skills and character building. As Taylor W., a member of the Boys & Girls Club of Albany, Ga., wrote, “No matter who you are, where you come from or the color of your skin, everybody is treated the same here. Everyone has the same potential to be a leader, and everyone has the same responsibilities to live up to it.”
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76%
of BGCA members ages 12 to 18 from under-resourced communities who attend clubs regularly reported receiving mostly A’s and B’s, compared with
64%
of their peers nationally.
97%
of club teens expect to graduate from high school.
BOYS AND GIRLS CLUBS OF AMERICA; GETTY IMAGES
Important Partnerships
10 tips for students to start the year on the right foot BY ROBIN ROENKER
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he 2020-2021 school year was unlike any other. Millions of students spent part — or most — of the year learning remotely. After months physically away from teachers, classmates and a traditional school day structure, some kids may feel a little out of practice when it comes to tackling the start of a “normal” school year this fall. Here are some practical tips from educators, administrators and counselors to help students get the school year started off right:
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Know it’s OK to ask for help. Encourage your child to ask teachers and other school staff for assistance, whether the issue is simple — like the location of the nearest restroom — or more in-depth, like needing extra help with a school subject or mental health support. This is particularly important for students starting at a different school because simply navigating a new building can feel intimidating. “We want students to know it’s OK to not be OK. It’s OK to ask for help,” says Michelle Sandoval Villegas, a math teacher at Parkland Pre-Engineering Middle School in El Paso, Texas. “We want to reassure students that they’re in a safe haven at school, which is something that’s been lacking for so many students during the pandemic.”
Set small, manageable goals. If your student feels anxious about diving back into in-person learning and all it entails — navigating physical class changes, keeping papers organized, interacting with peers — then setting specific, manageable goals for the first days back may help. “Coming back can be a lot for a student, especially if they’ve been out for a year and a half, like some kids,” says Cody Strahan, a robotics teacher at Ramay Junior High School in Fayetteville, Ark. To ease the transition, create micro-goals for the first few days back. Encourage your child to first locate classrooms and learn teacher names and class routines, then prioritize reconnecting with friends, Strahan advises.
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Could your child benefit from an app to stay organized and on top of studies this year? Here are a few for students to try:
TEAM APPROACH Streamline group messaging for that next collaborative project with a group chat app such as GroupMe.
CONVERSATION STARTER Teachers and students can engage in fun, interactive learning and shared discussion via apps like FlipGrid.
STUDY AIDS Khan Academy offers free online tools — including helpful explanatory videos — to help master lessons in English, math, science and more.
IDEA WALL Apps like Padlet let teachers and students create shareable digital bulletin boards where students can create a collaborative book review, build group digital projects, respond to teachers’ open-ended questions and more.
TEST REVIEW Check readiness for upcoming exams with a study review app like Quizlet, which provides ready-made flash cards on an array of topics.
NOTETAKING APPS Keep track of to-do lists or even brainstorm notes and essay outlines using a notetaking app like Evernote, Google Keep or Microsoft OneNote.
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Create a morning checklist. Let’s face it: Heading to in-person school does require remembering to pack a lot of things, particularly if your kids are doing after-school programs or sports. If your children are feeling rusty about the early morning rush out the door, make a daily backpack checklist using a whiteboard or sticky notes, so they won’t forget any essentials. This system has worked well for Twainna Calhoun, principal of Good Hope Middle School in West Monroe, La., and her fifth grade twins, who use it to double-check that they have grabbed their lunches, classwork and other important items — and that they’ve charged and packed their Chromebooks — before they leave for school each day.
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CALENDAR APPS Log important dates into a calendar app like Google Calendar or iCalendar to keep up with assignment deadlines and test dates.
Do your research. In areas of the country where group tours for incoming students aren’t yet possible, schools are finding creative, virtual ways to welcome new students, including YouTube instructional videos, online PowerPoint demonstrations, Zoom chats with counselors, social media posts and more. “We’ve done lots of interactive videos for our incoming sixth graders — from how car dropoff works and what type of bookbag to bring to how to pick up your lunch in the cafeteria,” Calhoun says. Help your child learn the ins and outs of a new school before arriving on campus. Knowing what to expect can help cut down on first-day anxiety.
Attend orientation events. Take full advantage of in-person orientation sessions. Students can get an early chance to map out classroom locations, learn daily schedules and meet teachers, all of which can help make the first day feel more comfortable. Orientations also offer the chance to explore school support services, including tutoring and counseling assistance, as well as extracurricular clubs and teams. In Marathon, Wis., students who attend the annual “Freshman Jumpstart” at Marathon High School get to meet every teacher at the school, learn study tips and pointers for navigating high school, practice pathways through the building, explore clubs, pre-purchase a yearbook — and even walk away with door prizes like locker organizers or scientific calculators. “Kids come away able to plan out their day — ‘this is where I’ll sit at lunch, this is when I’ll walk to my locker,’” says principal David Beranek. “It helps reduce that nervousness that they’re going to get lost.”
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Encourage your children to speak up if they are feeling overly stressed, anxious or depressed. And remind them that school counselors are there to help. “We know we’ve got to take care of mental health before we can expect to see students academically achieve,” says Josh Godinez, a counselor at Centennial High School in Corona, Calif. And while the pandemic has been challenging for everyone, give your children permission to feel proud of the ways they have shown personal growth over the past year and a half. “Instead of focusing only on learning gaps or learning loss, it’s also important to reframe the conversation, so that we can celebrate the personal resilience students have shown,” Godinez says.
Be present and participate. If your children are worried they may have fallen behind after months without in-person learning, encourage them to prioritize being active and engaged in class this year. “Excellent attendance is key to closing learning gaps,” says Bill Ziegler, principal of Pottsgrove High School in Pottstown, Pa. “Show up every day committed to giving your best effort, building relationships and having a curious mindset.”
