Tag Archives: COVID-19

Five Strategies for Serving Students with Disabilities: A Visual Primer

As the pandemic rages on, it’s increasingly clear that students with disabilities are not getting the services or educational supports they need. And as educators across the country continue to navigate uncertainty for the fall, it will be easier than ever to let minimum compliance with rules and regulations stand in for the deeper work necessary to serve all students well. 

I want to offer five strategies school leaders can use to ensure they integrate support for students with disabilities into their organizational culture and mission — during the pandemic and beyond. Alongside a series of other toolkits that my colleagues and I have released in recent months (the latest is here), these five strategies provide a starting place for giving all students, including and especially those with disabilities, an opportunity to learn together as part of a community.

The five strategies are available in a new visual one-page PDF

  1. Establish and reinforce adult culture and mindset
  2. Teach and encourage problem-solving in the classroom
  3. Represent students with disabilities in leadership and decision-making
  4. Align data systems to the school’s mission
  5. Know and address students’ contexts 

These strategies are based on my work with dozens of school leaders across the country, in which questions around culture, staffing, and operations inevitably intersect with the school’s approach to special education. These five strategies are not at odds with legal requirements for schools to provide a free appropriate public education, individualized education plans, and least restrictive environments. But they recognize that compliance is not enough. 

I hope more school leaders are able to “zoom out” of the day-to-day minutiae and embed their approach to special education within their school’s wider organizational culture and mission.

Read the new resource here.

It’s Time For a National Teachers’ Strike

Schools closed in March in order to give federal and state governments the time to implement a public health response to COVID-19. They have failed miserably to do so. With case counts exceeding three million and deaths approaching 150,000, the United States is unique in the world for its near-total abdication of responsibility for its people in the midst of the worst global pandemic in a century. And now, in the face of rising case numbers, uncontrolled community transmission, and a culture growing increasingly numb to six-figure death rates, people are clamoring for school buildings to reopen

This is an absurd proposition. No teacher should risk their life because the government refuses to address a solvable problem.

Arlington County (VA) signage during COVID-19 outbreak — photo via dmbosstone on Flickr

School districts’ plans for the fall are a mix of in-person, hybrid, and online learning plans —- with heated debate about which approach is best. But this debate is fundamentally misplaced: We do not have a learning problem, we have a public health problem. Schools were closed because the world confronted a lethal and highly transmissible virus with no vaccine and few effective treatments, and that problem still exists.

There was a time, back in March, when doctors and nurses across the country were forced to treat patients without adequate PPE. They protested and they complained, but the few who flat-out refused found themselves out of jobs. What would have happened if they’d all refused? How quickly would the federal government have marshalled its resources and authority to manufacture and distribute all needed PPE if medical professionals decided that without it, they would strike?

Teachers (and other school-based staff) are now facing that same question. What would happen if they simply refused to go into school buildings until the federal government created a school reopening plan aligned with CDC guidance? What if teachers only offered virtual schooling until districts committed to allowing public health experts to guide reopening decisions? Even regions where the virus appears to be “under control” for the moment are always at risk of outbreaks in a country with porous borders. Take Hawaii, for example: It is the most remote population center in the world and it cannot get its infection rates to 0. This is a national problem in need of a national response.

Schools can still plan for instruction using imperfect remote learning models, and teachers will still do their much-needed jobs. But it is time for a national teachers’ strike against in-person programming. No teacher should go back into a school building anywhere in the country until the federal government adopts a meaningful public health plan to address the real problem that we’re all facing: the unchecked spread of a deadly virus.

Now Is Not the Time to Roll Back Accountability Systems

This spring presented a massive challenge to educators, students, and families. A global pandemic caught our schools by surprise and forced them to quickly adapt to distance learning — a shift that exacerbated the inequities in our school system

Unfortunately, we’re already seeing signs that some states seem to be giving up on accountability for student outcomes during the 2020-2021 school year. That would be a mistake. Today’s accountability systems are by no means perfect, and they may well need to adapt to the moment, but now is not the time to abandon the only mechanism that provides information on how every school is serving every student.

