WE here highly resolve

 We here highly resolve…

 

 

It is the time for resolutions for the new year.  We all make them.   The length of time  being able to keep them varies greatly.  During distance learning many families have come to have enhanced appreciation for classroom teachers.   However there are still lots of resolutions we should all make to make the rest of this year and the next year more profitable for everyone.   Here are some to consider:

1.    Come to school. If you aren’t in school you won’t be learning any schoolwork.   It really doesn’t matter why a student is not in school- illness, vacation, poor technology, visiting relatives, they all add up to being absent.

2.    Listen carefully:  Parents, kids and teachers all need to listen carefully to what is being said.  Parents need to listen to their children with the filter that says, “my child is going to present the best version of events”.  Teachers need to listen to parents and students.  The vast majority of parents are just trying to get the best outcomes for their child.  Don’t get defensive.   Students, it really doesn’t matter how old you are, you still don’t know it all.

3.    Be Prepared: Children need to bring the appropriate tools to their school work whether it is a tablet, paper, pencil, calculator or desktop.  They also need a quiet place to work.  Teachers need to have everything ready for the lesson BEFORE the lesson not on the fly as the lesson is happening.  Parents need to help students to have the tools they need for school.

4.    Take school seriously:  There are many ways to send the message that school is one of the most important things a child does in preparation for his/her future.  We all need to act like we believe this to be true.  That means school takes priority over other activities.  Families talk about school being the child's job for right now.

5.    Work as a team:  School is not a competitive contest where some people win and some people lose.  If school is done well we all win.  Start with believing in the good intentions of the other person, whether that is a student, parent or teacher.  No one is in the education profession to get rich.  Educators do care about kids.

6.    Get appropriate rest and nutrition:  Everyone does better when he/she is rested and not hungry.  Kids need to get enough rest to be alert for school.  Families and teachers need rest too so they have more patience with kids and school staff (the rest of life as well).  And few people do well when they are hangry.

7.    Take life and school one step at a time:  We will get to where we need to be.  Every child can learn, just not at the same time nor at the same pace.  We all need to give kids the time they need to learn.

8.    Make learning a safe experience:  Everyone fails at learning something at some time.  Make sure there is a safety net so kids are not afraid to fail when they try. Learning is a risk taking behavior.  None of us will take the risk if we are going to be embarrassed for failing.

9.    Have a sense of humor:  See the funny side of school.  That works for life too.  Find the humor in it all.  Even in the "extra" things we see during distance learning.

10.Make these school days the best days of your child’s life:   That really can happen.  Everyone needs to try to make that so.

 

Happy New Year and good luck on those resolutions.

Kids aren't the only ones who need to be healthy

 Kids aren’t the only ones who need to be healthy.

 

Humans aren’t the only ones who need to work to stay healthy.   Schools need to be healthy as well and I am not talking about taking temperatures, fogging classrooms or using hand sanitizer.   Being willing to try to learn is a risk taking behavior and kids will only take that risk if they feel safe in the school environment.

Schools can be healthy or sick just like people.

One of the things we have learned from all this distance instruction is that relationships are at the heart of any school experience.  Every time there is a school shooting it becomes clear that the shooter did not feel known or recognized by anyone in his school.   Students need to feel that their teachers are their coaches and want them to succeed.  It is not a “gotcha” experience.  Kids need to feel safe and accepted.   Teachers need to know whose parents are thinking of splitting up, which kid’s dog is very sick, whose family is moving again and what child has never been good at math.   Staff need to know kids as individual people not as “the fourth grade homeroom”.  They need to be able to take the time (that’s YOU pacing guide) to talk with children about their lives not just their school work.

All kids can learn, just not in the same way or on the same day.   Schools need to have high expectations for every kid not just the white ones from upper middle class families. Different kids are going to need different supports to reach those goals.   A football coach doesn’t expect to have a star quarterback on day one.  There will be lots of practices and support.  So it is with students.   Perhaps that upper middle class kid doesn’t want to go to college.  Perhaps she wants to be a chef.   Teachers can help her run interference with her family to get there.  Or maybe that lower socio-economic kid really does have the potential to be a veterinarian.  He is going to need lots of supports in a family where he may be the first person to go to college.  Healthy schools have systems in place to help all kids learn to their highest ability in whatever way works best for them.