Read emails. It may feel old-school, since most teens prefer to communicate via apps and texts. But as far as school communications go, email is where it’s at. Make sure your kids’ school-provided email accounts are active and that they monitor them regularly, particularly in the weeks leading up to the start of school. They should look for updates from the guidance counselor, principal and classroom teachers, in particular.
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Be openminded about new class opportunities. Part of the richness of middle school and high school is the opportunity to select courses that align with personal interests — whether it’s a foreign language, art, computer coding, drama or orchestra class. Make sure your kids take advantage of this chance to grow their talents and explore passions. Elective classes offer “a way to try things out, see what you like, and maybe identify some things that you don’t like,” Strahan says. Above all, students should be open-minded. They might discover an interest or talent they weren’t expecting. “Middle school offers students a wonderful opportunity to learn new things about themselves,” says Sandoval Villegas, who hopes students arrive at school this fall believing in themselves and their abilities. “If anyone has proven their resilience, it’s been these students all across the world this year,” she says.
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Prioritize mental health.
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If you’re parenting a soon-to-be kindergartner, there are simple, fun things you can do to help get them ready for the new, in-person school year. Brycial Williams, a first grade teacher at Wynne Primary School in Wynne, Ark., shared these ideas: u Read together each night. u Sing and recite nursery rhymes together. u Retell or act out stories using props or toys.
u Have your child practice holding a pencil and crayon correctly. u Set a goal of having your child be ready, by the first day of school, to: l Write their first name. l Recite and recognize the alphabet. l Count and recognize numbers one through 20. l Be comfortable using a computer and mouse. l Write two to three simple sentences (even if phonetically).
Whether starting a new school or returning, students should take a moment to explore clubs and extracurricular opportunities with fresh eyes. Perhaps they discovered a passion for cooking, chess or volunteering during the pandemic. They can use the new school year to seek out opportunities to join peer groups with similar interests. “I always tell students to make sure they get involved,” says Albert Sackey, principal of Hommocks Middle School in Larchmont, N.Y. “I encourage them to join clubs, play sports, join a team — anything that will help them meet new people and remain connected to school.” Sherlyn Bratcher, a counselor at Butler County High School in Morgantown, Ky., agrees. “If you just come to school and take classes and don’t participate in anything else, you’re not going to enjoy it as much as you would if you meet and engage with other students who share similar interests,” she says.
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Get involved.
The future of learning might be gamification BY MAT T ALDERTON
SOME MIGHT CONSIDER GOLF a silly sport. In simple terms, golfers get up early to hit tiny balls with big-headed sticks, then chase them long distances only to hit them again. They don’t develop speed, strength or agility. Mostly, they just walk and talk. When you put it that way, golf sounds absurd. And yet, the National Golf Foundation estimates that nearly 40 million Americans played it in 2020. The reason: Golf is a brilliant game, argues Shawn Young, a former high school science teacher in Sherbrooke, Quebec. Young offers three reasons why. First, there’s an objective; golfers count their strokes and try to improve their score over time. Second, there’s strategy; in order to reach their target,
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golfers have to choose which clubs to use and in which direction to aim. Finally, there’s socialization; golfers follow a dress code and congregate in clubhouses in search of community. “Taking a ball and putting it in a hole is a pretty meaningless activity, but there’s all this other stuff around it — rules and structures that turn it into something people actually want to get up early on a Sunday to do,” explains Young, who says school should be a lot more like golf. “Educators are designing experiences that are meaningless to kids. They’ve designed school to control students when they need to design it to motivate them.” To do exactly that, in 2013, Young co-founded Classcraft, a technology platform that helps teachers >
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Technology platforms such as Classcraft use videogame-based motivators to enhance learning.
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“gamify” their classrooms. Instead of extrinsic motivators that coerce students into positive learning behaviors — for example, grades — Classcraft nurtures intrinsic motivators like those inherent in video games. “Self-determination theory is the branch of psychology that looks at why we’re intrinsically motivated to do things,” Young says. “It’s been around since the 1970s, and game makers have become masters at it.” Now is the perfect time for educators to also master self-determination theory, argues Barry Fishman, a professor of information and education at the University of Michigan, where he has built his own gamified-learning platform, called GradeCraft. The COVID-19 pandemic, he points out, has ushered in a new era of online learning that will likely endure in some fashion for decades to come. But online learning is a “terrible game,” Fishman says. “The reason it’s a terrible game is that it tries to replicate the basic elements of school but fails to recognize the added elements of difficulty,” explains Fishman, who specifies things like social isolation, ambient distractions, screen fatigue and poor connectivity. “Given the rapid shift to remote learning during the pandemic, it’s understandable that teachers tried to take what they were doing face to face and translate it to online. But moving forward, we have an opportunity to do things a little bit differently.” Online and offline, education has come to a
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crossroads. If you ask Fishman and Young, the time has therefore come to game the system — literally.
WHAT IS GAMIFICATION? Although games are a favorite tool in many classrooms, “gamification” is not about games. “Gamification is applying gamelike principles to nongame situations,” explains Stein Brunvand, associate dean and professor of educational technology at the University of Michigan-Dearborn. “For example, think about the rewards programs at your favorite retailers and restaurants. Their main goal is getting you to spend money, and they get you to spend money by giving you points that you can accumulate to get free stuff. It becomes a game without you even realizing it.” Whether it’s a loyalty program at a restaurant or a math class at school, gamification at its best borrows the following principles from games in order to fuel intrinsic motivation:
Choice: Although most games have only one objective, there typically are many ways to achieve it. For example, different weapons, tactics or strategies to employ, or different challenges to pursue. What makes it fun is having the autonomy to choose how you reach the finish line. “A big part of gamification is providing choice,” Brunvand says. “Instead of giving 10 assignments that everyone must do, you can give a range of different assignments and allow students to pick and
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In gamified classrooms, learning can become a team sport, which enhances feelings of belonging and community.
choose which ones they want to complete.” Autonomy gives students the flexibility to select assignments that complement their learning style. “There are different ways to demonstrate mastery of knowledge,” Brunvand continues. “Some students might be inclined to do more writingbased assignments, while others may want to do something more hands-on, like creating a video animation or building a 3D model out of Legos.”
