Introduction
Relating to social distancing during this time has to be approached in a differentiated manner. The way elementary schools respond to social distancing will be completely different from how secondary schools respond. Elementary schools have the flexibility to limit movement throughout schools, as well as, the flexibility of how to control limited movements. Secondary schools will have to be a bit more innovative with how they decide to implement social distancing because of the amount of movement that has to take place in middle and high schools. The response to the essay questions will be differentiated with responses from an elementary and secondary perspective. Additionally, we will incorporate the perspective of a special education teacher.
Dr. Mike Robinson: How can schools practice social distancing when kids return to school?
Elementary Perspective
As with any classroom, expectations are part of the routines that students are taught. Social distancing has to be integrated into the Positive Behavioral Intervention and Support (PBIS) model with the focus of implementing the recommendations from the Center for Disease Control (CDC) with fidelity. The PBIS model calls for the implementation of best practices into the school setting and examining the data to determine whether the expected guidelines are benefiting students on a daily basis. However, social distancing will look different for each school depending on the design of the building and the size of the student population. Smaller schools and districts will have a completely different plan than that which larger school districts will have. I can speak from the perspective of working in a small school with 250 students with central air and heat. We are afforded the opportunity to have extra classrooms that are not currently in use. With this type of flexibility, class sections are between 15-18 students maximum. With this set up the school has the ability to implement some of the CDC guidelines for social distancing in the classroom setting.
Secondary Perspective
When schools decide to go back to physical locations, the safety of our students will be the number one concern. COVID-19 has undoubtedly changed the landscape of our country and how people go about their daily lives. How we educate students will certainly be another way COVID-19 has impacted our society.
As a mother of two and an educator who lives in a heavily populated, urban setting, my concerns are great. My daughter has asthma and my son has Down Syndrome: these are underlying conditions that will make it harder for them to fight off the virus.
When they return to the brick and mortar buildings in or Philadelphia, it’s imperative that the school district gets it right. Currently, the School District of Philadelphia allows upwards to 33 (and I have personally seen 35) students in a classroom. Many of the Philadelphia schools’ buildings do not have central air in all classrooms. The magic money that the government pulled out of its magic money machines will need to spread to districts like Philadelphia in order to ensure safety for our students.
Like my colleague mentioned, the procedures and rules of social distancing will need to be taught like any other procedure in a classroom. As a parent, teacher, and a current student of law, the following measures need to be taken in order for me to feel confident about my children in a classroom:
sinks or portable sinks in every classroom, plastic guards on the desk to protect against coughs and sneezes, masks required, and air-conditioned classrooms, and smaller class sizes.
For many urban districts with older buildings with no central air, this is a tall order. However, these are basic steps districts need to take if they plan to send students back to school in the fall. Otherwise, they are opening themselves to widespread lawsuits for not taking adequate measures to ensure the safety of our children.
Special Education Perspective
I am a Special Educator who has taught in both elementary and secondary schools in multiple states. Due to just the mere fact that students with disabilities all receive individualized services according to their educational needs, so will they have to receive guidance on social distancing according to the various degrees of disabilities according to whatever setting they will be located.
You cannot treat a student who receives inclusion services the same you would as a student who is a student with autism who may be in a self-contained room part of the day and inclusion part of the day.
As well, a student with behavior concerns may not be able to attend inclusion classes due to the already heightened possibility that he/she may cause additional concerns now that the new normal has to be incorporated in the inclusion classroom.
Bottom line is that a differentiated plan must be created for each student that receives special education services and this requires input from all parties concerned: students, parents, teachers, administrators, case workers, etc. Safety is a major concern and some of our most vulnerable students receive special education services.
Dr. Mike Robinson: Is Schooling with social distancing even possible?
Elementary Perspective
Schooling with social distancing is possible when the space in the elementary school building allows it. Schools that have smaller populations and large classroom spaces will have fewer challenges in implementing their instructional programming.
