Opening schools unsafely will not solve any of our problems.

 

In every case, it will make them worse.

 

Students don’t learn a lot when their teachers are in quarantine.

 

Children generally receive less socialization when their parents are hospitalized.

 

Kids with special needs will receive few accommodations on a respirator.

 

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No matter what need schools usually meet, Coronavirus makes the situation worse.

 

Every. Time.

 
People propose having in-person classes or 超级微皮恩安卓破解版 that mix in-person classes with online instruction.

 

But from an epidemiological point of view, it makes more sense to keep the buildings closed and provide what we can on-line.

 

Unless perhaps you live in some secluded county that has had extremely low infection rates for a prolonged period of time.

 

Otherwise, this truth holds no matter from what angle you approach it – academic, economic, political, whatever.

 

After all, academics don’t mean much when you’re seriously ill. The economy doesn’t matter a lot when you’re dead. And politics won’t do you much good with lifelong health complications.

 

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So far as we know, the virus doesn’t care what your motivations are. It only infects as many people as it can leaving us to deal with the consequences.

 

Consider what the virus does to the human body.

 

According to the Center for Disease Control (CDC), exposure to the virus can result in mild symptoms to severe illness up to two weeks later. These include fever or chills, cough, shortness of breath or difficulty breathing, fatigue, muscle or body aches, loss of taste or smell, sore throat, nausea or vomiting and/or diarrhea.

 

People who are sick should stay home, monitor their symptoms and separate themselves from other members of the household.

 

You should seek immediate medical care if you experience trouble breathing, persistent pain or pressure in the chest, confusion, inability to stay awake and/or bluish lips or face.

 
Severe illness often requires hospitalization that attempts to relieve the most common complications. These are things like pneumonia, hypoxemic respiratory failure/ARDS, sepsis and septic shock, cardiomyopathy and arrhythmia, and acute kidney injury.

 

However, you also have to beware additional complications from prolonged hospitalization. These can include secondary bacterial infections, thromboembolism, gastrointestinal bleeding, and critical illness polyneuropathy/myopathy.

 

Managing blocked airways is a particular concern. This can be done in less severe cases with simple nasal cannula or oxygen rebreather masks. However, in more extreme cases, you may need continuous airway pressure provided through a machine or even invasive mechanical ventilation.

 

 

The chances of this happening to you or a loved one because your neighborhood school building was reopened and children were exposed to potentially sick classmates and staff is far from negligible.

 

In the US, more than 150,000 people have died from COVID-19. That’s 3.4% of cases that have lead to death.

 

To put that in context, The US has 5% of the global population and nearly a quarter of all Coronavirus deaths.

 

Over this last week, the average daily deaths in Italy were 6, France 10 and Spain 2.

 

In the US it was 1,204.

 

And make no mistake. Children can and do get sick – especially those 10 and older. They also can and do spread the virus to others.

 

Around the world, school closures are the rule, not the exception. While a few countries have opened schools, 143 countries have closed them nationwide.

 

This isn’t just because of the chance of death.

 

There are potential long term effects for survivors, too.

 

These include inflammation of the heart, cardiovascular disease and strokes; lung inflammation including persistent shortness of breath; and neurological issues such as headaches, dizziness, trouble concentrating or recalling things and even hallucinations.

 

This will not solve any of our current problems.

 

It will only make them worse.

 

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Many kids and families are struggling with school closures.

 

Teachers and classrooms provide necessary services way beyond simple education.

 

I’m talking about food, nutrition, healthcare, childcare, counseling, tutoring, socialization, self esteem, meeting special needs, protection from abuse and a whole lot more.

 

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While reopening school buildings is NOT a viable solution, there are other things we can do.

 
Food, nutrition and healthcare can all be met while conducting distance learning. In fact, most schools provided these services from March through June as classrooms across the country were closed.

 
Likewise, counseling, tutoring, socialization, and self esteem can be provided on-line. In most cases they won’t be as effective as they would be in a physical setting. However, given the precautions necessary to meet in-person – face masks, social distancing, etc. – they may be more effective screen-to-screen than they would be mask-to-mask.

 

Which brings me to the most difficult considerations – meeting special needs, protection from abuse, and childcare.

 

Not all students are neurotypical. Many require accommodations that are difficult or impossible to make in a virtual environment.

 
Special arrangements could be made for these students to come into the physical classroom on a part-time or full-time basis. This isn’t as safe as complete on-line learning, but if the numbers of students are small enough, precautions such a temperature screenings and social distancing were in place and exposure mitigated, this could be a viable option.

 
The same goes for protection from abuse. Some students live in unsafe home environments. It is observation by responsible adults who are mandated reporters like teachers that reduce the likelihood these children will be mistreated and provide a solution when abuse is reported. However, noticing the telltale signs of such mistreatment or even communicating with a teacher privately outside of the hearing of an adult in the home is more difficult on-line.

 

Special arrangements could be made for students who have already been identified as at risk. They could meet with counselors and psychologists in the school every week or so. Safety precautions would be necessary but the risk could be reduced enough to make it worth taking.

 

The biggest problem is probably the most widespread – childcare.

 

Having children at home to do their schoolwork on-line puts additional pressure on parents.

 

It requires them to perform some of the disciplinary functions typically provided by educators. Parents have to ensure their kids are awake and ready to do their lessons. They have to monitor their children and help ensure the work gets done.

 

This is less difficult for parents with higher socioeconomic status who have jobs that allow them to work from home. But for those who do not have such employment, it becomes almost impossible.

 

In short, the economy requires some kind of daycare for these children.

 

Many European countries that have best managed the Coronavirus have paid workers to stay home. This allows them to take care of their own children and reduce their own exposure to the virus.

 

Frankly, it is the only sustainable solution.

 

However, our government has almost completely abrogated its responsibilities to working class people.

 

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Childcare centers also have been kept open in many communities to meet this need. However,there have been massive outbreaks at such centers 超级微皮恩安卓破解版 that would only be worsened if we rely on them more. Any sane country would close them just as it closed schools.

 

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Reopening school buildings to serve as childcare centers certainly won’t solve anything except put a premium on respirators, coffins and graveyard plots.

 

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We’re talking about human life here.

 

Reopening schools is seen as a silver bullet to so many of our problems during the pandemic.

 

It isn’t.

 

It is shooting ourselves in the foot.

 

If we really want to solve our issues, we need to listen to science, logic and reason.

 

We need to keep schools closed and teach students online until the virus is under control.

 

We need to make it possible for parents to stay home with their children.

 

And we need to do it now.

---

 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 

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President Harry S. Truman famously displayed a sign on his desk saying exactly that.

 

It indicated that he didn’t pass the buck but accepted responsibility for the way the country was run.

 

What does it say on your desk, Gov. Tom Wolf?

 

Your latest Tweets don’t fill Pennsylvania residents with confidence:

 

“There are widespread rumors that I will soon be announcing a statewide school building closure or cancelling classes this fall. I want to be clear: I am not closing school buildings or cancelling classes.”

 

“School governing boards and administrators will determine if school buildings reopen and if classes resume in person, remotely, or a combination of the two. The best way to find out about these local decisions is to contact your school’s governing board or administration.”

 

 
Well, that’s two things you now have in common with President Donald Trump.

 

First, you’re making policy by Tweet.

 

Second, you are side stepping your obligations.

 

“I don’t take responsibility at all,” Trump said when asked about his administration’s inability to test Americans for the Coronavirus during the outbreak.

 

That’s what you sound like today.

 

COVID-19 cases have been spiking throughout the Commonwealth since early June – especially in Allegheny, Philadelphia, Delaware and Montgomery counties.

 

Today in Allegheny County, where I live, the Health Department reported the second highest increase in new cases – 244.

 
That is the most new cases in the state. Philadelphia comes next with 130 new cases. Together, these two counties make up more than 38% of the state’s new COVID-19 cases.

 

And yet we have school directors looking at this same data and making different decisions.

