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The infrastructure law could help","publishDate":1637048731,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated November 15, 2021 at 5:22 PM ET\u003c/strong>\u003c/div>\n\u003cp>Internet access has always been a problem for Faylene Begay, a single mother of four living in Tuba City, Ariz.\u003c/p>\n\u003cp>Before the pandemic, she didn't have an internet connection at her home on the Navajo Nation Reservation — all she had was an old phone with limited data. Back then, her lack of connection was a nuisance as she worked her way through classes at Diné College.\u003c/p>\n\u003cp>But when her college campus closed in spring 2020, internet access became a major challenge: She could complete all of her assignments, but uploading them required a strong internet connection, which she didn't have.\u003c/p>\n\u003cp>\"Doing the work alone is a lot of work, but not even being able to submit it is just more tragic,\" she says. Her professors were understanding, but she knew if they couldn't see her work, she couldn't get credit for it.\u003c/p>\n\u003cp>\"It was just beyond my power to submit my work,\" Begay recalls. \"That alone just kind of depleted my purpose ... made me feel like I was defeated by the internet.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She made it through the semester without failing, but after that she was done. Begay didn't sign up for classes the next semester, despite being only a handful of credits away from her goal: an associate degree in health occupations.\u003c/p>\n\u003cp>In many parts of the country, access to a strong internet connection isn't a given. The Hope Center at Temple University \u003ca href=\"https://hope4college.com/wp-content/uploads/2021/03/RCReport2021.pdf\">reported in March\u003c/a> that about 40% of college students have struggled with internet or computer access during the pandemic. The real number may be much higher: The report noted that, because the research relied on student responses from an online survey, \"inadequate internet access could have contributed to low response rates.\"\u003c/p>\n\u003cp>But help is on the way. President Biden signed the infrastructure package into law on Monday. It includes $65 billion for improving broadband. The majority of that money goes toward creating access and improving speed. It's poised to help students across the country, especially those living in rural areas and tribal communities, like Faylene Begay.\u003c/p>\n\u003cfigure id=\"attachment_58752\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58752\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad031121_dinecollege0822_slide-73069004f4aaef355fc6b6340ec14db94c967712-scaled-e1637052624354.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">President Biden's infrastructure law includes $65 billion for improving broadband access. The money could help students across the country, especially those in rural areas and tribal communities. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Rural college students are especially disconnected\u003c/h3>\n\u003cp>The pandemic forced many colleges \u003ca href=\"https://www.chronicle.com/article/one-college-district-brainstorms-internet-access-solutions-with-help-from-the-local-school-system\">to address\u003c/a> \u003ca href=\"https://www.wgu.edu/newsroom/press-release/2020/texas/wgu-grant-one-million-scholarships-internet-access.html\">their students'\u003c/a> \u003ca href=\"https://www.npr.org/2020/08/15/902500905/need-a-laptop-colleges-boost-loaner-programs-amid-pandemic\">lack of access\u003c/a> to the internet, but experts say most schools still don't have good data on their students' home connections. For regional public universities, community colleges and commuter schools, that can be a hard blind spot to navigate. You can't fix a problem if you don't know the extent of it.\u003c/p>\n\u003cp>\"There is this presumption of connectivity when you get to college, like, 'Oh, you'll just have it.' Well, that's not the case,\" says Christopher Ali, who studies internet access at the University of Virginia.\u003c/p>\n\u003cp>Rural students, like those living \u003ca href=\"https://www.arc.gov/computer-and-broadband-access-in-appalachia/\">in parts of Appalachia\u003c/a> and \u003ca href=\"https://www.diverseeducation.com/demographics/native-americans/article/15113590/broadband-access-still-a-struggle-for-tribal-colleges-and-universities-18-months-into-the-pandemic\">in tribal communities\u003c/a>, are particularly affected. Sixty-eight percent of people living in rural areas of tribal lands don't have access to broadband, \u003ca href=\"https://www.fcc.gov/reports-research/reports/broadband-progress-reports/2016-broadband-progress-report\">according to research\u003c/a> by the Federal Communications Commission, though a 2018 U.S. Government Accountability Office \u003ca href=\"https://www.gao.gov/products/gao-18-630\">report\u003c/a> indicates the real number may be even higher.\u003c/p>\n\u003cfigure id=\"attachment_58753\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58753\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0265_slide-0245bbfafadd754c9d403f89d53861ca8b4b2138-scaled-e1637052673881.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Diné College students are scattered across 27,000 square miles and multiple states, and it's not uncommon for students to live several hours from campus. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"In rural communities, tribal communities, the traditional logic has been there are not enough people and they live too far apart from each other to merit a high quality, high speed, affordable broadband,\" explains Ali. \"But we know this problem is solvable because it's not a matter of technology, it's a matter of politics and market rate. By constantly prioritizing the private market and the largest providers who have no financial incentive to serve the Navajo Nation [and other Indigenous communities], they're not going to get served right.\"\u003c/p>\n\u003cp>Tribal colleges and universities (TCUs) — often some of the main places students and community members go for strong internet — are also underequipped when it comes to internet speeds. According to \u003ca href=\"http://aihec.org/what-we-do/docs/FY21/AIHEC%20TCU%20E-Rate..3.17.20_clb.pdf\">a report from\u003c/a> the American Indian Higher Education Consortium, on average, TCUs have more expensive, yet much slower internet than other U.S. institutions of higher education.