This provides an opportunity for schools and districts to develop creative and innovative programming that would allow educating students while maintaining social distancing to ensure safety.
Speaking as a classroom teacher, I have already started exploring ways to reintegrate technology into the classroom setting in innovative and meaningful ways. Next, I am examining how small, collaborative groups are going to look in my classroom. At the end of the day, students are expected to perform and I am expected to deliver effective and innovative instruction without compromise. I am working in collaboration with my principal and the school nurse to help ensure compliance with health expectations.
Secondary Perspective
As a former middle school teacher, I cringe at the thought of students going back to a brick and mortar building in the fall. Middle school students have a hard time as it is keeping their hands to themselves. They love to play jokes on each other and do not have the best hygiene habits. However, social distancing is possible at the secondary level if there is a maximum of 15 students in the classroom. This way, students have less physical access to each other which would prevent the spread of the virus. While 15 may seem like an arbitrary number, it is roughly less than half of what a typical classroom in an urban school district typically looks like. Having less than half the class size also increases the amount of one-on-one instruction that teachers have available for students. If schools decide to stagger the start time for different grade levels, having smaller class sizes would help mitigate the loss of a full day of in-person instruction.
Special Education Perspective
As my colleagues have both stated, it is possible to implement social distancing within both settings. The major concern as it pertains to students with disabilities is once again to differentiation. This would not pertain so much to the idea of social distancing itself but rather how it is implemented with the individual students.
Because students with autism are very resistant to change, you may want to take them through the steps of social distancing slowly versus a student receiving inclusion services. You must also gather student input as to whether they feel they can and will put forth the appropriate effort to follow the guidelines because this is a serious safety issue.
Dr. Mike Robinson: Staggered start times; alternate weeks of attendance; remote learning until further notice.
Elementary Perspective
Speaking from the elementary perspective, I recommend a combination of staggered start times and blended/remote learning. Staggered learning times consist of specific days for primary and intermediate students to attend class with the remainder of the week dedicated to online learning. This model will allow for deep cleaning when students are not in the building. My perspective is based on working in a small school with a population of around 250 students with large classroom spaces.
Secondary Perspective
Many districts already face the difficult task of finding talent for staff teaching positions, with the impact of COVID-19, this task is even more difficult. Regardless of whether schools choose staggered start times or alternate weeks of attendance, schools must acknowledge that parents need a workable and dependable schedule they can rely on each day. Parents will have a difficult time figuring out a schedule that works for their family if their child is only going into the classroom every other week. One option that may satisfy the need for social distancing, as well as parent scheduling, is half days where certain grade levels attend for the first half of the day and work remotely with their teachers for the second half. In middle schools as well as high schools, one set of grade levels go in the morning and work remotely in the afternoon and the other grade levels work remotely in the morning and go to school in the afternoon.
Whatever schools decide, parents must be on board with their decision as critical stakeholders in the educational community. To ensure parent input, schools should be sending out surveys to ascertain parental concerns and to solicit suggestions on what will make them confident that their children are safe.
Dr. Mike Robinson: What are thoughts about teachers wearing masks and other PPE?
Elementary Schools
During this public health crisis, it is more about safety than politics and personal beliefs. As an educator and a responsible citizen, I have a dual duty to keep myself and others safe. On that note, I think that it would be a responsible and professional obligation to wear masks to keep both educators, students, and stakeholders safe. As a professional educator, I am obligated to create and keep students safe at all times. Wearing a face mask during this time is an obligation to ensure safety.
Secondary School Perspective
Recently, I drove to South Carolina with my family for a vacation. My sister rented a house with a pool, and we had a great time quarantining with our kids together. However, on the road down to South Carolina from Philadelphia, I was shocked by the number of people who did not wear a mask when they entered a public building. Coming from a city like Philadelphia where it is not only law to wear a mask in public buildings, but you are scrutinized and shamed by the people if you do not wear a mask in public generally.