 

In the Pittsburgh region, school boards at East Allegheny, Woodland Hills and Wilkinsburg districts have all decided to reopen schools with classes completely on-line – at least to start. Meanwhile, in neighboring districts like McKeesport Area School District and Steel Valley School District, they are moving forward with hybrid plans that incorporate on-line and in-person classes in the physical school buildings.

 

And those are the outliers.

 

The majority haven’t made decisions yet complaining of a lack of safety guidelines from the county and a lack of direction from you, the governor.

 

You don’t get to decide what schools teach or how local communities make educational decisions.

 

But whether school buildings physically reopen or not during a pandemic is not an educational decision. It is a public safety decision.

 
Back in March when the virus started spreading throughout the state, you choose to close down businesses and schools.

 

As chief executive of the state, you had an obligation to do that.

 

It’s a crying shame that many in government have politicized every aspect of this disaster and the response to it.

 

I know you have taken a lot of criticism from Republicans trying to score points off your quick and sound judgement in this matter. They call you a tyrant because you did what every previous governor has done during a statewide disaster – you made decisions to safeguard lives.

 

Nothing has changed. If anything, there are significantly more cases reported every day now than in March.

 

If schools needed to be closed to in-person classes and education needed to be conducted on-line back then, that is still true today.

 

Perhaps this doesn’t have to be statewide. Perhaps it can be decided county-by-county. But you need to work collaboratively with county officials and school boards to coordinate the response to the virus.

 

Otherwise, there inevitably will be outbreaks at schools that reopen to in-person schooling. And since most districts are not separated by wide open spaces and residents frequently travel between them to buy groceries or other necessities, those outbreaks will spread.

 

A district that wisely decides to keep children 100% online will be susceptible to infections from residents in neighboring districts and bring those infections home.

 

This is not the responsibility of local school directors. It requires an authority that goes beyond the neighborhood and provincial decision making.

 

This is YOUR responsibility.

 

Frankly, the federal government, too, should be playing a larger role to help coordinate state responses. After all, the virus is not limited by state lines either.

 

But just because this President has neglected his duties, that does not give you the right to do the same.

 

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These are teachers, mothers, fathers, grandparents, and – yes – even children.

 

You can do something about that.

 

You have a responsibility to do something about it.

 

Do your duty.

---

 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 
Safety is in the eye of the beholder.

 

No matter what you do, life involves some risk.

 

The question is whether certain actions or courses of action involve acceptable risk and exactly what you consider to be acceptable.

 

These issues are not academic. School directors across the country are juggling such questions in their reopening plans.

 

With federal and state officials largely leaving the decision up to local elected school boards of how to hold classes in August and September, people used to choosing between bids for text books and whether to renovate the gymnasium are forced to make life and death decisions for hundreds or thousands of students, staff and their families.

 

There are three main options:

 

• (1) Open schools completely to in-person learning with safety precautions
• (2) Keep classes entirely on-line as they were in April and May
• (3) Offer some kind of hybrid of the two

 

Many schools are opting for this hybrid model.

 

This means reopening to in-person classes part of the time and on-line learning for the rest.

 

There are many ways to do this.

 

In my home district of McKeesport, this means having half of the students attend in the morning and the other half in the afternoon with the balance of their class work being done via the Internet.

 

In Steel Valley, the district where I work as a middle school teacher, this means half of the students attending full days on Mondays and Tuesdays, half on Thursdays and Fridays and the building is deep cleaned while students are taught completely on-line on Wednesdays.

 

In either case, parents can opt-in to an entirely virtual plan, but it’s expected that most adults would choose the hybrid model with its partial in-person classes for their children.

 

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It reduces exposure to other people and environments compared to the entirely in-person program.

 

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However, let’s be real.

 

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Moreover, the amount of risk is greater for adults than it is for children – both because adults would experience much higher exposure under such systems and because COVID-19 seems to affect adults more severely than children.

 

The hybrid model, then, is tantamount to putting children, teachers and families at risk for a reduced amount of time.

 

Why take the risk? On the premise that in-person instruction is more robust than on-line learning. Students learn more in the classroom from educators who are physically present than they do on the Internet.

 

There is significant evidence to back that up. However, this premise ignores the fact that invasive but necessary safety measures like wearing masks and practicing social distancing throughout the day will inevitably have negative effects on learning.

 

In short, mask-to-mask learning will not be as productive as face-to-face learning. We are in uncharted territory. It is entirely up in the air whether the necessary safety precautions of in-person learning – even during a hybrid model – will be better or worse than distance learning.

 

So the hybrid model tries to balance the unproven and questionable promise of increased academics against the threat of increased danger of disease.

 

How much danger? Well that depends to a large degree on where you live and the rate of infection present there.

 
I live in western Pennsylvania just south of Pittsburgh.

 

When schools closed in Allegheny County last academic year, a handful of people got sick each day, a hundred or more a week. For instance, 23 new COVID-19 cases were reported on March 19, and 133 for the week.

 

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That is not an insignificant risk. We have an infection rate of nearly 10%. We have some of the highest numbers in the state.

 

I don’t know how anyone can look at those numbers and conclude anything except that the risk of infection is GREATER today than it was when we took more precautions against it.

 

Moreover, the situation is little better nationwide.

 

Not a single state has met guidelines for reopening schools issued by the Center for Disease Control (CDC) in May.

 

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No state has experienced a “downward trajectory” for COVID-19 cases for 28 straight days. In most states, cases are increasing.

 

Nor does any reopening plan that I have seen – including McKeesport’s and Steel Valley’s – follow the 69-page CDC guidelines published by The New York Times earlier this month, marked “For Internal Use Only,” which was intended for federal public health response teams as they are deployed to hot spots around the country.

 

That document suggested several expensive and difficult safety measures such as broad testing of students and faculty and contact tracing to find people exposed to an infected student or teacher – none of which is being done locally.

 
The issue gets complicated though because this month the CDC bowed to pressure from the Trump administration and publicly softened its tone about reopening.

 
However, no matter how you look at it, reopening school buildings – even with a hybrid approach – increases risk significantly.

 
If school buildings are reopened with students and staff coming and going – even at a reduced rate through a hybrid plan – one would expect the virus already present in the community to gain access to our schools where it would be further spread to different segments of the community.

 

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It’s often compared to influenza which infects millions of people every year yet these outbreaks rarely close schools.

 

Unfortunately, the consequences of getting COVID-19 are much more severe. So far the Coronavirus has shown itself to be 52 times as deadly as the flu.

 

Only about 0.1 percent of the people who got the flu in the US last year died of it, according to the CDC. Yet about 5.2 percent of those who came down with COVID-19 have died, based on the reported totals of cases and deaths.

 

During the 2018-19 flu season, about 34,000 people in the US died, according to the CDC. So far, 143,193 people have died of COVID-19 in the US, as of July 23.

 

And keep in mind there is a vaccine for the flu. There is nothing as yet that fights COVID-19.

 

Some say that even given such statistics, children are less susceptible than adults.

 

However, the virus was only discovered in 2023. So little is known about it – for instance, the low percentage of cases in children may be because schools were closed in April and May before many kids were exposed to it.

 

A recent South Korean study – the most in depth of its kind to examine how the virus affects children – found that it is especially active in older kids.

 

“For people who lived with parents between the ages of 10 and 19, 18.6% tested positive for the virus within about 10 days after the initial case was detected — the highest rate of transmission among the groups studied. Children younger than 10 spread the virus at the lowest rate, though researchers warned that could change when schools reopen,” wrote 超级音雄|超级音雄 v1.5.2官方版 - 系统天堂:2021-12-5 · 超级音雄是一款很好用的调音软件，软件功能丰富，支持MobileUVST、DGT260、MobileUMINI等五种类型的声卡，使用方便，无需麻烦的声卡设置，从而提高用户的使用体验。.

 

Jeffrey Shaman, an epidemiologist at Columbia University agreed.

 

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Do such facts represent an acceptable risk for opening schools – even with a hybrid model?

 

Education Secretary Betsy DeVos says it does.

 

She said, “there’s nothing in the data that suggests that kids being in school is in any way dangerous.”

 

However, if even .02% of public school students were likely to die if school buildings were reopened, that’s 11,320 children!

