School has had it's much anticipated ups and downs. With the kids in two districts and three schools with three different learning platforms, there has been one constant: change. All three schools made an attempt to do part-time in-person learning. Brett participated; we elected to do full time online with the other two from the start. The deciding factors were a combination of school size, ability to keep the shuffling to a minimum, and individual needs. Not surprisingly but still disheartening, the last of their three schools will be transitioning to full-time online learning this week. Secondary students in our district's hybrid model attended a grand total of 16 hours of in-person learning.
The demographics and culture in our school district provide a unique set of needs. Our inner ring suburban area brings together nearly 11,000 students, about 60% free and reduced lunch - but also plenty of affluence - and 57 different languages spoken among the families. There is a large population of multi-generational and first generation immigrant families who tend to work in frontline and service-oriented industries that do not lend themselves well to work-at-home options. This is partially why about half of the district's secondary students elected to do online learning. They are responsible for the care and education facilitation of younger children in the home.
| What's wrong in this picture? 😏 |
I praise our district's attempts at making education equitable where the privilege is blinding. Think about teaching gym online to a population of students so diverse. Do students have a safe place to go outside for exercise? Do they have a brother or a sister to kick a ball to? Or even a ball? None of this can be assumed. And really, how many days and weeks and months can teachers engage kindergarteners in calisthenics? Last week, Reggie was doing his online gym class in the living room when I overheard the gym teacher say, "Today we're going to do some jump roping. If you don't have a jump rope, you could place a towel or a stuffed animal on the floor to jump over." How ironic that last year I was in the PTO meeting that approved buying new jump ropes for the gym teacher.
Quite honestly, I have grown tired of people whining about kids missing out on sports or birthday parties or homecoming or trick-or-treating. The truth is kids don't need any of that, and though some believe otherwise, these all have a degree of risk contributing to the spread of the virus and shutdown of our schools. Please don't mishear me - I like all of these things. But what price are we willing to pay for them? For this false sense of normalcy? I believe that some time in the future, historians will look back on this global crisis with a lens that it is yet another example of the privileged asserting rights that ultimately oppress their less-fortunate neighbors who are just trying to survive. (Not even to mention the health care community that is relentlessly working on our behalf.)
School is not going to be world-class this year, and our students might not meet all the standards and benchmarks. But that's okay with me. What my children need to learn is not found in a textbook. They need to learn that our actions affect other people in very real ways, both positively and negatively. That sometimes we need to give up our personal comforts for the well-being of our community. And when we go through hard stuff, we often grow in ways we didn't expect.
| This photo was taken in September! Our table is under a few inches of snow now! |