Competence: Games aren’t fun if they’re too difficult, if you don’t progress through them quickly enough or if you never win, notes Young, who says gamers and students alike are motivated by a sense of achievement — a feeling of competence. “We’re motivated by our own progress,” he explains, adding that schools hinder progress by emphasizing grades over learning. “If I’m a C+ student, I usually get C+ grades. I’m still learning, but I never see my progress.” In gamified classrooms, progress can be measured in points or other “additive” forms of recognition. “In traditional school, you start with 100 percent and try to maintain that,” explains Fishman, who says scoring anything less than 100 percent on assignments and exams subtracts from your total, which is punitive. “In a gameful system, you start at zero and earn points for everything you do. It focuses on what you’ve accomplished instead of where you’ve fallen short, which gives students a sense of progression.”
Community: Gamers like playing games not just because they’re fun, but also because they’re social, points out Matthew Farber, assistant professor of technology, innovation and pedagogy at the University of Northern Colorado. “Kids want to feel like they belong,” Farber says. “If you watch TV shows like WandaVision or Bridgerton, they have huge online communities. When you’re done watching them, you can go online and read about all the Easter eggs, then share memes with your friends. That’s belongingness, and games do that really well.” In gamified classrooms, then, learning often is a team sport. “School by design is very competitive, but we want to make it a more inclusive and collaborative experience,” Young says.
TURNING LESSONS INTO QUESTS
On game-based platforms, students earn points for accomplishments, giving them a sense of progression.
Michele Haiken, an English teacher at Rye Middle School in Rye, N.Y., has been using Classcraft to gamify her classroom since 2015. “My entire school year is gamified. I have a storyline that drives my curriculum, and >
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each unit the students engage in is a quest with different missions that they have to complete in order to practice their critical reading and writing skills,” explains Haiken, author of Gamify Literacy: Boost Comprehension, Collaboration and Learning. Haiken awards points to students when they complete assignments and other activities, which they can subsequently cash in for prizes or special classroom privileges. “The more points my students earn, the stronger they become as readers and writers because of all the practice they’re getting.” Like they would in a multiplayer video game, students work in teams, have characters and can “level up” as their learning progresses. When they master a concept, standard or skill, they can advance to new missions and earn badges that represent their progress. “What I love about gamification in the classroom is that it creates a growth mindset,” Haiken says. “When they’re playing a video game, and their character doesn’t make it to the next level, kids don’t quit and say, ‘I’m done with it.’ They go back and try to figure out what they can do differently to get to the next level.”
BETTER EXPERIENCES, BETTER OUTCOMES The benefits of gamification might be even more apparent in virtual classrooms than in physical ones.
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“The problem with Zoom and many other tools we use for remote learning is that they mimic lecture-based classrooms, and lecture-based classrooms are not the best form of teaching because they make the teacher the focus instead of the student,” Farber says. “Gamification is learnerdriven learning.” What’s more, gamified classrooms can be customized to promote different learning behaviors, which can help students adapt to new learning environments like virtual school. For example, teachers can award points to students not only for completing assignments, but also for showing up on time for video lessons, participating in online forums and discussions and communicating effectively through digital means. “Kids don’t know how to be good distance learners, so we need to teach them what that looks like,” explains Young, who says scholars studying Classcraft have linked gamification to increases in student participation, improvements in grade point average and declines in behavioral problems. “Whether it’s online or offline,” Young concludes, “the experience of school is core to student outcomes. If we can design that experience to be empowering and meaningful for kids, it will motivate them to do the things they need to do to be good learners. And that will lead to better academic outcomes.” l
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Teachers can use a gamified curriculum throughout the school year to reinforce critical reading, writing and math skills.
Silver Linings DESPITE THE CHALLENGES, SOME GOOD THINGS CAME FROM PANDEMIC CLASSROOMS BY AMY SINATRA AYRES
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L
ittle fingers fly across keyboards as students type answers in online class discussions, email teachers with questions, open and close browser windows and deftly upload videos they created to present research reports to their peers. It may have been trial by fire, but students and teachers alike have worked to overcome the hurdles the pandemic brought when schools were suddenly shuttered in 2020, becoming experts in technology, communication and collaboration in the process. And they will take those new skills with them into the post-pandemic world. “More has changed in how instruction was delivered in the past year than it has in the past 10 years, or even more in some cases,” says Jaime Stacy, program director for the master’s in education degree program at Averett University in Danville, Va. “Because learning cycled from in-person to virtual to hybrid, many students have become more flexible. Additionally, students on all grade levels have become stronger critical thinkers, virtual collaborators, independent learners and problem-solvers. These are all skills employers are looking for.” When schools first closed, many administrators scrambled to provide families with laptops or tablets, internet connectivity and other learning tools. Teachers worked long hours coming up with strategies to deliver lessons to their students virtually: recording videos, finding and learning new software and adapting to video-streaming platforms like Zoom or Google Meet to teach students face to face. By the end of the 2020-2021 school year, many students were back to in-person learning, but a large number were still in hybrid models that meant they were in school some days and at home other days, and still others continued with 100 percent virtual learning.
Ariana MuhammedAlly Dyk
UNEXPECTED ADVANTAGES “Even when we were in person, we still had to be on Zoom because the teacher could not repeat things twice every time (for remote students),” says Ariana MuhammedAlly Dyk, a fifth grader in New York City. “I have gotten good at typing and most of the things we do are on Google Drive, so I can use two or three keys to copy an entire page without (having) to rewrite. When I go into middle school in the fall, it will be easy for me to write essays online.” While online learning has been a struggle for some students, others have thrived in a virtual environment.