 
Are we willing to risk the lives of tens of thousands – perhaps more – children on the unproven promise of a slight improvement in academics?

 
And keep in mind that doesn’t even take into account the cost to adults.

 
According to a new report from the Kaiser Family Foundation (KFF), 1 in 4 teachers in the U.S. – roughly 1.5 million people – are at increased risk for complications if they become infected with the Coronavirus. This includes educators over the age of 65 and those – like myself – with a pre-existing health condition that makes them more vulnerable.

 
According to the CDC, death from COVID-19 is significantly more common in older adults. Though the median age of U.S. teachers is 42.4 years, nearly 19 percent of teachers are 55 and older, reports the National Center for Education Statistics.

 

Health conditions such as diabetes, cardiovascular disease and kidney disease also increase one’s risk for serious illness from the virus. The CDC warns that roughly 60 percent of American adults have at least one chronic medical condition, and about 40 percent have two or more.

 

The situation is even more dire when we look at parents and grandparents in students’ homes. The KFF issued a report in July concluding that 3.3 million adults 65 or older live in a household with school-age children.

 

And let’s not forget the racial component.

 

Most minorities are more susceptible to COVID-19 because of the higher rates of social inequality they are forced to live under.

 

According to the CDC, Native Americans and Black people are hospitalized from the Coronavirus five times more often than White people. Hispanic and Latino people are hospitalized four times more often than White people.

 

Physically reopening school buildings in communities that serve large populations of people of color, then, invites greater risk than in predominantly white communities.

 

 

In any case, though, reopening school buildings – even under a hybrid model – significantly increases the risk for all the people living there.

 

So in summary, it is clear that the three basic options for reopening schools each offer different levels of risk.

 

A full reopening of schools even with safety precautions brings the highest risk. However, the hybrid model also brings significant danger to students, teachers and families – even if somewhat less than full reopening.

 

Distance learning has the lowest risk of all. It keeps most children physically separate from each other and thus limits exposure to the virus to the greatest extent. Likewise, it limits jeopardy for educators and other adults because teachers would mostly come into contact with children through the internet and parents would not be further complicated through potential viral contacts of their children.

 

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In any case, increased risk of death or debilitating disease has a chilling effect on learning for all involved.

 

In most communities – perhaps all – a decision on school reopening that balances safety with academics would lean toward distance learning above anything else.

 

Even if on-line learning turns out to be less effective than that provided in the hybrid model, any deficiencies can be targeted and ameliorated once the pandemic ends.

 

As yet, death admits of no such remedies.

---

 

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Going to the mailbox each time, my heart flutters.

 

I open the lid and see a stack of letters. My heart sinks.

 

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Has my teaching assignment finally arrived?

 

It’s not that I’m so anxious to find out what grade I’ll be teaching this year or whether I have lunch duty or have to monitor in-school suspension.

 

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As the summer whittles down, my district has yet to release its reopening plan. Meanwhile, no communication from administrators or school directors, no public meetings, nothing.

 

Meanwhile surrounding districts release plans that go against Center for Disease Control (CDC) guidelines in the name of expediency, politicians use the issue to demonize teachers and rally their base, and our unions pretend the only problem is a lack of funding.

 

The Sword of Damocles dangles over my head and the rope that keeps it in place looks more frayed with every pendulum swing.

 

For a person like me with at least two pre-existing conditions, an assignment in the school building during a global pandemic could be a death sentence.

 

Teaching has taken a huge toll on my body. I have heart disease and Crohn’s Disease. Not to mention that I’m certainly not getting any younger.

 

That’s at least twice the average risk of getting COVID-19 if my employer decides to assign me back in the building.

 

And it’s something my doctors made a point of mentioning.

 

From the middle of June to the middle of August, teachers like me try to take care of all our personal needs before the hectic classroom schedule begins.

 

That means renewing clearances, financial planning, medical visits, etc.

 

So when I went to a routine cardiologist appointment, I was somewhat taken aback as the doctor told me, “Remember, you can’t get sick.”

 

“I’m sorry? What?” I said.

 

He had just given me a clean bill of health.

 

“Remember, you can’t get sick. You simply cannot afford it,” he said.

 

Then he went on to complain about living in a country that put economics before science.

 

I heard much the same from my gastroenterologist.

 

They were both furious at how the pandemic is being handled but had no more advice on how I could protect myself.

 

“If they want you to go back to work, what else can you do?” one asked me.

 

“Refuse?” I said.

 

I still don’t have a better answer.

 

It’s incredibly unfair that decision makers may force me to choose between my job and my life.

 

I love my job.

 

Teaching has been one of the most meaningful experiences I’ve ever had. Every day I get to help kids become the people they want to be. I get to introduce them to a world of reading where voices long past get to speak to each of them individually. I get to show them how to participate in a conversation that’s been raging for millennia.

 

It’s challenging and exhausting and difficult, but I know I’m making a difference.

 

I love every minute of it.

 

But I love breathing more.

 

I don’t want to be buried under a respirator as my lungs slowly fill with fluid.

 

I don’t want to die gasping for breath.

 

Not if I don’t have to.

 

“You might want to update your will,” a friend told me with a grin when I mentioned this to him.

 

But there’s really nothing to smile about here.

 

I feel like I’m about to be thrown to the wolves.

 

After 17 years in the classroom, years of helping kids learn how to read and write, years of listening to their needs and worries, years of helping them overcome their anxieties and fears, years of advice, counsel and friendship – is this all I’m worth to the community?

 

I chaperoned field trips with school directors and their children, I’ve taught board members kids and sat across from the adults at parent-teacher meetings regaling them with tales of mischief and academic triumphs. Will they now callously decide that I need to put my life at risk or else step down?

 

How many times did I joke and laugh with administrators, how many times did I try my best to do what they asked, how many times did I go above and beyond – and now have they no qualms about making my wife a widow and forcing my daughter to navigate the rest of her childhood without her daddy?

 

It doesn’t have to be this way.

 

A sane society wouldn’t reopen school buildings when Coronavirus cases are spiking. A rational country wouldn’t politicize safety precautions, undermine scientists and disparage facts. It would pay people to stay home, suspend rent payments, provide everyone with personal protective equipment (PPE) and universal healthcare.

 

And it’s not too late.

 

By the end of August, we can continue the distance learning initiatives we began in the spring.

 

To be honest, there were a truckload of problems in April and May. But at least we know what they are and can do better a second time around.

We can make sure all students have access to computers, devices and the Internet. We can make expectations clear and achievable and increase project based assignments. We can habituate participation, increase interactivity and offer multiple chances to do the work.

 

I’m not saying it would be perfect. On-line learning will never be as effective as in-person learning.

 

But any education attempted under the shadow of a pandemic will be less productive than under normal circumstances.

 

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Distance learning is the safest way to go. Any academic shortfalls could be made up in subsequent years. But you have to survive first.

 

My life would certainly be at risk in the physical classroom. But so would every other staff member, children’s families and even the students, themselves.

 

The same people advocating for a full reopen of schools like to cite studies showing young people are immune or mostly asymptomatic. But kids were the first group to be quarantined.

 

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If my life has no value to you, what about your own? What about your child’s life?

 

Being a teacher kind of commits you to a sort of optimism.

 

To dedicate your life to young people, you have to believe the future can be better than the present and the past.

 

I let out a deep breath and went through the letters in my mailbox.

 

My assignment wasn’t there.

 

It may arrive tomorrow or the day after.

 

The uncertainty is hard, but it’s better than some certainties. I still have every hope that my community will not sacrifice my life.

 

But if it does, I will not go quietly.

 

I can’t be here for your kids, if I’m not here.

---

 

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Dr. Mark Holtzman:

 

I am extremely concerned about the reopening plan for the McKeesport Area School District you offered on video Tuesday.

 

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In short, you propose reducing social distancing by half, requiring students to wear masks only occasionally, having zero temperature screenings and keeping schools open when students, staff and/or family get sick.

 

This is unacceptable.

