Science says that COVID19 cases are on the rise and spiking across the country. Science also says we should go back into lockdowns and social isolation. Science also says we are close to the release of a new vaccine that might finally bring us some relief. That same science says that we should get kids back in school as soon as humanly possible. But doesn’t that sound like conflicting science? 

Well, it’s not. After countless studies conducted throughout the country studying COVID cases, transmission rates, and symptoms among youth, on top of safe procedures for reopening our schools, the evidence seems to be overwhelming that we need to get our students out of isolation and back into our schools. Schools, like always, are proving to be one the safest places for our kids.

We all know the education system was inequitable before COVID, but those inequities have grown exponentially since we sent everyone home back in March. Compounding the problem is the ongoing battle between state bureaucracy and local control. What do we have now? A mess. Literally thousands of schools all tackling teaching and learning in a different manner. So different that we’ve now added an element of competition putting classified staff against certified, teachers against teachers, buildings against buildings, principals against principals, and districts against districts. If we kind of knew zip code defined access, opportunity, and achievement before; we certainly do now.

As rates of failure soar along with the many factors associated with learning loss (hope, relationships, social/emotional health, mental health, socialization, physical safety, etc.), we need to act with urgency in creating plans to safely get students and adults back into our schools. Again, looking at the research, it can be done and done so in a safe manner for everyone.

Although some kids are finding success in remote learning, I talk to more students, parents, and educators who say otherwise. We can’t even yet comprehend the consequences and long-term impacts of keeping our kids at home. I’m also not sure how we can talk about equity in education while we sit back knowing our most disadvantaged students are falling even further behind.

It’s time for us to act. Let’s replicate the systems put in place across the state and country where schools have opened and done so with remarkable success. Let’s set the bar high for everyone and not let adult needs outweigh the needs of our kids. And, no, this is not a message saying I don’t care about the adults in the system. It’s quite the opposite. The schools and districts that have opened either fully or in some hybrid model have put great systems in place to keep the adults safe. Education is essential which makes educators essential which means ensuring our schools and districts have the resources they need to open now. Our kids can’t wait.

With each passing day gaps are widening, and failure rates are increasing. Many students are losing steam, persistence, and hope. Whether it’s a lack of relationships, consistent access to connectivity, or a myriad of other contributing factors, students are suffering the direct consequences of continued remote learning. Stakeholder groups need to come together soon to put talk of returning into tangible action steps. I realize this is not an easy task before us, but we can’t let excuses prevent us from turning the tide of hopelessness and failure.

In the meantime, what should we do to address the alarming failure rates?

1. Focus on time to build and foster relationships
2. Start measuring student hope and hopelessness
3. Narrow the standards (in other words stop trying to teach all of the stuff we used to teach while in person)
4. Increase the amount of daily “live” contact with kids
5. Reduce the amount of recorded lessons and independent assignments
6. Make a big step toward standards-based grading with a baby step of sound grading practices.
   

We can’t keep trying to shove traditional teaching practices into this virtual reality because it is anything but reality. We have an obligation to look at our delivery and assessment models through a different lens. It’s really not a choice. I’m not sure I can handle one more statement about what the kids are doing or not doing, when I know we carry the responsibility and burden to adapt to their needs. The clock is ticking. We are rapidly approaching the midway point of the school year.