For the past two decades, we’ve relied on standards-based accountability as a safeguard for equity. Now that schools face new challenges and greater inequities, will policymakers be able to adapt accountability for a new set of circumstances or will they relinquish this key lever for equity? 

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Adapting Schools to a New Normal With Decentralized Power

The scale, speed, and severity of the coronavirus crisis is unlike anything we’ve seen in our nation’s history. In a matter of a few weeks, schools across the country shut down and most won’t reopen their physical campuses this academic year. No school system was completely prepared for what seemed like a near-impossible challenge: shifting to a fully remote model of education while simultaneously coordinating key student support services and adapting to evolving public health guidelines amidst a global pandemic. 

We won’t know the full impact of the choices school leaders are making for quite some time, but some school systems may be better positioned than others to navigate the challenges posed by the current pandemic. School systems that already embrace more decentralized decision-making, either by supporting more autonomous district schools or charter schools, seem to be better adapting to the complex challenge of educating kids in the midst of a once-in-a-century pandemic. 

empty office boardroom with laptop on meeting table

Image by Jo_Johnston from Pixabay

We’re starting to see educators take action – often without clear guidance from central offices – to use whatever tools they can to reach their students. We know that there are vast inequities in students’ access to education during this crisis, so some teachers have been handing out Chromebooks and WiFi hotspots. In other communities, teachers are using print packets, telephones, and television broadcasts to reach students without access to technology. There are countless stories of individual teachers moving faster than their districts’ central offices, meeting with their classes on Zoom, offering supplemental instruction from a student’s porch, or leaving math problems in chalk on students’ driveways

While it would be impossible and unreasonable to expect every teacher to figure out how to meet the needs of every student during this crisis, we’re also seeing how top-down decision-making by districts can go terribly wrong for teachers and students. One need look no further than affluent Fairfax County (VA), which had a disastrous roll-out of their virtual learning platform. Marred by poor planning, testing, and vendor management, it’s clear that whatever process Fairfax used to develop their plan, it wasn’t driven and tested by teachers.  Continue reading

COVID-19 and Higher Education: A Q&A with Howard Marchitello, Dean of Rutgers University—Camden

Earlier this year most colleges and universities shuttered and moved to virtual classes. Dormitories closed, study abroad programs were canceled, and graduation moved online. 

For many college students, campus closures created significant challenges. Some don’t have personal access to the technology needed to engage in virtual courses. Others don’t have a home to go to or a way to get food outside of their dorm. And after such a significant disruption, some first-generation and lower-income students may not make it back when schools finally reopen.

Howard Marchitello, Dean of Rutgers University—CamdenI recently spoke with Howard Marchitello, Dean of the College of Arts and Sciences at Rutgers University—Camden to get a sense of how the school is responding to the crisis and meeting students’ needs. (Full disclosure: My colleague Max Marchitello is Dean Marchitello’s son.)

The conversation below has been lightly edited for length and clarity.

COVID-19 moved from a potential problem to a full-blown pandemic fairly quickly from mid-February into March. What were your initial reactions and concerns when it became clear that Rutgers would need to close its campuses? 

While we knew the Coronavirus would be an issue, it wasn’t immediately clear how big of an issue it would be. But once we knew we needed to take drastic measures, there was shock and disbelief across the campus, since we have never encountered anything of this magnitude before. Chief among my many worries was how we would keep everybody together, even as we dispersed students and faculty back to their homes. And sending folks home was not as straightforward as it sounds, because some of our residential students don’t have homes to go to. This was a big concern. 

How did you help those students who couldn’t go home once the campus closed? 

We had more than 100 students who had to stay on campus: international students who couldn’t go home and students who didn’t have a home. These students were able to live on campus. And since Camden is a bit of a food desert, we coordinated with the corporation that provides dining services to provide meals. We had a contingent of staff, some from the dining halls and some who had been reassigned from other areas, delivering meals to the residence halls. Nearly half these students have since found housing options in the city or surrounding areas, and the remaining 50 students are still living on our campus. We continue to provide dining services for them, as well as other supports, including our food pantry and our Wellness Center [a comprehensive health center], which has remained open and serving students throughout the semester. Continue reading