 

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Be assured I will send my concerns to the email hotline you provided because it was impossible to have public meetings to discuss this matter. Which brings me to my first concern – how can it be unsafe to meet in-person with the public to discuss reopening schools yet still be safe to open them for our kids?

 

I am an alumni of McKeesport. So is my wife, my brother and most of the people in my family. I’ve lived here my whole life.

 

My daughter is set to enter 6th grade this year. Up to this point I have been extremely happy with the education she has received in the district.

 

I am thankful that you’ve decided to give parents the option of virtual learning for their kids if they do not feel it is safe for them to return to school buildings, but your reopening plan will have impacts far beyond our individual households. A spike in COVID-19 throughout the community due to a bad school reopening plan will not be in anyone’s interests.

 

I know you are an educator and want to do what is best for the students in your care. However, in this case you have let your drive to ensure the best academics overshadow what is in the best interests of the safety and well being of the children, families and staff in the district.

 

You say you’re relying on facts as provided by the the Center for Disease Control (CDC), and health departments of Allegheny, Chester and Bucks County. However, almost everything you cite on the video is from one source – Bucks County.

 
Bucks County is very different from where we live in Western Pennsylvania. It encompasses a smaller area north of Philadelphia and has a reduced population – about 628,000 people.

 

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Looking at the numbers, Bucks County has not handled the pandemic as well as Allegheny County. Though it has fewer people, they have more cases of COVID-19 – 5,841 compared to our 5,610. What’s worse, their death rate is substantially higher than ours – 511 to our 204.

 

Frankly, I do not feel comfortable basing almost our entire reopening plan on data provided by one county in the Commonwealth that may or may not have done a good job handling this pandemic.

 

We need to base our plan on county specific data from Western Pennsylvania and guidelines for the entire state.

 

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For instance, in the video you said people only get COVID-19 if they have been within 6 feet of someone not wearing a mask for 15 minutes consecutively. That or there has to be an exchange of fluid – someone sneezing, spraying spittle, etc.

 

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I am extremely upset that you plan to reduce social distancing in district schools from 6 feet to between 3 and 4 feet.

 

You again cite Bucks County to justify the position.

 

“…SARS-CoV-2 is spread most commonly through large respiratory droplets when someone coughs or sneezes. A minimum three-foot distance is clearly associated with significant reductions in infection via respiratory droplets, as most droplets do not travel more than 3 feet due to gravity. This is the current standard used by the World Health Organization (WHO) successfully in many countries throughout the world today.”

 

 

Once again this is not true. The WHO says people should keep at least 3 feet apart but doing so puts you at higher risk than 6 feet.

 

While it is nice to be assured that respiratory droplets don’t travel beyond three feet, experience tells us otherwise. It shouldn’t take much imagination or memory to recall a time when one of your own droplets traveled further in a moment of excitement. As a classroom teacher, I can tell you this happens often. When kids get excited, teachers better back up.

 

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“Our classrooms are not very large – to put children 6 feet apart in school buses, classrooms, hallways, cafeterias, will be next to impossible with the overall square footage of those particular areas.”

 

I get it. You’re probably right. But that’s not a reason to skimp on safety. There are other alternatives to in-person classes.

 

If we cannot do it safely, we shouldn’t do it at all. Let’s not pretend it’s safe because of something Bucks County officials pulled out of their butts.

 

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This is highly imprudent.

 

It takes seconds to gauge someone’s temperature with an infrared thermometer – significantly less than getting through a metal detector – something we do routinely everyday at all district schools.

 

Yes, there is the problem of kids getting backed up in long lines, but that is not insurmountable. Staff can at least try to keep kids separated – perhaps having a staggered start for each grade would help.

 

Yes, I know the absence of a temperature does not guarantee someone is not infected. But any sense of safety is good. You know the metal detectors are not 100% accurate either.

 

You say it is up to the parents to make sure their kids don’t come to school with a raised temperature. Now that IS unreasonable. It is unfair to put the health concerns of an entire population on one or two parents who may not comply with the expectation.

 

I think the bigger concern is something you didn’t mention. What do you do with a child who has a temperature? How will you send him home? Who will see to him until a parent can come and get him? And will that person be at risk of getting sick?

 

These are hard questions to answer, but going in ignorance of a symptomatic student is worse.

 
Your position on masks is one of the most problematic in your entire reopening plan.

 

You propose to have children wear masks on buses but not in their classes. And the reason – because it’s just too hard to make kids wear them.

 

 

Wearing masks has been a universal precaution when going out in public. It is one of the best things we can do to reduce the risk of getting the Coronavirus. Respiratory droplets here, there and everywhere, and you are just going to let them fly.

 

This is unfair to district children and the staff who serve them.

 

Look. I understand it would be incredibly difficult to get kids to wear masks. But if you cannot do it, pursue a different kind of schooling. Do not have in-person classes if you cannot do so safely.

 
Then we come to your position on what to do if someone gets sick.

 

First, it is telling that both you and your advisors in Bucks County are pretty sure this WILL eventually happen.

 

You do not think the precautions you’re taking will stop people from getting sick. You simply find it acceptable if the number of sick people is low.

 

“As COVID-19 will likely be with us for an extended period of time, and given that all school districts will almost certainly have cases, we want school districts to begin treating it similarly to the way we have successfully handled other communicable diseases in our schools, including pertussis (whooping cough), measles, strep throat, mumps, influenza, and meningitis. It is our strong intention to keep all classrooms, schools, and districts open, in the event of confirmed cases of COVID-19. One closure decision can lead to a potential crippling, and precedent setting domino effect of closures…”

 

 

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Moreover, we cannot prioritize keeping schools open over public health and safety concerns. But that is what you are proposing here.

 

You said:

 

“We won’t close schools if someone gets infected. It takes 6-8 days to get an accurate result from a COVID test. So that disease will have passed through and will no longer exist on any surfaces, classroom areas, people, etc. in the school by the time the COVID is confirmed. Therefore, there’s no reason to close schools. We’ll clean every inch of our classrooms on a daily basis.”

 

This does not mean that the danger is any less. It means that the danger may have passed by the time we know about it. How many people may be sick by then?

 

Mark, this is a bad plan. Let me give you a better one.

 

Start school this year with universal distance learning.

 

You already mentioned how the district will make sure all students have a one-to-one iPad initiative. You mentioned how virtual learning will be revamped to include face-to-face instruction.

 

Take it a step further.

 

Have all teachers develop their own unique distance learning initiatives.

 

And keep with such a plan until Allegheny County reports zero new cases for at least two weeks.

 

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It’s not perfect, but that would be the safest plan.

 

I’ll admit it would not be as academically effective as in-person learning.

 

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It’s much better to err on the side of safety.

 

I hope you’ll do that.

 

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Yours,

 

超级微皮恩安卓破解版

 

Dr. Holtzman’s full video:

超级微皮恩安卓破解版

 

---

 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from 超级微皮恩安卓破解版. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 
Are charter schools small businesses or public schools?

 

They can’t be both.

 

Several Pittsburgh area charter schools took a bailout meant for small businesses after already getting monetary relief meant for public schools.

 

Environmental Charter School at Frick Park, Hill House Passport Academy Charter School, Manchester Academic Charter School and Penn Hills Charter School of Entrepreneurship all applied for and received substantial low-interest loans from the federal government’s Paycheck Protection Program (PPP).

 

The $660 billion federal initiative was intended to help businesses keep employees on the payroll and off unemployment benefits during the COVID-19 pandemic. The loans will be forgiven if businesses meet certain conditions such as retaining or rehiring employees.

 

However, charter schools – including those in the Pittsburgh region – already should have received financial relief through the federal CARES Act.

 

Pennsylvania got $523 million to distribute to both authentic public schools and charters. However, of the two, only charters were eligible for additional PPP funds.

 

So these ‘Burgh charters are double dipping. They’re receiving aid from two different federal sources while authentic public schools only can get aid from one.

 

The Environmental Charter School at Frick Park got a $2 million – $5 million cash infusion from PPP.

 

The Environmental Charter calls itself a nonprofit organization but there are many reasons to be dubious.

 

First, nonprofits usually are dedicated to furthering some social cause like helping the poor and minorities.