Freedom from fear is a critical component for a healthy school.  That means behavior expectations are clear and enforced for both kids and staff.   Kids are innately fair.   They will usually accept consequences they see as deserved.  Other students will feel safe to learn when they see behavioral expectations enforced in an equitable manner and that includes staff.  So if kids can’t bully other kids- and they should not- neither should teachers be allowed to bully kids and/or other staff.   Behavioral expectations should not discriminate by age. 

“If it ain’t broke don’t fix” it is the mantra of a do-nothing school.   First of all, leadership doesn’t know if something is broke if no one is ever asked.   Data need to track discipline, is one demographic more likely to receive consequences than another.   Are there some teachers who seem to “rule the roost”.   Do people have something to say but are afraid to say it for fear of being a snitch or a malcontent?   Do kids and staff have opportunities for open discussion and disagreement without fear of retribution?   Is it ok for some people to love chocolate and other not to like chocolate at all?  

Healthy schools make for healthy learners, and that includes students and staff.  Vaccines aren’t just needed for viruses. 

Unions have an out-sized voice

 Unions have an out-sized voice

 

Just about everyone agrees that it is in the best interest of children for them to be back to in-school learning.   There are huge differences of opinion about just how fast that should be happening.

Unions have taken on an out-sized voice in making the determination of when kids need to be back in school.  Mostly they push for a much more conservative approach.  They are arguing that they, too, want children back in school but only when it is completely safe to do so.   Of course, teachers are just one of the stakeholders invested in the decision.  The parents, school administrators – oh and the students- all have significant investment in getting children back into the school buildings for in-school learning.   But schools can’t open without teachers to staff them.  Therein lies the rub.  Reprising the refrain from the Viet Nam war protestors, teachers are just saying, “hell no we won’t go”.   One school district in Maryland had to delay the partial re-opening of its high schools because teachers wouldn’t come to school.   A program in Baltimore City serves about 48 students who are homeless have huge difficulty accessing online instruction.   The children are in two groups of 24 each.   They receive breakfast and lunch at school.  They s it at desks with Chrome Books surrounded by plastic shields, while they learn online.  Where are the teachers?   They are at home, they refused to come in.  Instead teacher aides walk around the room helping the children as necessary.  Teachers aren’t safe to come in, the aides and kids are-go figure!   So far there have been no virus outbreaks among the 48 children.  Baltimore City serves over 83 thousand students.  Forty-eight of those kids are in-person in-school, sort of!

The unions are also pushing back against any hybrid systems.  The unions have made it pretty clear they do not want teachers back in school until they are 100% safe.  When exactly will that be?   When exactly was ANYONE 100% safe in a school or anywhere else.

Parents are pushing back against the unions.  “Educators and teachers’ unions are not infectious disease experts or public health officials, and frankly, that’s who parents trust in making these decisions,” said Keri Rodrigues, the founding president of the National Parents Union, an advocacy organization with hundreds of parent groups across the country.

In the U.S., school districts with active unions have been last to open or have not opened at all.  The American Federation of Teachers president, Randi Weingarten does say that waiting for a vaccine in every classroom is a stance that goes too far.  But she also says that when people disagree with the union stance it is just a reflection of “typical anti-union, anti-teacher animus”. " If one teacher dies from the virus that is one too many".   Of course that is true, but it is also true of if one grocery store clerk, one nurse, one grandparent dies of the virus that is also one too many.

No one is suggesting we risk the health of teachers, but why are so many teachers content with risking the futures of children.

 

Change the ruler if you don't like what it is measuring

 Change the ruler if you don’t like what it is measuring

 

The data are coming in about how kids are doing with distance learning.  And it seems that the distance part is correct but the learning not so much.  Failure rates in English and math have jumped as much as sixfold with certain populations, particularly the most vulnerable kids.