So, should teachers wear a mask or face guards? Undoubtedly, yes. If they will require students to wear masks, teachers should be required to wear masks as well. However, depending on what state the school is in, some teachers may try to fight to wear a mask, but wearing the mask only shows respect for your students and your colleagues.
Dr. Mike Robinson: This question comes from a parent. "When schools are open, what signs would be visible that would suggest social distancing is working?
Elementary Perspective
As teachers and administrators start the school year off, I highly recommend that social distancing become part of the Positive Behavioral and Intervention Supports plan (PBIS). PBIS is a systematic approach that embeds data and best practices to impact students' daily outcomes both socially and academically. As with a PBIS model geared toward social expectations, having expectations posted as they are taught to students is an important first step in ensuring student safety and dispelling any parental anxiety. First, model the expectations regarding CDC expectations such as washing hands, cleaning, and re-cleaning surfaces, and social distancing with face masks. Since I am dealing with an elementary perspective, posting signs/posters in the respective areas to model and remind students of the expectations.
In response to determine if social distancing is working, I recommend allowing data to inform the decision to determine the effectiveness of expectations that have been put in place to safeguard both students and educators. Monitoring and being transparent with stakeholders to include parents in regards to any outbreaks of COVID-19 and the school's reaction. Next, having the school-based medical professionals that work with teachers and the administrative staff that collect and monitor the data is crucial during this time because their role in the upcoming school year will be more crucial than ever.
Secondary Perspective
Parents should look for evidence of social distancing on a schoolwide level. Has there been a decrease in class sizes? Are there procedures in place for washing hands in a regulated manner?
Parents should be very direct with school administrators in requesting to know the procedures that are in place for their children to ensure safety. If you find that the procedures are not adequate, please go to the local district office and file a complaint. Get other parents on board with your complaint until your concerns are acted upon. As stakeholders in educational communities, parents have the power to make demands from their neighborhood schools when it comes to children’s safety. Also, if you are available to volunteer your time for a portion of the day, please consider lending a hand to your local school by being hall monitors to ensure students are following social distancing guidelines in the hallways. Often schools will not have the personnel to adequately staff the halls but hall monitors do make a difference in schools.
To volunteer, parents are generally required to get clearances; however, some districts may offer to pay for the clearance of parent volunteers.
Bio
Dr. LaConti Bryant earned an Ed.D. in Educational Leadership from Liberty University in 2017. Her research is specifically focused on the areas of instructional coaching/mentoring, collaboration, job-embedded professional development, and equity. Dr. Bryant has worked with teachers and administrators with creating professional learning communities that are conducive to positive results in student achievement and teacher development. Dr. Bryant taught STEM English Language Arts and Math teacher in the Dallas/Fort Worth area. Dr. Bryant was a teacher and mentor teacher in Colorado Springs School District 11. She has a passion for providing an equitable education for students in underserved communities. Currently, Dr. Bryant is an avid traveler. Her motto is, "The World is My Classroom." Prior to entering public education, Dr. Bryant served in the United States Army as a paralegal for 5 years stationed at Fort Campbell, Kentucky, Bamberg, Germany, and Fort Hood, Texas.
Michael Bryant is a retired soldier with over 20 years of successful service with the United States Army as a Chemical Operations Supervisor. In addition, he is a special education and classroom teacher. He and his wife own Vivid Business Solutions, LLC, a mobile notary business. He has a Masters degree in Special Education and a Post Master’s in Educational Leadership. He is currently completing his dissertation for the doctorate degree.
Megan Wilson is former English and Language Arts teacher for grades 7-12. She received her Masters in Education Administration and Supervision in 2014 and has served in public schools for over 9 yrs. She is currently attending law school at Drexel University's Thomas R. Kline School of Law. Megan loves teaching but hopes to use her law degree to continue making a positive difference in her community through the criminal justice system.