 

However, The Environmental Charter actually caters to upper socioeconomic and white students.

 

It serves wealthier children than surrounding schools. Just one-third of Environmental Charter students are eligible for free or reduced lunches compared to 71% at Pittsburgh Public schools.

 

Moreover, only 30% of the charter’s students are minorities. Pittsburgh Public serves a student body of which nearly half are African American.

 

Next, there’s the issue of who runs the institution.

 

All charter schools in the Commonwealth have to be designated as nonprofits. However, many like the Environmental Charter School hire for-profit companies to actually operate their day-to-day functions and make almost all of their major administrative decisions.

 

The Environmental Charter is run by Virginia-based Imagine Schools, one of the nation’s largest charter-management companies with more than 71 charters nationwide.

 

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After the school gets funding from state, federal and community taxes (this year including bailouts from PPP and the CARES act), it pays 12 percent back to Imagine. This came to $406,000 in 2009, according to an independent financial audit.

 

The school also pays Imagine on a $250,000 loan that the charter operating company took out to launch the program. Payments come out to about $2,500 per month over 20 years with an interest rate of 10.524 percent.

 

The charter also pays Imagine rent on its building which was purchased in 2006 by Schoolhouse Finance – Imagine’s real estate arm – for $3 million.

 

The lease costs $526,000 annually and is binding until 2032 unless the school loses its charter.

 

Given such facts, it’s hard to imagine why we’ve allowed our tax dollars to prop up a business venture that could certainly afford to reduce its profit margins rather than rely on public support.

 
Hill House Passport Academy Charter School got a $150,000 – $350,000 bailout from PPP.

 

Unlike the Environmental Charter, Hill House does actually cater to low income and minority children. In fact, it was founded to help Pittsburgh students who are failing in another district and in danger of dropping out unless they receive some kind of academic intervention.

 

However, the results haven’t been stellar. Where the Environmental Charter was too white, Hill House serves almost exclusively black students. It is exponentially more segregated than neighboring authentic public schools (96% minority) and its students still have extremely poor academic performance.

 

The question remains whether these results are better than they would be at an authentic public school. Does the charter provide any value for these students or is it just a holding area?

 

Like the Environmental Charter, this so-called nonprofit hires a management company. In this case, it’s the infamous K12 Incorporated – a nationwide cyber charter network with a record of academic failure and financial shenanigans.

 

In 2016, the company reached a $168.5 million settlement with the state of California. The state claimed K12 had reported incorrect student attendance records and otherwise lied about its academic programs. The company ended up settling with the state for $2.5 million with an additional $6 million to cover the state’s investigation and K12 voided $160 million in credits it had given to the affiliated schools to cover the cost of their contracts.

 

Hill House offers a blended model with in-person teachers and virtual classes somewhat different than most K12 schools.

 

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Manchester Academic Charter School got a $350,000 – $1 million loan from PPP.

 

It is one of the oldest charter schools in the city, having started as a tutoring program in 1968 and becoming a full fledged charter school in 1998.

 

However, like Hill House, it is infamous for racial segregation and low academic performance. Approximately 99% of students are minorities.

 

In 2016-17,only 12% of the school’s students were proficient in math (state average is 46%) and 37% were proficient in language arts (state average is 63%).

 

Where Manchester fails at academics, it excels at administrative salaries. The school’s administrators take home beaucoup bucks while being responsible for fewer students than those at authentic public schools.

 

For example, Vasilios Scoumis, Manchester CEO for more than two decades, is given a $146,000 salary not counting a potential $15,000 yearly bonus though he is only responsible for 340 students.

 

Compare that with 安下载-安全的软件下载站,绿色免费版软件下载:2 天前 · 安下载(原俺下载)为您提供安全的pc软件下载,免费软件下载,手机软件下载,所有资源都经过杀毒软件查杀测试后上传,我伊将本着用户至上的原则,为用户提供详细的软件介绍,并附带安装教程,使用方法等信 … for managing a district of about 24,000 students.

 

But such high salaries for relatively little work aren’t only a hallmark at Manchester.
Environmental Charter School CEO John McCann earned $120,000 with a school enrollment of 630 students.

 

Nice work if you can get it!

 

Speaking of which, Penn Hills Charter School of Entrepreneurship got $350,000 – $1 million from PPP.

 

This is another so-called non-profit school run by the Imagine Schools company. It is highly segregated with 82% minority children.

 

Only 32% of students are proficient in math and 57% in reading – again below state averages.

 

The school suffered a scandal in 2015 when the state Charter Review Board overruled Penn Hills School Directors decision to deny allowing the charter to expand into a second building.

 

But given that the Charter Review Board is made up of six members – charter school advocates chosen by former Republican Governor Tom Corbett – any pretense to impartiality is laughable.

 

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Directors were also leery of the venture because the charter planned to use half of the new building for students and to lease the remainder as office space.

 

Finally, the charter school sucks away necessary funding from the authentic public school. The Penn Hills School District paid Imagine about $3 million in 2014-15. Costs increased to $12 million a year and continue to rise.

 

So one wonders why we’re throwing more money at these charter schools.

 

Nina Rees, executive director of the National Alliance for Public Charter Schools (NAPCS) has spoken out of both sides of her mouth on the issue. She has insisted that charter schools be regarded as public schools and eligible for emergency aid – all the while advising charter schools also to apply for federal rescue funds for small businesses devastated by the pandemic.

 

Carol Burris, Executive Director of the Network for Public Education, did not mince words.

 

“Once again, the charter sector, through the lobbying efforts of Nina Rees…worked behind the scenes to gain fiscal advantage for the privately operated schools they claim are public schools.”

 

Education historian 超级微皮恩安卓破解版.

 

“Charters claim to be ‘public schools’ when that’s where the money is,” she said. “But when the money is available for small businesses, they claim to be small businesses.”

 

Charters go where the money is.

 

We get the privilege of paying the tab.

 

If it were up to U.S. Treasury Secretary Steve Mnuchin, we wouldn’t even know about it.

 

Mnuchin only released the information to the public after 11 news organizations sued the Small Business Administration .

 

Even now, not all of it is available.

 

Moreover, the deadline to apply for a PPP loan has been extended to Aug. 8.

 

So if you haven’t seen some of the most infamous neighborhood charter schools taking advantage of the program, it may only be a matter of time.

 

ProPublica has put all the information into an easy to use search engine. Just enter a zip code and it will display all the businesses located there that received PPP loans.

 

This includes high tuition private prep schools like Sewickley Academy and Shady Side Academy both of which got $2 – $5 million, Winchester Thurston School which got $1 million – $2 million, and the charter schools listed above.

 

You can check it out here: http://projects.propublica.org/coronavirus/bailouts/

---

 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from 超级微皮恩安卓破解版. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 
People talk about the upcoming school year as if we have a choice between in-person classes or distance learning.

 

We don’t.

 

The fact is there will be NO face-to-face learning this year.

 

Neither in our school buildings or on-line.

 

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There is no middle ground here – nor should there be.

 

Even if schools try to execute some hybrid model where kids only attend classes in-person two or three days a week and go on-line for the remainder of the time, when they are in the school building everyone will be wearing masks.

 

And that’s as it should be.

 

When in a public place during a global pandemic like that of COVID-19, we need to wear face masks to reduce the spread of the disease.

 

But let’s not pretend this has no side effects.

 

Social distancing, limited mobility, plexiglass barriers, cleanliness protocols – all will have an impact on academics.

 

So if we reopen physical school buildings, we will not be returning to the kind of face-to-face instruction students enjoyed as recently as January and February.

 

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That’s something people would do well to understand before deciding which course is best.

 

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Again, I’m not suggesting we do without PPE or safety measures. But let’s be honest about how these measures will alter academics.

 
First, let’s look at masks.

 

Admit it. It is hard to be heard in a mask.

 

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I’m not saying it’s insurmountable, but it’s not indistinguishable from classroom teaching at the beginning of last school year, either.

 

It generates distance, just as it’s supposed to do. But teaching requires connection, understanding and relationship building.