“Some of our students have blossomed in this model and have come out of their shell, and they communicate more. They’ve said more through either Zoom or typing or emails or ... whatever tools our teachers are using than they ever did when they were in school,” says Suzy Brooks, director of instructional technology for Mashpee, Mass., public schools. “They’re getting better at creating online products that demonstrate their understanding. So, they’re getting away from just the PowerPoint that they read to the class.”
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SPEAKING UP FOR THEMSELVES
Even the youngest students adapted to remote learning as best they could and picked up valuable skills, learning to “manage passwords, submit assignments digitally and operate a variety of classroom apps like Flipgrid, Kahoot!, (Google) Jamboard and Nearpod (that) teachers use to help engage students,” Stacy says. Teacher Rochelle Brown’s class of 15 kindergartners returned to their classroom at Poquonock Elementary School in Windsor, Conn., four days a week at the end of January. “It’s a fine line with technology. You don’t want students to be using it too much, but I do feel that these students that I have this year, because they’ve been using the technology so much, they become that more technologically savvy with things,” Brown
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says. “They’ve picked up so quickly with the skills that they need in order to navigate through all of these things like Google Meet or a Seesaw or whatever it is that we’re using ... because they’ve had to use them from day one. So, that’s been a big benefit for them.” Parents are also seeing the effects of early digital literacy firsthand. “While actual handwriting practice may have suffered this year, my second grader has become a whiz at typing,” says Erin Freedman of Reston, Va. “Also, learning how to effectively present research projects in a virtual setting is something unexpected happening this year ... which I think is invaluable seeing as how I’m having to do that daily with my own work.”
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EARLY ADAPTERS
Older students have also become more comfortable with technology. “Many students on the secondary level have become more self-directed and have strengthened their skills as researchers at the same time. ... They have learned to use the internet to gather information they would have normally learned from their teacher in the classroom, through a textbook or a visit to the school library,” says Stacy. Toria Avila, assistant principal at Alliance Virgil Roberts Leadership Academy in Los Angeles, says that while this has been a “year of the unknown,” her sixth through eighth graders were already using 1-to-1 technology and Google Classroom before the pandemic, giving them a slight head start with the transition to remote learning. “We did not really have that mountain to climb as far as, ‘Will kids have devices?’” she says. But their teachers still rushed to find new programs to engage the students and supported each other in doing so. She says the students, who finished the school year remotely, quickly learned to communicate their needs. “Even knowing, like, ‘How am I going to get in touch with someone?’ when they typically would just run down the stairs in the building and come to the front office. Well, they can’t do that anymore,” she says. “So, how are you going to get in touch with the person? ‘Oh, I really do have to send an email.’ And just teaching kids that you don’t type your whole email in the subject box,” she laughs. Brooks has seen that improvement in communication, too. “They have to be more clear in what they know, understand and are able to do, so that we know better how to help them,” she says.
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Teachers, meanwhile, stepped up to help each other, both within their teams and with others via social media. “I just think that we really came together in this time of crisis to just deliver the best instruction that we could. It’s just amazing how much I’ve learned from my teammates,” Brown says. “I’ve learned so many things during this time that I can still
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carry with me, regardless of whether there’s a pandemic or not — it’s just good instruction, good practice.” Kitty Hooper, a high school teacher at Saint Ignatius College Prep in Chicago, also learned many new teaching strategies and technologies. “I think as teachers, we have to think of ways to creatively deliver material on a regular basis, but for many of us, this
is a new experience,” she says. “I have learned how to think even further outside of the box and step out of my comfort zone. ... This year has taught me that, if necessary, I can pivot in ways I cannot yet imagine.” So, will education go back to the way it was prepandemic? “As things return to a ‘now’ normal, students on all levels will continue
to strengthen their digital literacy skills,” and 1-to-1 technology will likely be more readily available, Stacy says. Teachers will also continue to put their new skills to use. “I hope it never goes back to the normal that we used to know when it comes to teaching and learning because ... teacher skill level has skyrocketed this year,” Brooks says.
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As schools went virtual, students often had to turn to their parents for help, especially at the beginning of the pandemic. That meant parents, many of whom were still working at their own jobs, either on-site or remotely, had to make time to assist with lessons. “I really appreciate parents that put in the hard work to support their students, and I know they were frustrated,” says Toria Avila, an assistant principal at a Los Angeles middle school. “Many of my parents ... haven’t graduated from high school, and reached out to learn the material
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themselves in order to help their children.” Educators also found that the flexibility of virtual platforms made it easier for them to get in touch with parents whose schedules or limited transportation made it difficult for them to connect in person. “Parent-teacher conferences always presented a challenge ... but this year, because we use Google Meet for our conferences, I was able to get most of my parents to (attend),” says Rochelle Brown, a teacher in Windsor, Conn. “I could schedule alternate times for them.
There really was no time limit on the conferences, which was great. ... I think that’s something I’ll continue even after the pandemic is over; it’ll be something that’s available to us to use.” Avila is hoping renewed partnerships with parents will also continue once her students are back on campus. “This pandemic forced parents and teachers to come together and appreciate each other more and offer each other compassion,” Avila says, adding that she hopes to maximize relationships after the pandemic ends.
