When students come back to school after closures, whenever that may be, they will bring with them an incredibly high level of need. In the most dire cases, students will have experienced trauma as issues of housing access and food insecurity are compounded by grief, loss, and even abuse. To meet these needs, schools should be prepared to offer a comprehensive set of services that address the needs of children and their families. Good examples of this approach can be found in “community schools,” in which schools partner with community agencies and allocate resources to provide an integrated focus on academics, health and social services, youth and community development, and community engagement. Community schools invest in programs, systems and practices to provide students with a wide array of supports that will help them succeed in school. In the aftermath of the COVID-19 crisis, this “whole child” approach can be seen as a comprehensive way to ensure that students and their families are able to secure essential services, and reduce disparities in access and enrichment. Additionally, teachers should be supported in learning how to effectively build classroom communities and relationships in blended/remote learning contexts.
Q: What will schooling look like for the most vulnerable student groups, or students who need individualized services that will require closer contact and potentially making them more vulnerable to viral transmission?
A: Currently schools are considering a wide range of scenarios for reopening that range from fully in-person to fully remote, with many hybrids in between designed to have fewer students in the building at any given time. Under any of these scenarios we should be planning for distance learning for two key reasons: 1) Models of the spread of COVID-19 show that the virus will certainly be present in the fall, although the impact of the virus will vary by locale, and 2) individual teachers and parents/students may opt for distance learning due to personal or family risk if exposed to the virus. Given this unprecedented context of schooling, how do schools ensure that student needs are met, particularly students with special needs, students learning English, and students who have fallen behind during school closures? In planning for the fall, school leaders should start with learning needs rather than technology, focusing on how to provide targeted support to address individual needs regardless of the instructional setting. Instructional plans should prioritize interactive (kids working together) and active (kids doing a task) learning in synchronous (in-person or remote) instruction for all students and consider how to deploy educators to ensure small-group and 1:1 instruction for students who need it most. Ensuring parent voice in decisions requiring balancing health risks with educational and social-emotional benefits of in-person instruction will be critical to developing appropriate plans.
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Answer:
When students come back to school after closures, whenever that may be, they will bring with them an incredibly high level of need. In the most dire cases, students will have experienced trauma as issues of housing access and food insecurity are compounded by grief, loss, and even abuse. To meet these needs, schools should be prepared to offer a comprehensive set of services that address the needs of children and their families. Good examples of this approach can be found in “community schools,” in which schools partner with community agencies and allocate resources to provide an integrated focus on academics, health and social services, youth and community development, and community engagement. Community schools invest in programs, systems and practices to provide students with a wide array of supports that will help them succeed in school. In the aftermath of the COVID-19 crisis, this “whole child” approach can be seen as a comprehensive way to ensure that students and their families are able to secure essential services, and reduce disparities in access and enrichment. Additionally, teachers should be supported in learning how to effectively build classroom communities and relationships in blended/remote learning contexts.
Q: What will schooling look like for the most vulnerable student groups, or students who need individualized services that will require closer contact and potentially making them more vulnerable to viral transmission?
A: Currently schools are considering a wide range of scenarios for reopening that range from fully in-person to fully remote, with many hybrids in between designed to have fewer students in the building at any given time. Under any of these scenarios we should be planning for distance learning for two key reasons: 1) Models of the spread of COVID-19 show that the virus will certainly be present in the fall, although the impact of the virus will vary by locale, and 2) individual teachers and parents/students may opt for distance learning due to personal or family risk if exposed to the virus. Given this unprecedented context of schooling, how do schools ensure that student needs are met, particularly students with special needs, students learning English, and students who have fallen behind during school closures? In planning for the fall, school leaders should start with learning needs rather than technology, focusing on how to provide targeted support to address individual needs regardless of the instructional setting. Instructional plans should prioritize interactive (kids working together) and active (kids doing a task) learning in synchronous (in-person or remote) instruction for all students and consider how to deploy educators to ensure small-group and 1:1 instruction for students who need it most. Ensuring parent voice in decisions requiring balancing health risks with educational and social-emotional benefits of in-person instruction will be critical to developing appropriate plans.
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