 

Many of my students come into my class with trust issues. They’ve been let down by adults and authority figures. They aren’t about to put in their best work for just anyone. They have to know the teacher can be trusted and cares about them as individual people.

 

How are you supposed to generate trust when students can only see your eyes?

 

Moreover, masks are a permanent symbol of the danger we’re all in just being together. Every time we look at each other we’ll be reminded of risk, threat and our own vulnerability.

 

These do not make for good teaching. On Abraham Maslow’s Hierarchy of 
Needs, only physiological necessities like food and water take precedence. Without a sense of safety, it is difficult to impossible for students to achieve their full potentials.

 

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As a teacher, I rarely sit when students are in the room.

 

During a 40 minute class, I probably lap the space as many times going from desk to desk observing students progress, answering questions, reading work, making suggestions, etc. This will be much more difficult with the threat of Coronavirus in the room.

 

How can I closely observe my students from a minimum of 6 feet away?

 

I would suspect this will be even more profound with kids with special needs. Just because they’re in the classroom with the teacher does not mean the teacher will be able to serve them as well as under normal circumstances. This is bound to lead to increased frustration and acting out.

 

The most common diagnosis my middle school students have is ADHD. The most common adaptation I’m told to make to help them overcome this is to repeatedly prompt them back on task. And you don’t want to do this in a way that will draw attention to the issue. I often walk up to students and ask questions privately, or point to something on their papers.

 

This will not be easy when trying to avoid their physical space. Any verbal queues would be loud enough to be heard by the rest of the class.

 
Nor does this allow for students to work together on group projects. They can’t push their desks together and work on assignments cooperatively in the physical classroom. In fact, in the time of COVID, these kinds of projects may actually be better served on-line.

 

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If we can’t get adults to wear masks, how can we expect to get their kids to do it?

 

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In-person teaching could easily degenerate into a game of trying to get kids to obey the rules with little to no actual instruction going on.

 

Are administrators and school boards really prepared to suspend students for endangering their classmates? Are parents willing to accept such punishments?

 

And let’s not forget the elephant in the room.

 

What do we do when safety measures fail?

 

When a student gets sick, do we quarantine for two weeks all the other students who came into contact with him? When a teacher gets sick, who teaches her classes while she is in isolation? And do we keep her students home, too?

 

Before we can reopen schools to in-person instruction, there are a host of problems we have to solve.

 

We have to figure out how to get kids to and from school without crowding them together on buses. We have to arrange classes and move students safely from point A to point B within the building. We have to figure out how to safely feed them – since no one can wear a mask while they eat. We have to figure out how to adequately ventilate buildings that were in need of repair for decades prior to the crisis.

 

One has to wonder – is it worth it?

 

With so many challenges involved with reopening school buildings, might it not be better to just continue distance learning initiatives?

 

As we’ve seen, the push for in-person schooling isn’t justified by academic concerns.

 

Though under normal circumstances face-to-face learning is worlds better than on-line learning, that is not what we’ll be doing if we reopen schools this year.

 

In truth, the pressure to reopen schools during this crisis comes more from political and economic considerations than pedagogical ones.

 

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These issues can all be solved by good government. Our lawmakers need to follow the lead of nearly every other country that has lowered infection rates. We need federal relief checks so people can pay their bills without having to risk their lives working through a pandemic. We need personal protective equipment (PPE), protection from evictions, and universal healthcare so that we can weather the storm.

 

It is not the job of schools and teachers to fix these problems. We can’t. We can only further enable bad leadership.

 

But putting aside political and economic issues, there is an obvious best course of action.

 

Under these circumstances, continuing distance learning is the best choice from the standpoint of both safety AND academics.

 

In any other year, having a teacher physically present in the classroom with a cohort of students is worlds better than Brady Bunch style ZOOM meetings or assignments posted on-line.

 

But this isn’t any other year. It’s 2023 and Coronavirus cases have topped 3 million in the United States. There were nearly 60,000 new cases just yesterday.

 

You don’t close schools when there are only thousands of cases and then reopen them when there are millions.

 

One thing to recommend on-line learning at the present time is that we know it can be done. We already tried it last school year. There were certainly major problems but we have a good idea what they are and can make changes to at least attempt to solve them.

 

We can do a better job ensuring all students have access to computers, devices and the Internet. We can make expectations clear and achievable and increase project based assignments. We can habituate participation, increase interactivity and offer multiple chances to do the work.

 

Don’t get me wrong. Distance learning will never be as effective as face-to-face instruction.

 

But we will not have face-to-face instruction this year. It will be mask-to-mask or screen-to-screen.

 

That cannot be emphasized enough.

 

None of the possible solutions does a perfect job overcoming the problems.

 

There are not enough adequate virus screenings to tell who has the disease. Nor can we screen those who have it and keep them quarantined from the rest. Nor do we have adequate PPE to reduce infection. Nor does any vaccine appear to be forthcoming.

 

With the exception of the last point, many other developed countries have done much better with these things and so are in a better position to reopen schools.

 

But we have to face facts. The United States is not in the same position. In fact, we’ve made wearing a mask a political statement instead of what it is – a public health concern.

 

Until we solve these issues, there will be no perfect solution for schools. We just have to choose the best of several imperfect options.

 

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The only sane option is to get to a relatively safe place first.

 

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I hope that the death cult of capitalism doesn’t require teachers to jump on the pyre of economic growth.

 

We all deserve better.

---

 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

I’ve also written a book, 伍撒的结合重生手机版中文下载_伍撒的结合重生安卓破解版 ...:1 天前 · 手机版中文,安卓破解版apk 版本：V1.3 平台：Android 类型：动作冒险 发布：2021-06-17 大小：41.79 MB 标签: 单机 地牢 另类 rouglike 合集 ...now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 
Are you responsible for gambling with another person’s life?

 

The Pennsylvania Supreme Court says “yes.”

 

Back in 1947, James Malone, 17, and William Long, 13, played a version of Russian Roulette during a sleepover.

 

Malone stole a revolver from his uncle and Long sneaked into his father’s room and got a bullet.

 

They put the cartridge in a chamber, spun the cylinder and then took turns pointing the gun at each other and pulling the trigger. On the third try, Malone put the gun to Long’s head, pulled the trigger and the gun fired, killing Long.

 

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The case, Commonwealth v. Malone, eventually went to the state Supreme Court where justices upheld the conviction.

 

They ruled:

 

“When an individual commits an act of gross recklessness without regard to the probability that death to another is likely to result, that individual exhibits the state of mind required to uphold a conviction of manslaughter even if the individual did not intend for death to ensue.”

Lawmakers and school administrators better pay heed to this and similar nationwide decisions.

 

Reopening schools to in-person classes during the COVID-19 pandemic is tantamount to Russian Roulette with the lives of students, teachers and families.

 

Every day with this virus in the physical classroom is like spinning the cylinder and pulling the trigger.

 

You might survive, but every time you enter the building your chances of getting sick increase until the law of averages will come for someone… perhaps many someones.

 

The safest course is to continue with distance learning in the fall despite the numerous academic problems with that method of instruction.

 

With Coronavirus cases rising by about 50,000 a day in the United States, there is simply too much virus out there to ensure anyone’s safety in the physical classroom.

 

Students inevitably will get sick and spread the disease to adults – teachers and their own families.

 

We can’t take such chances with people’s lives.

 

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Decisions makers are taking the possibility seriously enough to try to change the laws to reduce their liability.

 

They want to ensure they won’t end up in court if they reopen schools and people get sick.

 
In May,Senate Majority Leader Mitch McConnell called for schools to be legally protected from lawsuits that could arise due to resuming classes.

 

Along with fellow Republican Senator John Cornyn, McConnell proposed new liability laws protecting schools and businesses from Coronavirus-related lawsuits.

 

McConnell told reporters:

 

“Can you image the nightmare that could unfold this fall when K-12 kids are still at home, when colleges and universities are still not open? That is a scenario that would only be further aggravated in the absence of some kind of liability protection that reassures school administrators that they can actually open up again… Without it, frankly that’s just not going to happen as soon as it should have.”