Relating to social distancing during this time has to be approached in a differentiated manner. The way elementary schools respond to social distancing will be completely different from how secondary schools respond. Elementary schools have the flexibility to limit movement throughout schools, as well as, the flexibility of how to control limited movements. Secondary schools will have to be a bit more innovative with how they decide to implement social distancing because of the amount of movement that has to take place in middle and high schools. The response to the essay questions will be differentiated with responses from an elementary and secondary perspective. Additionally, we will incorporate the perspective of a special education teacher.
Dr. Mike Robinson: How can schools practice social distancing when kids return to school?
Elementary Perspective
As with any classroom, expectations are part of the routines that students are taught. Social distancing has to be integrated into the Positive Behavioral Intervention and Support (PBIS) model with the focus of implementing the recommendations from the Center for Disease Control (CDC) with fidelity. The PBIS model calls for the implementation of best practices into the school setting and examining the data to determine whether the expected guidelines are benefiting students on a daily basis. However, social distancing will look different for each school depending on the design of the building and the size of the student population. Smaller schools and districts will have a completely different plan than that which larger school districts will have. I can speak from the perspective of working in a small school with 250 students with central air and heat. We are afforded the opportunity to have extra classrooms that are not currently in use. With this type of flexibility, class sections are between 15-18 students maximum. With this set up the school has the ability to implement some of the CDC guidelines for social distancing in the classroom setting.
Secondary Perspective
When schools decide to go back to physical locations, the safety of our students will be the number one concern. COVID-19 has undoubtedly changed the landscape of our country and how people go about their daily lives. How we educate students will certainly be another way COVID-19 has impacted our society.
As a mother of two and an educator who lives in a heavily populated, urban setting, my concerns are great. My daughter has asthma and my son has Down Syndrome: these are underlying conditions that will make it harder for them to fight off the virus.
When they return to the brick and mortar buildings in or Philadelphia, it’s imperative that the school district gets it right. Currently, the School District of Philadelphia allows upwards to 33 (and I have personally seen 35) students in a classroom. Many of the Philadelphia schools’ buildings do not have central air in all classrooms. The magic money that the government pulled out of its magic money machines will need to spread to districts like Philadelphia in order to ensure safety for our students.
Like my colleague mentioned, the procedures and rules of social distancing will need to be taught like any other procedure in a classroom. As a parent, teacher, and a current student of law, the following measures need to be taken in order for me to feel confident about my children in a classroom:
sinks or portable sinks in every classroom, plastic guards on the desk to protect against coughs and sneezes, masks required, and air-conditioned classrooms, and smaller class sizes.
For many urban districts with older buildings with no central air, this is a tall order. However, these are basic steps districts need to take if they plan to send students back to school in the fall. Otherwise, they are opening themselves to widespread lawsuits for not taking adequate measures to ensure the safety of our children.
Special Education Perspective
I am a Special Educator who has taught in both elementary and secondary schools in multiple states. Due to just the mere fact that students with disabilities all receive individualized services according to their educational needs, so will they have to receive guidance on social distancing according to the various degrees of disabilities according to whatever setting they will be located.
You cannot treat a student who receives inclusion services the same you would as a student who is a student with autism who may be in a self-contained room part of the day and inclusion part of the day.
As well, a student with behavior concerns may not be able to attend inclusion classes due to the already heightened possibility that he/she may cause additional concerns now that the new normal has to be incorporated in the inclusion classroom.
Bottom line is that a differentiated plan must be created for each student that receives special education services and this requires input from all parties concerned: students, parents, teachers, administrators, case workers, etc. Safety is a major concern and some of our most vulnerable students receive special education services.
Dr. Mike Robinson: Is Schooling with social distancing even possible?
Elementary Perspective
Schooling with social distancing is possible when the space in the elementary school building allows it. Schools that have smaller populations and large classroom spaces will have fewer challenges in implementing their instructional programming.