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COOL CLUBS Learn how to find after-school activities that engage and inspire your student’s interests. Page 98
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elementary
Recess to the Rescue Why playtime might be the most important time
A
merica’s future is figuratively on the line. After a year and a half of remote and hybrid learning, children across the United States have fallen desperately behind, according to consulting firm McKinsey & Co., which estimates that the average American student has lost up to nine months of learning during the COVID-19 pandemic. And students of color fare even worse, it reports. That may not sound like much, but even a few months of learning loss could have a lifetime of impacts, according to the Organisation for Economic Co-operation and Development, an international policymaking
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group that says education interruptions as a result of COVID-19 will have implications for students and nations alike. It estimates that students will earn nearly 10 percent less income over their lifetimes for every year of learning loss they experience. Because less knowledge translates to fewer skills and decreased innovation, every year of learning loss likewise will cost the U.S. economy trillions of dollars in gross domestic product annually through the end of the century. Against this backdrop, school systems are expected to spend billions of dollars on accelerated and auxiliary learning programs to address learning defecits. In
the rush to close academic gaps, however, there’s a risk that they might widen social-emotional gaps that also have formed. “A lot of parents and educators right now think our No. 1 job at school is to catch kids up. But what does that look like? More homework? More instruction? More time in seats listening to lectures? What I think will ‘catch kids up’ is less of all that,” says youth development researcher Rebecca London, associate professor of sociology at the University of California, Santa Cruz. “The pandemic has been traumatic for all of us, including children, so I think our first order of business needs to be healing from that collective trauma.” >
PLAYWORKS
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elementary
THE POWER OF PLAY In 2020, London helped establish the Global Recess Alliance, an international group of scholars, educators and health professionals whose goal is making recess an important part of schools’ reopening plans. “Decades of research indicate that rather than detracting from student learning, recess supports learning and well-being,” Alliance members wrote in a statement. “As schools reopen, recess must be included in the schoolwide planning.” Along with helping children heal from trauma, play and recess assist in their complete growth. “Children’s development can be broken down into four domains: intellectual, social, emotional and physical. Play is really the only context in which you can attend to all four of those at once,” says London, who is also the author of Rethinking Recess: Creating Safe and Inclusive Playtime for All Children in School. Intellectually, play activates the brain’s reward mechanisms and decreases stress, which can facilitate cognition by improving mood, focus, attention and engagement. Physically, recess is often >
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PLAYWORKS
Catching students up academically is obviously still a priority, but a key place to start the healing process is the playground, according to Elizabeth Cushing, CEO of Playworks, a nonprofit organization that promotes play in schools. “Our brains can’t take on the work of learning if we don’t feel safe,” she says. “Because it makes school feel like a fun, welcoming and inclusive place to be, play can be a really powerful, efficient and easy lever to pull to help kids feel safer.” If play is essential, so is a favorite school “subject” — recess.
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elementary
RE-ENGINEERING RECESS Because it creates “joy, relief and a chance to connect,” every child should have access to recess, says Cushing. Unfortunately, she says, not every child does. And with many schools laser-focused on addressing learning loss, there’s real risk that play might fall by the wayside. Parents can ensure that it doesn’t by asking educators and administrators to explain what
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recess will look like when most schools reopen this fall. “Every kid in America should get to play every day. Recess promotes more learning, not less, so we encourage every school and district to take advantage of this reopening moment to establish play as a value in the school community,” Cushing says. Specifically, Cushing and London say parents should hold schools accountable for making sure recess is: uSafe. In school districts where COVID-19 protocols remain in place, recess can happen safely, according to Cushing, who says educators can build recess around socially distanced games like “popcorn,” where students stand in a circle and take turns throwing their ball in the air, clapping, then catching the ball. uSubstantive. London says recess should be included in the bell schedule, and should be offered at least twice a day for sustained periods — at least 20 minutes at a time, according to the National Association for Sport and Physical Education. This is especially important in schools that serve low-income students who often receive less recess time compared with
students in better-funded school districts. uStructured. What makes recess so effective is that it facilitates free, unstructured play. And yet, London and Cushing agree that some amount of structure is important to ensure that recess is inclusive and productive. Schools might establish shared rules for popular games, for example, or create dedicated, democratic play spaces for children who are socially anxious or isolated. Such practices can reduce negative recess behaviors like exclusion and bullying. uSmart. If the goal of play is facilitating learning and development, it can be counterproductive to withhold recess as punishment for missed classwork or disruptive classroom behavior, suggests London, who says doing so can be more harmful than helpful. uStudent-led. One way for schools to maximize their return on recess investment is to create a student-run Recess Improvement Council, according to London, who says such groups can provide opportunities for young leaders while cultivating ideas that can help schools make recess the best it can be for all children. l
Recess is essential to children learning social skills such as empathy and conflict resolution.
PLAYWORKS
the only time of day that children have unstructured time for physical exercise and activity. Socially and emotionally, recess is where children become good citizens by learning skills like empathy, emotional intelligence, conflict resolution and impulse control. “Recess is where kids learn social skills like taking turns, negotiating disagreements and being good teammates,” explains Cushing, who says play deprivation in childhood has been linked to depression, addiction and violence in adulthood. “We know from studies of play deprivation that when children don’t have opportunities for social development, terrible things can happen.”