 

The Kentucky Senator went on Fox News in late April saying that such legal protections would be necessary for Republicans to even consider any new Coronavirus relief bills.

 

And it’s not just lawmakers. In May, 14 college presidents from around the country teleconferenced with Vice President Mike Pence and U.S. Education Secretary Betsy DeVos asking for the same thing.

 

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Big business is also calling for liability protection. Groups like the U.S. Chamber of Commerce have been asking to be freed during the pandemic from being held liable if workers, customers or others get sick on their property. Notably, a lawyer for Texas Christian University told senators such a situation is “foreseeable, perhaps inevitable.”

 

All of which begs the question of what we mean by safety.

 

Is it our responsibility to make sure customers, workers, students and teachers are safe from the virus? Or is it our responsibility to make sure businesses and schools aren’t sued for taking chances with our lives?

 

There are things we can do to increase safety.

 

We should not reopen schools until the county where it is located reports zero new Coronavirus cases for two weeks. That would be taking safety seriously.

 

And it shouldn’t be too much to ask because other countries have been able to do such things.

 

Other nations have been able to test for the virus and identify those who have the disease. They have been able to trace these people’s contacts and isolate them from the rest of the population.

 

But that requires a vast expansion of our testing ability through coordinated federal action.

 

The problem is our lawmakers don’t care enough to do this.

 

Nor are they willing to provide us with federal relief checks, personal protective equipment (PPE), protection from evictions, and universal healthcare so that were can weather the storm.

 

It’s much easier to protect business from consumers and protect schools from the kids, teachers and families who make up the community.

 

Some will say the danger is overblown.

 

Children, in particular, are less susceptible to COVID-19 than older people.

 

And while it’s true that young people have shown fewer symptoms and include the lowest numbers of deaths, this virus has been around barely more than a year. We simply don’t know much about it and its long term effects.

 
A recent study from the journal the Lancet found that teenagers are just as susceptible to the disease as older people.

 

 

Researchers found few children 5-9 (the youngest included in the study) who had contracted the disease but those ages 10-19 were as likely to contract it as people ages 20-49 – and more likely than adults older than that.

 
So even if young people remain mostly asymptomatic, it is entirely possible they can spread the disease to older people who have a more difficult time fighting it off.

 
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We certainly don’t want to end up like countries that have opened schools too quickly with too high infection rates.

 
In May, two weeks after Israel fully reopened schools, there was a COVID-19 outbreak. There were at least 130 cases at a single school. Students and staff were infected at dozens of schools causing a rash of renewed closings.

 
We should not be taking chances with schools.

 
Any action comes with some level of risk, but we should err on the side of caution.

 

 


Our government needs to serve us.

 
Representatives who do not serve our interests need to be sent packing.

 

And anyone who gambles with our lives needs to be held liable.

 

Anyone who demands we place our heads against the barrel of a loaded gun as a prerequisite to jump start the economy, needs to be held responsible for that decision.

 

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The average number of consecutive pulls before the gun fires is 3.5.

 

We know more about that than the Coronavirus.

 

In effect, we don’t know how many chambers are loaded, but we know there are bullets in the gun.

 

There are too many hidden factors to be able to say for sure what our chances are exactly. And in the presence of such ignorance, we should assume the worst.

 

That’s exactly what decision makers are doing by trying to protect themselves from responsibility.

 

We should take that as seriously as a loaded gun put to our temples.

---

 

 

超级微皮恩安卓破解版ou might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 
Congratulations, America.

 

We did it.

 

We screwed up the response to COVID-19 so badly that things can only get worse in the fall.

 

I’m a public school teacher and the father of a public school student.

 

I spent the last 9 weeks of class trying to create a new on-line curriculum for my 7th and 8th grade students out of thin air. Meanwhile, I had to assure my 11-year-old daughter that everything was okay during a global pandemic that robbed her of friends and teachers – all while trying to help her with her own school work.

 

And now at the end of June during Summer break I look at the upward curve of Coronavirus infections in the United States, and I want to cry.

 

 

We had this thing on a downward trajectory in May. It continued until about the middle of June and then took off like a rocket to the moon – straight up.

 

 

More than 126,000 deaths, and 2.5 million cases – with 40,000 new cases for each of the last four days, according to 超级微皮恩安卓破解版 (CDC).

 

To put that in context, the CDC also says our testing is so inadequate, there are likely 10 times more actual cases than that!

 
The coronavirus is spreading too quickly and too widely for us to bring it under control, said Dr. Anne Schuchat, principal CDC deputy director.

 

“We’re not in the situation of New Zealand or Singapore or Korea where a new case is rapidly identified and all the contacts are traced and people are isolated who are sick and people who are exposed are quarantined and they can keep things under control,” she said. “We have way too much virus across the country for that right now, so it’s very discouraging.”

 

 
Nearly every other comparable country kept that downward trend. But not us.

 

The United Kingdom, France, Italy, Germany, Canada…

 

But the United States!?

 

Ha!

 

You think we can wear masks in public to guard against the spread of infection? No way! Our President politicized them.

 

Stay indoors to keep away from infected people? It’s summer and the beaches are open.

 

And – heck! – we’ve got to make sure restaurants and bars and other businesses are open, too, or else the economy will suffer – and we can’t figure out how to run the country without a never-ending game of Monopoly going.

 

Gotta find out who owns Boardwalk and Park Place. (Surprise! It’s the same 1% who always have and now they’ve got enough to buy a few more hotels!)

 

A sane country would come together and provide people with federal relief checks, personal protective equipment (PPE), protection from evictions, and universal healthcare. But we don’t live in that country.

 

Instead we’re all just going to have to suffer.

 

Not only you and me, but our kids, too.

 

Because they will have to somehow try to continue their educations through all this madness – again. And this time it won’t merely be for the last quarter of the year. It will be at the start of a new grade when everything is new and fresh and the groundwork is being laid for the entire academic year.

 

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Would it be better to try to do a whole year of distance learning?

 

I speak from experience here – April and May were a cluster.

 

Kids didn’t have the necessary technology, infrastructure or understanding of how to navigate it. And there was no way to give it to them when those were the prerequisites to instruction.

 

Not to mention resources. All the books and papers and lessons were back in the classroom – difficult to digitize. Teachers had to figure out how to do everything from scratch with little to no training at the drop of a hat. (And guess what – not much has changed in the subsequent weeks.)

 

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A lot of things inevitably end up falling through the cracks and it’s up to parents to pick up the pieces. But how can they do that when they’re trying to work from home or working outside of the home or paralyzed with anxiety and fear?

 

And this is probably the BEST option, because what else do we have?

 

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Kids will get sick. As time goes on 快穿之反派难当破解版安卓版手游_快穿之反派难当破解版 ...:2021-6-14 · 软件帝为你带来快穿之反派难当破解版安卓版手游v1.0最新下载.快穿之反派难当破解版,软件帝为您提供快穿之反派难当破解版下载,快穿之反派难当破解版是一款类似传闻中的陈芊芊的剧情，这个更扎心要反派逆袭活下来，努力刷各种好感度，免得死亡终结。 with worsening symptoms. We really don’t know what the long term effects of this disease will be.

 

And even if young people are mostly asymptomatic, chances are good they’ll spread this thing to the rest of us.

 

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Even if we only have half the kids one day and the other half on another day, that won’t help much. We’re still being exposed to at least a hundred kids every week. (Not to mention the question of how to effectively teach some kids in-person while the rest are on-line!)

 
Even with masks on – and can you imagine teaching in a mask!? Can you imagine kids wearing masks all day!? – those respiratory droplets will spread through our buildings like mad!

 

Many of us are in the most susceptible groups because of age or health.

 
Don’t get me wrong – I want to get back to my classroom and teach my students in-person more than almost anything – except dying.

 

I’d rather live a little bit longer, thank you.

 

And even if you could guarantee I’d eventually pull through,I really don’t want a ventilator shoved down my throat in order to breathe.

 

It’s better than not breathing at all, but I’m not taking unnecessary risks, thank you.

 

So even with all its dysfunctions and discontents, I guess I’d rather teach on-line.