This provides an opportunity for schools and districts to develop creative and innovative programming that would allow educating students while maintaining social distancing to ensure safety.
Speaking as a classroom teacher, I have already started exploring ways to reintegrate technology into the classroom setting in innovative and meaningful ways. Next, I am examining how small, collaborative groups are going to look in my classroom. At the end of the day, students are expected to perform and I am expected to deliver effective and innovative instruction without compromise. I am working in collaboration with my principal and the school nurse to help ensure compliance with health expectations.
Secondary Perspective
As a former middle school teacher, I cringe at the thought of students going back to a brick and mortar building in the fall. Middle school students have a hard time as it is keeping their hands to themselves. They love to play jokes on each other and do not have the best hygiene habits. However, social distancing is possible at the secondary level if there is a maximum of 15 students in the classroom. This way, students have less physical access to each other which would prevent the spread of the virus. While 15 may seem like an arbitrary number, it is roughly less than half of what a typical classroom in an urban school district typically looks like. Having less than half the class size also increases the amount of one-on-one instruction that teachers have available for students. If schools decide to stagger the start time for different grade levels, having smaller class sizes would help mitigate the loss of a full day of in-person instruction.
Special Education Perspective
As my colleagues have both stated, it is possible to implement social distancing within both settings. The major concern as it pertains to students with disabilities is once again to differentiation. This would not pertain so much to the idea of social distancing itself but rather how it is implemented with the individual students.
Because students with autism are very resistant to change, you may want to take them through the steps of social distancing slowly versus a student receiving inclusion services. You must also gather student input as to whether they feel they can and will put forth the appropriate effort to follow the guidelines because this is a serious safety issue.
Dr. Mike Robinson: Staggered start times; alternate weeks of attendance; remote learning until further notice.
Elementary Perspective
Speaking from the elementary perspective, I recommend a combination of staggered start times and blended/remote learning. Staggered learning times consist of specific days for primary and intermediate students to attend class with the remainder of the week dedicated to online learning. This model will allow for deep cleaning when students are not in the building. My perspective is based on working in a small school with a population of around 250 students with large classroom spaces.
Secondary Perspective
Many districts already face the difficult task of finding talent for staff teaching positions, with the impact of COVID-19, this task is even more difficult. Regardless of whether schools choose staggered start times or alternate weeks of attendance, schools must acknowledge that parents need a workable and dependable schedule they can rely on each day. Parents will have a difficult time figuring out a schedule that works for their family if their child is only going into the classroom every other week. One option that may satisfy the need for social distancing, as well as parent scheduling, is half days where certain grade levels attend for the first half of the day and work remotely with their teachers for the second half. In middle schools as well as high schools, one set of grade levels go in the morning and work remotely in the afternoon and the other grade levels work remotely in the morning and go to school in the afternoon.
Whatever schools decide, parents must be on board with their decision as critical stakeholders in the educational community. To ensure parent input, schools should be sending out surveys to ascertain parental concerns and to solicit suggestions on what will make them confident that their children are safe.
Dr. Mike Robinson: What are thoughts about teachers wearing masks and other PPE?
Elementary Schools
During this public health crisis, it is more about safety than politics and personal beliefs. As an educator and a responsible citizen, I have a dual duty to keep myself and others safe. On that note, I think that it would be a responsible and professional obligation to wear masks to keep both educators, students, and stakeholders safe. As a professional educator, I am obligated to create and keep students safe at all times. Wearing a face mask during this time is an obligation to ensure safety.
Secondary School Perspective
Recently, I drove to South Carolina with my family for a vacation. My sister rented a house with a pool, and we had a great time quarantining with our kids together. However, on the road down to South Carolina from Philadelphia, I was shocked by the number of people who did not wear a mask when they entered a public building. Coming from a city like Philadelphia where it is not only law to wear a mask in public buildings, but you are scrutinized and shamed by the people if you do not wear a mask in public generally.