îƍƗĘ ţĭ őţĵî Ĺř 0ƷĘƆƾ £Ĺƃ ĵĘ MîƸîĹĹîř ƸţƆđ ÎîĹ ŘĘîřƍ ɹDƆĘƍĵ ÎîƗĘƆɺ îřđ Ĺƍ ţřĘ ţĭ ƗĵĘ ŘţƍƗ ƃƆĘċĹţƝƍ ƆĘƍţƝƆċĘƍ Ĺř ƗĵĘ ƸţƆőđɎ ĵĘ MîƸîĹĹîř Ĺƍőîřđƍ îƆĘ ƗĵĘ ŘţƍƗ ĹƍţőîƗĘđ őîřđŘîƍƍ Ĺř ƗĵĘ ƸţƆőđ ƸĵĘƆĘ î ƃƆţƗĘċƗĘđ îřđ ƃƆĹƍƗĹřĘ îƅƝĹĭĘƆ ţř ƗĵĘ ƍőţƃĘƍ ţĭ nîƝřî fţî Íţőċîřţ Ĺƍ ƆĘċĵîƆĮĘđ đîĹőƾ ƸĹƗĵ î ĊĹőőĹţř Įîőőţřƍ ţĭ ƗĵĹƍ őĹĭĘɩĮĹƷĹřĮ ĮĹĭƗɎ ĵĹƆƗĘĘř ƗĵţƝƍîřđ ĭĘĘƗ ţĭ őîƷî ƆţċŎ řîƗƝƆîőɩ őƾ ǛőƗĘƆƍ îřđ ĹŘƃîƆƗƍ ƆîĹř îřđ ƍřţƸŘĘőƗ ƸĹƗĵ ƷĹƗîő ŘĹřĘƆîőƍ îřđ îř îőŎîőĹřĘ őĘƷĘő ĹđĘîő ĭţƆ ĵƾđƆîƗĹţř îřđ ƗîƍƗĘɎ MîƸîĹĹîř £ƃƆĹřĮƍ Ĺƍ ƗĵĘ ţřőƾ MîƸîĹĹîř ƸîƗĘƆ ĊţƗƗőĘđ îƗ ƗĵĘ ƍţƝƆċĘ Ɨţ ƆĘƗîĹř îőő ƗĵĘ ƝřƗţƝċĵĘđɏ řîƗƝƆîő ĘőĘŘĘřƗƍ ƗĵîƗ đĘőĹƷĘƆƍ î řţƗĹċĘîĊőƾ ƍţĭƗ îřđ ƍőĹĮĵƗőƾ ƍƸĘĘƗ ƗîƍƗĘɏ ƗĵĘ ƷĘƆƾ ĘƍƍĘřċĘ ţĭ MîƸîĹɻĹɎ ĵĘ MîƸîĹĹîř £ƃƆĹřĮƍ ɻţĵîřî ĵîƍ ĊĘĘř ċƝőƗĹƷîƗĹřĮ ƗĵĹƍ ƃĘƆĭĘċƗ ƃƆţđƝċƗ ĭţƆ ţƷĘƆ ǧǪ ƾĘîƆƍ îřđ Ĺƍ ƃƆţƝđ Ɨţ ƃƆĘƍĘřƗ ƗĵĹƍ ţǘĘƆĹřĮ Ɨţ ƗĵĘ nîĹřőîřđɎ dî ÎîĹ yőî ɹĵĘ ÎîƗĘƆ ĭţƆ fĹĭĘɺɎ
ɘ yřőƾ MîƸîĹĹîř ƸîƗĘƆ ĊţƗƗőĘđ ĘƽċőƝƍĹƷĘőƾ îƗ ƗĵĘ ƍţƝƆċĘ ɘ őŎîőĹřĘ ƃM ǬɎǬ ĘřƗĹƆĘőƾ Ċƾ řîƗƝƆĘ ɘ nĹřĘƆîőƍ ƃőîċĘđ ċţŘƃőĘƗĘőƾ řîƗƝƆîőőƾ ƗĵƆţƝĮĵ őîƷî ǛőƗƆîƗĹţř ɘ DĹřĘ ÎîƗĘƆ £ţċĹĘƗƾ Fţőđ nĘđîő ƸĹřřĘƆ
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ĵîƸîĹĹîřƍƃƆĹřĮƍƸîƗĘƆɎċţŘ
middle school
Extra-Cool Extracurriculars Find after-school activities that enrich, engage and inspire your student
T
win brothers Miles and Morgan Brody, 13, regularly volunteer with their parents at a Rochester, N.Y.-sanctioned homeless encampment called Peace Village. The brothers noticed there were several tiny houses at Peace Village built by students at the nearby Rochester Institute of Technology. It dawned on the Brody twins that they could likely do the same. They already had experience building ax handles, garden beds and
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Miles and Morgan Brody are working to build shelters for a local homeless community.
wooden knives. “We like building things and thought, ‘Why not build a shelter for the homeless?’ Our dad called the city and found out they needed a whole bunch of tiny houses,” Morgan says. >
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MAKING EXTRACURRICULARS A REALITY For parents and students wondering how to make similar activities a reality at their schools, Enerson recommends a team approach. “Having a physical space for projects is great,” Enerson says. “This makes everything easier, of course. But lots of it is about the school community and philosophy itself, and having a strong group of parent volunteers, community connections and faculty who are willing to say ‘yes’ to help students realize their ideas.” An effective way to introduce these sorts of programs is by enlisting outside organizations for help. “Schools may not have the resources or know-how to teach darkroom photography,
taekwondo or any number of other creative extracurriculars, but an organization already in your community probably does,” says Arash Fayz, the founder and executive director of LA Tutors, a private tutoring company. “In some cases, these organizations may even be able to raise funds or put PTAs in touch with donors to help introduce these sorts of programs into schools.” The International Center of Photography, for example, provides photography extracurriculars in New York City public schools. And the nonprofit Fencing in the Schools offers fencing programs to students across the country. Virtual STEM program Big Dreams Bloom encourages girls to be worldchangers by participating in >
Students can foster their creativity and find community through a variety of activities.
GET CREATIVE Students at The Harley School participated in a project expressing themselves through movement, choreography and the performance arts.
AMY BRAND
The project required more space and resources than the Brody family could take on alone, so they asked Kima Enerson, a teacher at the twins’ school, for permission to use the school’s MakerSpace, a wood shop space that also houses a teaching kitchen, a robotics area and a greenhouse. The Harley School’s MakerSpace equipment allows students to craft furniture, create prototypes on a 3D printer and design sets for school plays. Enerson gave the green light, and the project turned into an extracurricular activity for the brothers and four other middle school students. Eleven high school students are helping out, too. Using Tinkercad, a 3D modeling program, students modified an existing design blueprint to create a model for the home, including paint colors and other details. Their focus is on developing modular pieces that go inside the buildings to make them feel more like a home, including a platform bed, corner shelving and a rotating shelving unit. “Middle school students want to fix things and make them better,” Enerson says. “This project is a terrific example. There is a spirit of ‘Let’s figure it out!’ here at Harley, and students understand how to do the necessary work to make things happen.” Beyond the tiny-home afterschool project, The Harley School offers clubs and activities for a variety of interests, including a microfarming program with a focus on entrepreneurship. Students are redesigning the school’s rooftop garden in order to grow and sell their own products and determining what to plant so that it supports a butterfly beltway. The proceeds will help fund other sustainability-oriented projects at school.