 

On the plus side, the state where I live, Pennsylvania, has done better with infections than many others.

 

Cases are generally down though we had more than 600 new ones a few days ago.

 

 

But the Commonwealth is not a closed system. It just takes one fool to travel across state lines from a closed arena of thousands where he heard an insecure public figure spout racist diatribes. One fool like that can spread his infection to thousands more.

 

And he can spread Coronavirus, too!

 

So we seem to be facing a no win situation here.

 

We seem to be hurtling forward in time from July to August while a hard reality is waiting to smack us in the face like a brick wall.

 

We’ll have to make a final decision about what to do with schools soon.

 

And as much as I hate the idea, there seems only one sensible solution.

 

We can’t reopen the classroom until it is safe to do so.

 

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COVID-19 cases are not trending downward. We do not have adequate testing to ensure that it is doing so. And we have no vaccine.

 

We have to protect our children, families and teachers.

 

A crappy year of education is better than mass death.

 

We will pay for it, but that’s the best we can hope for – that we’ll all survive long enough to make it right somewhere down the line.

---

 

超级微皮恩安卓破解版ou might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 

超级微皮恩安卓破解版

 

We need to talk.

 

You may be watching all these protests and demonstrations lately and be wondering what they have to do with you.

 

After all, you didn’t kill George Floyd. You didn’t put up a Confederate statue. You didn’t call the police on a Black person just because he was being Black.

 

At least, I hope you didn’t.

 

But all this strife and unrest really does have a lot to do with you.
Not because of anything you did necessarily, but because of who you are – your role in society.

 

Now don’t get all defensive on me.

 

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As James Baldwin said:

 

“I’m not interested in anybody’s guilt. Guilt is a luxury that we can no longer afford. I know you didn’t do it, and I didn’t do it either, but I am responsible for it because I am a man and a citizen of this country and you are responsible for it, too, for the very same reason…”

 

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You have responsibilities just by being a White citizen of the United States. 超级微皮恩安卓破解版

 

And it’s high time we talked about exactly what those commitments are and how we can meet them.

 

One of those responsibilities is consciousness.

 

We can’t be so ignorant of racism and White supremacy anymore.

 

I know everyone is different and some people know more about these things than others. However, you have to admit that just being a White person, you probably don’t know nearly as much about them as any random Black person.

 

After all, Black folks deal with this every day. You and I, we’re just visiting.

 
And, heck, maybe we don’t know much about them.

 

Maybe the schools should have taught us more. Maybe movies and TV and media should have prepared us better.

 

But they didn’t.

 

So we need to remedy that ignorance.

 

That means reading up on the subject – reading a book like “The New Jim Crow” by Michelle Alexander or “How to be an Antiracist” by Ibram X. Kendi, or “Between the World and Me” by Ta-Nehisi Coates.

 

There are also some great films like “13th” and “When They See Us” by Ava Duvernay, “Do the Right Thing” by Spike Lee or “I Am Not Your Negro” by Raoul Peck.

 

Now don’t get me wrong.

 

I’m not saying this like I know everything there is about the subject. I need to crack open some more books, watch some more movies and learn more, too.

 

There’s always more to learn.

 

The fact that so many white people found out about the Tulsa Massacre from the HBO’s series “Watchmen” proves that, as does the fact that many of us learned about Juneteenth only because President Trump suggested having one of his hate-filled MAGA rallies in Tulsa on that date.

 

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Second, we need to understand that racism is first and foremost a system.

 

It is a built-in component of almost every social structure, government policy, historical narrative and media message in this country.

 

Think about what that means.

 

We don’t need racists to have racism.

 

The system, itself, is enough.

 

Let’s say we had a ray gun that could eliminate racism. You shoot people with this zap gun and POOF they’re no longer racist.

 

So we take the gun to space and hit everyone in the US with it. All racist attitudes immediately disappear. Not a single person in the entire country is racist.

 

It wouldn’t matter.

 

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The way our government works, the legal system, law enforcement, housing, the tax code, the schools – everything.

 

You don’t need a single racist person. The system, itself, perpetuates the ideology by treating people of color unfairly and pretending that this injustice is exactly the opposite, and – what’s worse – our unquestioning acceptance of that system makes it invisible.

 

That gives us another responsibility.

 

We have to actively change the system.

 

To go back to Baldwin:

 

“I’m an American whether I like it or not and I’ve got to take responsibility for it, though it’s not my doing. What can you do about it except accept that, and then you protest it with all your strength. I’m not responsible for Vietnam, but I had to take responsibility for it, at least to the extent of opposing my government’s role in Vietnam.”

 

So it is our responsibility to recognize where our systems are racist and to do everything we can to change them.

 

We need to 超级微皮恩安卓破解版, for instance. We need to reform our criminal justice system so that Black people are not arrested and convicted at higher rates than White people who commit the same crimes. We need to stop police or others from killing unarmed Black people and getting away with it. We need to stop denigrating Black people for the “crime” of having Black-sounding names.

 

This is the work of social justice. It requires us to get involved in organizations like Black Lives Matter, 超级微皮恩安卓破解版, the American Civil Liberties Union (ACLU) and the National Association for the Advancement of Colored People (NAACP).

 

It requires us to think about which policies we support and which politicians we can support at the polls.

 

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We have one more great responsibility to meet.

 

We can’t just understand racism and fight systems of oppression. We have to fight the most insidious proponent of White supremacy.

 

And it is us.

 

These systems that create an unjust society also created you and me.

 

So to a greater or lesser degree they have shaped our minds, our conceptions, our norms, our values.

 

If we’re being honest, we have to admit that includes some racism.

 

We didn’t ask for it, but racist ideas have seeped into our consciousnesses.

 

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Let me give you an example.

 

Several years ago my wife and I won free tickets to an opera recital. We like that sort of thing so we dressed in our finest and went to the concert hall to enjoy some culture.

 

The soprano was a local girl I’d never heard of (I’m sorry. I can’t remember her name), but she was wonderful. She was also Black.

 

And the Black community was out in force to support her. The concert hall was filled with mostly Black faces above suits and Sunday dresses.

 

It was the first time I could remember not being in the majority, and it made me uncomfortable.

 

I knew it was stupid. The other people there at the concert were no danger. No one was going to take their suit jacket off to jump a couple of White people who came to hear Puccini and Verdi.

 

But I felt some fear in my gut.

 

It wasn’t rational. I guess all those nightly news reports disproportionately megaphoning Black crime while ignoring that committed by White folks had an effect on me. I didn’t ask to be taught that fear. I didn’t want it. I recognized it as dumb and bigoted.

 

I couldn’t control the way I felt. But I could control the way I reacted.

 

I made an effort to talk with those around us and be as friendly as possible. And for their part these folks were entirely warm, cordial and inviting.

 

That’s what I’m talking about.

 

We, White people, have to take a step beyond learning about racism and acting against it. We have to do some soul searching and locate it within ourselves.

 

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We are sick with it – some people more than others – but all of us White folks are infected.

 

Maybe that doesn’t bother you.

 

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I don’t want it.

 

I don’t want these stupid ideas inside my head. And, yes, I don’t want the privileges I get just because of my pigmentation.

 

If I succeed in this life, let it be because I did something worthy of success. Don’t let it be just because of the lack of melanin in my skin.

 

Everyone deserves to be treated fairly.

 

Black people even more so because they are so often not treated that way.

 

As Baldwin said:

 

“We are very cruelly trapped between what we would like to be and what we actually are. And we cannot possibly become what we would like to be until we are willing to ask ourselves just why the lives we lead on this continent are mainly so empty, so tame, and so ugly.”

 

I bring this up not to judge you.

 

Brother, I’ve never met you. Sister, I don’t know you.

 

I’m on my own parallel journey.

 

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Can you live with yourself if you have not taken these few steps?

 

If you believe in justice, don’t you have a responsibility to be so in all your dealings with other people?

 

Black people are people.

 

Black lives matter.

 

White people like us have responsibilities to our brothers and sisters of color.

 

Let’s meet them.

---

 

 

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I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!