A clear stark example comparing the same kids from last year to this one tells the tale.  This year more than 36% of 9^th graders from low-income families failed English.  Last year, when these same kids were in 8^th grade, only 6% of them failed.  These numbers come from Montgomery County Maryland, generally considered to be one of the best school systems.   The numbers are even worse for kids with limited English.  This year the failure rate is 45%, when last year it was only 8% for the same kids.   People knew there were going to be gaps but the gaps were never expected to be this great.

Some learners have the advantage of oversight and support from parents and other adults.    Among White and Asian students grades in math have fallen but only by about 1%.  Among the more privileged students, the percentage of A’s in English has jumped from 16% last year to 27% this year.  Either these kids are particularly suited to online learning or some adults have their thumbs on the scales.  For learners with special needs the failure rate has jumped from 6% to 32% this year.

School leaders are working to come up with a solution.  They are not happy with the results of the measuring tools they are using.

There are two different approaches.   One is to make the work easier so that more kids can get higher grades.  Another issue is just too many assignments.  Students are overwhelmed, although it appears that for privileged families the kids and their adult support systems are doing quite well.  Leaders are saying that they are teaching content with the same “rigor” as before the pandemic.  Students are struggling.  So, if the work is made less rigorous, students should get higher grades.   Doesn’t necessarily mean they are learning more, just that the work is easier.

The second approach is to change the standard for what equals an A or a passing grade in a course.   In that approach rigor is maintained but the measuring stick used to measure achievement is modified.

All of this refers to optics.   None of this is addressing the fact that with or without rigor, kids aren’t learning as much as they were.

This might be an approach the NFL could use.  For those teams that are struggling to win, they get to play on a shorter field while the better teams keep the same standard.  Maybe if the school systems can figure this out, they can share with the NFL.  Somehow I don't think it will go over well.

If you don’t like what the ruler measures, change the ruler.

 

 

 

The Tyranny of Low Expectations

 The Tyranny of Low Expectations

 

Long ago and far away kids with disabilities were shunted off to state facilities.   Out of sight, out of mind.   Families were encouraged to “forget about the child”.   Kids who stayed at home might find themselves as adults in things called sheltered workshops, where they mostly did simple assembly tasks and were paid based on the number of pieces they completed in an hour.  There was no such thing as a minimum wage and folks were supposed to be grateful for having some place to go every day.  

Things are certainly not that bad today.  Today we have a different system of communicating to kids with disabilities that they can’t cut the real world. We send them off to be put in a sheltered working environment where we have no expectation that the student will be able to compete with non-disabled people.  These businesses are often for-profit and trade on the fact that patrons can feel like they are doing a good deed by patronizing the business.

The most common type of these businesses is a coffee shop or a café.  In these businesses people with disabilities work in the lowest skilled job in the café.   If a worker cannot make change then someone else will handle the cash register or there will only be non-cash payments.   If a worker cannot take the pressure of lots of orders being called out, then a more typical staff member will take the order and feed it to the person with disabilities at a rate the worker can manage.  Often these workers with disabilities are paid the prevailing minimum wage.   So, what is wrong with this system.  Seems like a win-win.
What is wrong is that the system is disrespectful to the abilities of the worker with disabilities.   It represents an environment that is not a real environment in the commercial world.  Employers might make allowances for employees with disabilities.   BUT, they will also instigate training programs so that the person with disabilities can move beyond what he/she cannot do to being able to do more advanced tasks.   In the supported employment scenario, the business accommodates to the skill set of the disability.  It is ok, to be disabled.  Expectations are lowered to the level of the employee. 

In a competitive employment situation, the employee with disabilities is trained to increase his/her skill set.  And as the employee learns to do more tasks that employee is enabled to possibly work somewhere else if the current environment is not working.  If Starbucks doesn’t work, what about Dunkin?   Whereas, if a person with disabilities is totally accommodated by the supported employment that person does not have options to try another employer because the employee has not increased in skills to be able to do so.   In the real world, employees accommodate to the employer’s needs, not the other way around.

When we have low expectations for employees with disabilities, we are sending a clear message- this is the best you can be- adjust.

Is that what we want for our kids?