FYI from BSF, 10.30.20
Some things we have read through recently…
“With ties to housing, economic mobility, and citizenship, schools are at the center of Boston’s civic life and planning.” (from BSF’s “What We Believe”)
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It was the best of times, it was the worst of times. With a rapid resurgence of COVID-19 in Massachusetts, it is certainly the latter, but the subtext still rings true: we don’t really know what is going on right now.
“Red” zone schools were supposed to be remote, but now maybe not?
BPS announced bringing some high needs students back to schools this week, except they weren’t?
BPS teachers and staff are being surveyed, but for what?
Halloween is on in Boston tomorrow, but you can’t trick-or-treat (or can you)?
France is approaching its second lockdown indecisive, reversed fashion - most businesses and activities are shut down or curtailed, but schools remain open. Paris, with 3x our population, has a daily average positive COVID-19 rate comparable Boston (100.1 vs 121.3). Yet, in Boston, you can still engage in activities that we now know to be high risk. Slots are open at Encore. Yet, schools are closed.
Who’s right? It depends on what data you cite, and what you probably already think.
Leaning towards schools being reopened? Refer to the recent Atlantic article asserting schools aren’t superspreaders. Or talk about Germany. Leaning against schools being reopened? Read and share this week’s rebuttal of that article (and its author) in the American Prospect. Or cite K-12 clusters in yesterday's Massachusetts report (page 38).
In school reopening, data is being brandished as a cudgel, not a flashlight. Data is wielded to protect positions, not to find solutions.
Any quality school - in-person, hybrid, or remote; traditional, Montessori, or expeditionary; public or private - collects data routinely, and uses that information to provide the right supports for kids, families, and staff. That often involves the shifting of practices and resources.
We saw that at the Mendell last spring when they applied the instructional core in remote learning. We see that at Mission Grammar, applying health protocols to provide in-person learning, and then following those same protocols to move the school to remote learning. We see that at Excel Academy, providing a pop-up, outdoor flu clinic. And so on.
What makes this possible?
Leadership. Have clearly articulated values and goals. Engender trust in data and plans.
Absent that for our city, let us offer one: safe, in-person services for our highest-needs students.
The need and moral imperative is clear. Stakeholders are at the table. There is demand from some families and teachers. There are scores of schools and municipal buildings that have capacity and have been assessed for safety. With a smaller number of students and staff, individual needs can be considered and accounted for. And, after all that, it may still not work, but other solutions may present themselves.
It has been 10 days since services were provided for high-needs students. Prior to October 1st, it had been 199 days since those students had received services.
There have been surveys. Working groups. Task forces. Roundtables. Building walk-throughs. Press conferences. HVAC tests. Hearings.
We need to stop using data to comply, posture, or argue.
We need to start using data to serve children and families.
School Reopening MA, and Beyond
Lots of news came out of the Joint Committee on Education this week, including quick follow-up that 2M rapid COVID tests are en route to the Bay State.
Massachusetts superintendent surveys are estimating a 5% decrease in public school enrollment.
Reported COVID cases in MA schools are up this week.
Similar to Boston, New York is experiencing very low attendance when providing in-person learning.
Other Matters
At the end of a letter to BPS staff addressing the racist comments and resignation of Chair Loconto, it was also revealed that BPS would “pause” assessing students’ academic progress (last paragraph). Secretary Peyser and Commissioner Riley testified there would be MCAS exams this school year, with school committees calling for a 3-year moratorium.
The Winship in Brighton was awarded EdVestors School on the Move Prize.
Consistent rigor and cultural competency of BPS curriculum is being questioned by the City Council.
The National Assessment of Educational Progress (the “Nation’s Report Card”) shows little improvement (even decline) for American 12th graders.
If elected, what would Biden do for federal education policy? No comparison is available for his opponent (there was no Republican platform this election).