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Some California teachers join in “National Day of Resistance” seeking safe, healthy and equitable schools.
Here’s what has been issued so far from the state, county offices and other agencies.
A video documentary based on a year-long EdSource project examining the often-ignored and underreported needs of rural schools in California has been recognized with a national award.
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The 29-minute mini-documentary examined the education needs of students in rural school districts throughout California and the extraordinary challenges they face. It highlighted the impact of chronic absenteeism, a lack of internet service and barriers to going to college.
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A notable feature of the project was that it called on students and teachers in rural areas to help shape the project as it was getting off the ground by sharing their experiences and ideas.
Judges praised the documentary “as doing an exemplary job of finding students, teachers and visuals to humanize these issues with depth.”
The project also recently won first place in the California News Publishers Association awards for visual journalism-news.
The mini-documentary was produced by videographer Jennifer Molina drawing on reporting by David Washburn, Carolyn Jones, Sydney Johnson and Larry Gordon. Anne Vasquez was the executive producer; Rose Ciotta, project editor and Denise Zapata, co-editor.
The full year-long project was a collaboration of many EdSource staffers including: Daniel Willis, Yuxuan Xie, Justin Allen, Andrew Reed, Lee Romney and photographer, Julie Leopo.
Leopo’s photo of a child riding on a school bus entitled, “The Long Bus Ride,” won first place in feature photography in the California News Publishers Association awards. The project won a total of six awards including video journalism-news for a segment on chronic absenteeism, interactive graphics, layout and design and public service.
“The Long Bus Ride” by Julie Leopo
Some of the study’s findings include:
Miami-Dade County Public Schools is an example of a district that effectively rolled out online learning, according to the research. The district started online learning immediately after school campuses closed and distributed over 100,000 laptops and Wi-Fi-enabled phones to students, Dusseault said. It rolled out an attendance plan in April and began measuring how many students were logged in for daily instruction. School staff contacted the families of students who were not logging in and now the district’s more than 300,000 students have achieved 99% attendance, she said.
The district also set clear expectations for parents, students and teachers, including that lessons would last 45 minutes to one hour a day, that teachers would have three hours of office hours daily that would include online lessons and time to take questions from parents and students. School district officials also have committed to trying to start their school year in late July or early August to help kids get ahead and is planning virtual summer school, Dusseault said.
The researchers offered tips for school districts in preparation for summer school and next school year. Schools should plan to move between remote, in-person and hybrid school models as cases of coronavirus increase and decrease, said Layna McKittrick, a research analyst with the center. Districts should set clear teaching and learning expectations for each scenario, as well as decision making and communication protocols, common assessment platforms and increased training and support for staff, she said. District and charter officials also will need to have new health and safety policies, as well as new ways to track attendance, deliver grades and offer credit recovery.
Schools should pilot some of their ideas over the summer, Dusseault said.
Garrett, of the Partnership for Los Angeles Schools, agreed with much of what the researchers said, but disagreed with the premise that lowered expectations would hurt students.
“We knew before COVID-19 that there were vast areas of inequities in our profession and we know that this has dramatically exacerbated those inequities,” Garrett said of the move to online learning. “Our first order of business, in my mind, has to be about doing everything we can to level the playing field.”
Federal stimulus funding is coming to the aid of California’s school districts. An EdSource analysis projects that of the 897 districts that receive their funding through the state’s education funding formula, 60.4 percent would get more in stimulus funding than they’d lose in state cuts.
California school districts will share in $1.65 billion in federal funds aimed at helping school districts nationwide pay for the extra costs of the ongoing pandemic.
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