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club-style chats and completing science and art projects. The organization mails activity bags to students in the U.S. and Canada. “If such programs exist in your community or in the area of your child’s interest, seek them out and ask what it would take to get them into your child’s school,” Fayz says. “If you don’t find exactly what you are looking for, pre-existing programs in other school districts or in other types of extracurriculars can serve as a model to propose to your PTA or to outside organizations that might be willing to partner with your school.”
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A CLUB FOR EVERY INTEREST At Laurel Springs School in West Chester, Pa., students can choose from an array of extracurricular courses, including foodie-focused activities, a meditation group and a pen pal club. The school’s travel and tourism club strives to help kids develop global awareness and expand knowledge of the hospitality and tourism industry. In the TED-Ed speech club, kids discuss their favorite TED Talks and create their own TED Talk-style speeches. There’s even a club focused on discussing all things superhero. These creative programs
Emily Blomquist is the founder of Big Dreams Bloom, a virtual STEM program for young girls.
are not only enjoyable and educational, but as a bonus, they can really stand out on a college application. “Nowadays, many schools have phased out wood shop to make more room for AP classes, so students are missing out on these large-project opportunities involving real-life, hands-on work, communication and collaboration,” says Enerson. “Not to mention helping others in the community. Students could definitely include this type of work on a college application, and they would most likely want to do so because it is something different.” l
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middle school
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high school
More Than a Score Make your college application shine with or without a test
I
f you’re a high school senior applying for college admission in fall 2022, there’s a very good chance you’ll have your choice of submitting an ACT or SAT score — or not. In acknowledgment of the challenges many students have faced in scheduling ACT or SAT exams during the pandemic, at least 1,300 American colleges and universities have announced test-optional admissions status through 2022. Many schools, citing test access and fairness issues, have made the decision to go permanently test-optional, joining a growing higher-education trend that began even before COVID-19 hit. But what does this new, test-optional landscape actually mean for students? Here’s what admissions representatives want you to know:
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1
TEST-OPTIONAL POLICIES LET YOU PUT YOUR BEST FOOT FORWARD — ON YOUR OWN TERMS. Many schools that are now test-optional — including Indiana University, which has permanently adopted such a policy — will accept ACT or SAT scores. “Students now get to choose how they
represent their academic readiness,” says Sacha Thieme, Indiana University’s assistant vice provost and executive director of admissions. “We want students to feel confident, under this policy, that a test score will never be used against them,” Thieme says. But if you have a score you’re confident about, don’t hesitate to send it in. >
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3
2
TEST-OPTIONAL COLLEGES WON’T PENALIZE YOU IF YOU CHOOSE NOT TO SUBMIT A SCORE. REALLY. You may be worried that failing to submit a standardized test score could signal that you actually took, but bombed, the test. But at schools like Vanderbilt University, which was one of more than 560 American colleges and universities to sign a “Test-Optional Means Test-Optional” pledge put forth by the National Association for College Admission Counseling, there’s truly no penalty for not submitting a score. “We believe in a very contextually based, holistic admissions process. Testing is just one factor we consider, among many others,” explains Douglas Christiansen, vice provost for university enrollment affairs and dean of admissions and financial aid at Vanderbilt, which went test-optional for fall 2021 and 2022 because of COVID-19. Students who applied for fall 2021 admission at Vanderbilt without submitting a score “were not thought of negatively at all,” Christiansen says. “If they didn’t turn it in, it wasn’t as though we thought, ‘Oh, they probably have a low score.’ It was simply one data point that was not in their files.”
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is still the most important part of the admission decision at just about every college and university in the country,” says Ronné Patrick Turner, vice provost of admissions and financial aid
for Washington University in St. Louis, which is test-optional through 2022. “That always has been true, and it’s still true now.” Christopher Gruber, vice president and dean of admission and financial aid at Davidson College in North Carolina, which is in the midst of a three-year testoptional pilot program, agrees. “Test scores — whether students submit them or not — don’t tell an applicant’s story. We want to know which courses students have chosen and, of course, the grades they earned in those classes. We want to see that students have appropriately challenged themselves,” Gruber says. “Recommendation letters from teachers and counselors can also help highlight some of the unique contributions applicants make in the classroom, in their high school and in their community.”