So, should teachers wear a mask or face guards? Undoubtedly, yes. If they will require students to wear masks, teachers should be required to wear masks as well. However, depending on what state the school is in, some teachers may try to fight to wear a mask, but wearing the mask only shows respect for your students and your colleagues.
Dr. Mike Robinson: This question comes from a parent. "When schools are open, what signs would be visible that would suggest social distancing is working?
Elementary Perspective
As teachers and administrators start the school year off, I highly recommend that social distancing become part of the Positive Behavioral and Intervention Supports plan (PBIS). PBIS is a systematic approach that embeds data and best practices to impact students' daily outcomes both socially and academically. As with a PBIS model geared toward social expectations, having expectations posted as they are taught to students is an important first step in ensuring student safety and dispelling any parental anxiety. First, model the expectations regarding CDC expectations such as washing hands, cleaning, and re-cleaning surfaces, and social distancing with face masks. Since I am dealing with an elementary perspective, posting signs/posters in the respective areas to model and remind students of the expectations.
In response to determine if social distancing is working, I recommend allowing data to inform the decision to determine the effectiveness of expectations that have been put in place to safeguard both students and educators. Monitoring and being transparent with stakeholders to include parents in regards to any outbreaks of COVID-19 and the school's reaction. Next, having the school-based medical professionals that work with teachers and the administrative staff that collect and monitor the data is crucial during this time because their role in the upcoming school year will be more crucial than ever.
Secondary Perspective
Parents should look for evidence of social distancing on a schoolwide level. Has there been a decrease in class sizes? Are there procedures in place for washing hands in a regulated manner?
Parents should be very direct with school administrators in requesting to know the procedures that are in place for their children to ensure safety. If you find that the procedures are not adequate, please go to the local district office and file a complaint. Get other parents on board with your complaint until your concerns are acted upon. As stakeholders in educational communities, parents have the power to make demands from their neighborhood schools when it comes to children’s safety. Also, if you are available to volunteer your time for a portion of the day, please consider lending a hand to your local school by being hall monitors to ensure students are following social distancing guidelines in the hallways. Often schools will not have the personnel to adequately staff the halls but hall monitors do make a difference in schools.
To volunteer, parents are generally required to get clearances; however, some districts may offer to pay for the clearance of parent volunteers.
Bio
Dr. LaConti Bryant earned an Ed.D. in Educational Leadership from Liberty University in 2017. Her research is specifically focused on the areas of instructional coaching/mentoring, collaboration, job-embedded professional development, and equity. Dr. Bryant has worked with teachers and administrators with creating professional learning communities that are conducive to positive results in student achievement and teacher development. Dr. Bryant taught STEM English Language Arts and Math teacher in the Dallas/Fort Worth area. Dr. Bryant was a teacher and mentor teacher in Colorado Springs School District 11. She has a passion for providing an equitable education for students in underserved communities. Currently, Dr. Bryant is an avid traveler. Her motto is, "The World is My Classroom." Prior to entering public education, Dr. Bryant served in the United States Army as a paralegal for 5 years stationed at Fort Campbell, Kentucky, Bamberg, Germany, and Fort Hood, Texas.
Michael Bryant is a retired soldier with over 20 years of successful service with the United States Army as a Chemical Operations Supervisor. In addition, he is a special education and classroom teacher. He and his wife own Vivid Business Solutions, LLC, a mobile notary business. He has a Masters degree in Special Education and a Post Master’s in Educational Leadership. He is currently completing his dissertation for the doctorate degree.
Megan Wilson is former English and Language Arts teacher for grades 7-12. She received her Masters in Education Administration and Supervision in 2014 and has served in public schools for over 9 yrs. She is currently attending law school at Drexel University's Thomas R. Kline School of Law. Megan loves teaching but hopes to use her law degree to continue making a positive difference in her community through the criminal justice system.