4
PRIORITIZE OTHER WAYS TO SHOWCASE YOUR PERSONALITY. At Washington University, students were able — for the first time in 2021 — to submit a 90-second video about themselves as part of their application package. Similarly, many schools offer optional essay prompts or supplemental, open-ended questions on their applications. These options allow students to let their voices shine through. “I always advise students to be self-reflective (in their applications),” says Turner. “Tell us your story. Tell us what you’re interested in. Tell us about the different aspects of who you are.” l
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Vanderbilt University
IF YOU CHOOSE NOT TO SUBMIT A TEST SCORE, MAKE SURE YOUR GRADES ARE SOLID. Factors like GPA and class rigor — Did you challenge yourself with several AP or dual-credit classes? Did you resist the urge to slack off senior year? — have always been essential components of a college admission application, but in a test-optional world, their importance grows. Without an ACT or SAT score as a reference point, your GPA and education history become the key indicators of your academic readiness for college. “All students — whether or not they choose to submit test scores — should know that their high school transcript
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Making the Grade Work colleges adopt pandemic protocols to keep on track BY WILL BAHR
Blackburn College
T
hroughout the pandemic, colleges and universities have scrambled to provide academic programming while keeping their students, faculty and staff safe. But what if your students are your staff? Such is the predicament of work colleges. At the eight federally recognized institutions in the U.S., work is a graduation requirement. For five to 15 hours per week, students work a variety of jobs — from sorting mail to weaning piglets — in exchange for reduced tuition, room and board. At Blackburn College in Carlinville, Ill., students manage the work program itself. “A very high fraction of our student workers are also essential workers,” says Mark Biermann, president of Blackburn. “We can’t operate without ’em.” When COVID-19 cases spiked and many students went into quarantine last fall, Blackburn faced a difficult choice. The college closed campus “about 10, 12 days early,” before Thanksgiving break, says Angie Morenz, the school’s dean of work. “We had such a small number (of student workers at school) that we literally could not have run campus.” Warren Wilson College in Swannanoa, N.C., coped with student shortages in a different way. “At the end of April, beginning of May (2020), we decided to outsource for the first time in the college’s history,” says Lynn Morton, the school’s president. “We outsourced cleaning, trash collection and landscaping. ... There was no way we were gonna be able to manage ... with not enough students on campus.” These schools have since adjusted protocols to bring students safely back to campus, and new student jobs have sprung up in response to the pandemic. In addition to working his >
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Sterling College
THE EIGHT MEMBERS OF THE WORK COLLEGES CONSORTIUM INCLUDE: Alice Lloyd College Pippa Passes, Ky. Berea College Berea, Ky. Bethany Global University Bloomington, Minn. Blackburn College Carlinville, Ill. College of the Ozarks Point Lookout, Mo. Paul Quinn College Dallas Sterling College Craftsbury Common, Vt. Warren Wilson College Swannanoa, N.C.
BECKY BISHOP/BLACKBURN COLLEGE (2); STERLING COLLEGE
Blackburn College
college
Warren Wilson College
regular hours in the Warren Wilson genetics lab, senior Bassam Shawamreh, a residential adviser, now also serves as a student health ambassador. Warren Wilson and five other nearby colleges developed joint COVID-19 protocols with input and advice from the Mountain Area Health Education Center (MAHEC) in Asheville, N.C. MAHEC trained Bassam and other students to positively reinforce mask-wearing and social distancing on campus, as well as how to best disseminate virus and vaccine information. Students working in Warren Wilson’s remaining crews have been mostly compliant, Bassam says, sporting masks “even in the hot, sunny weather, working their tails off.” Sterling College in Craftsbury Common, Vt., offered its students
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the option to study remotely for the 2020 fall semester. Most didn’t take it. “Our retention from semester-tosemester has hovered between 85 to 90 percent,” says Matthew Derr, Sterling’s president. “People want to be there.” Sterling’s faculty designed pods in which students like sophomore Dimitri Tytla live, work and study with a group of up to 18 peers for five weeks straight. In addition to his remote job as a learning center mentor, Tytla earns work hours cleaning and sanitizing his dorm. The more intimate model has benefits: “I’ve never made friends so quickly,” Tytla says. The student work model coupled with Sterling adjusting its schedule due to the pandemic has afforded some new opportunities to give back to the local community as well. Instead of a spring break, explains Jeff
Berea College
Berea College
Richardson, Sterling’s associate dean of work-learning, this year, students stayed around Craftsbury Common to minimize exposure from travel. During this “workweek,” students split firewood for residents unable to heat their homes, visited food pantries and assisted at local farms run by Sterling alums. Whether this level of localization and intimacy with the surrounding community will remain once the pandemic subsides, Richardson says, is “the million-dollar question. ... It’s gonna be up to the students, really, to carry on that mission as they leave Sterling and take the lessons from COVID and take the lessons from what they’ve learned in the work program. ... Look for where Dimitri’s working in maybe six or seven years and see how he’s changed the world.” l
WARREN WILSON COLLEGE (2); BEREA COLLEGE (2)
Warren Wilson College
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Young Minds Matter Teen scientist and inventor named Time’s first ‘Kid of the Year’ THE ASSOCIATED PRESS
A
15-year-old Colorado high school student and young scientist who has used artificial intelligence and created apps to tackle environmental issues and social problems can now add Time magazine “Kid of the Year” to her résumé. Gitanjali Rao of Lone Tree, Colo., a sophomore at STEM School Highlands Ranch in suburban Denver, was selected from more than 5,000 nominees for the first-ever title for the magazine.
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Rao’s innovating started early. At age 12, she developed a portable device that could detect lead in water. She told actress, activist and Time contributing editor Angelina Jolie in a Zoom interview that her goal is to improve social conditions. The ongoing drinking water crisis in Flint, Mich., inspired her work to develop a way to detect contaminants and send those results to a mobile phone, she says. “I was like 10 when I told my parents that I wanted to research carbon nanotube sensor technology at the Denver water quality research lab, and my mom was like, ‘A what?’ ” Rao told Jolie. Rao says that work “is going to be in our generation’s hands pretty soon. So if no one else is gonna do it, I’m gonna do it.” The sensor technology involves molecules of carbon atoms that can detect chemical changes in water. “And currently, I’m looking back at water, looking at moving things like parasitic compounds in water and how we can detect for that,” Rao says. In addition to her environmental interests, Rao created a device called Epione that detects prescription opioid addiction at an early stage and an app called Kindly that uses artificial intelligence to help prevent cyberbullying. Rao insists that the pursuit of science is an essential act of kindness, the best way that a younger generation can improve the world. Science and technology are being employed as never before to tackle the coronavirus pandemic, global warming and a host of other issues, she notes. “We have science in everything we’re involved in, and I think that’s the biggest thing to put out there, that science is cool, innovating is cool, and anybody can be an innovator,” Rao says. “Anybody can do science.”
SHARIF HAMZA FOR TIME VIA ASSOCIATED PRESS
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