\u003c/p>\n\u003ch3>A tribal college is trying to bring the internet to its students\u003c/h3>\n\u003cp>Charles \"Monty\" Roessel is the president of Diné College, where Faylene Begay had been taking classes. When he thinks about the ideal student experience, he imagines a seamless transition between campus and home, life and study.\u003c/p>\n\u003cp>\"Education is an extension of the home,\" he says from his office overlooking Diné's main campus, which is laid out in a circle, to represent a traditional Navajo home, or \u003cem>hogan\u003c/em>.\u003c/p>\n\u003cfigure id=\"attachment_58754\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58754\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0171_slide-7c1f19f653f0fb85eabbe3ac82e0d453d2f01158-scaled-e1637052708530.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Charles \"Monty\" Roessel, the president of Diné College, says \"Everyone has a right to the internet,\" and by internet he means more than just two bars on your phone. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Education is the extension of the school, the community, everything.\"\u003c/p>\n\u003cp>But without good internet access, his ideal of a seamless transition is nearly impossible. \"Because of technology, it's only where you have enough bars, right? And it just really creates a very different approach to education.\"\u003c/p>\n\u003cp>In recent years, Roessel has started to think of the internet as an essential service. He feels his college should play an important role in making sure his students have access to it. \"Everyone has a right to the internet,\" he says, and by internet he means more than just two bars on your phone.\u003c/p>\n\u003cp>Established in 1968, Diné is America's first tribal college, serving more than 1,000 students. In addition to the main campus in Tsaile, Ariz., it has several satellite campuses throughout the Navajo Nation. The college's students are scattered across 27,000 square miles and multiple states, and it's not uncommon for students to live several hours from campus.\u003c/p>\n\u003cfigure id=\"attachment_58755\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58755\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0117_slide-7f109633f5558ed23347751f68b514b95f694b70-scaled-e1637052748601.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Established in 1968, Diné College is America's first tribal college. The main campus in Tsaile, Ariz., is laid out in a circle, to represent a traditional Navajo home, or hogan. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When the pandemic forced campuses to close, Roessel was impressed that professors and staff were able to transfer all their work and classes online so quickly.\u003c/p>\n\u003cp>\"I remember sitting back in my chair, I said, 'We did it.' \" he recalls. \"But most of our students had to go home and use their phones. So they ran out of minutes. They ran out of data. They couldn't access anything.\"\u003c/p>\n\u003cp>He remembers thinking, \"We didn't even solve the right problem here.\"\u003c/p>\n\u003cp>The problem was student access: \"We were sending a signal out, but nobody's getting it.\"\u003c/p>\n\u003cp>So Diné College shifted its focus to student access. It used federal CARES Act money to help purchase Wi-Fi hotspots and laptops for students. It built two additional microcampuses with internet access — one in Aneth, Utah, and another in Newcomb, N.M. — so students wouldn't have to drive as far to get connected.\u003c/p>\n\u003cp>The college also upgraded the connection it already had. Before the pandemic, Diné's on-campus internet bandwidth was about 400 megabytes per second. \"You can imagine that in the best of times, we were, you know, very, very slow. And in the worst of times, we were standing still and falling forward,\" Roessel says. CARES Act money allowed the college to increase the strength of campus internet to 2.5 gigabytes per second, a major improvement.\u003c/p>\n\u003cp>But off campus upgrades posed a greater challenge. Roessel points to the limitations of the Wi-Fi hot spots the college handed out. In some locations, they just don't work well — students have told him they have to drive to the top of a nearby hill to get a good connection, so they're still doing their homework in their car instead of at home.\u003c/p>\n\u003cp>\"We've got to look at the big picture and not just these little wins,\" he says. \"I know it's helpful. Don't get me wrong, it is helpful. But there's a larger issue here. And if we don't address that, then that was a waste of tragedy.\"\u003c/p>\n\u003ch3>The infrastructure package offers a one-in-a-lifetime fix\u003c/h3>\n\u003cp>One way Roessel is hoping to address the larger issue — the lack of connectivity — comes in the form of President Biden's infrastructure package. The new law includes $65 billion for broadband access, aimed at improving internet service in rural areas, including tribal communities. Of that, $2 billion is set aside for the Tribal Broadband Connectivity Program, a federal grant program.\u003c/p>\n\u003cp>\"This is going to be a once-in-a-lifetime opportunity to pour in this much money,\" says Christopher Ali at UVA. \"For students who are un- and under-connected, this will hopefully make a tremendous difference in their online learning experiences or just in their educational experiences more generally.\"\u003c/p>\n\u003cp>He's hopeful the infrastructure law will help reframe the way we think about the internet. \"It's no longer a luxury, but let's start thinking about it as infrastructure, as essential as a paved road or a sewer system.\"\u003c/p>\n\u003cp>Experts say getting good internet to rural communities may take a while. The challenge now lies in implementing programs at the state and local level, and maintaining them once they're established. While most states do have task forces or internet initiatives, as of June 2020, \u003ca href=\"https://www.ncsl.org/research/telecommunications-and-information-technology/state-broadband-task-forces-commissions.aspx\">only about 26 states\u003c/a> had a centralized internet or broadband office to facilitate such updates and improvements. And Ali says those offices are often understaffed.\u003c/p>\n\u003ch3>Improved internet paved the way for one student to try again\u003c/h3>\n\u003cp>Last spring, after taking time off from school, Faylene Begay decided it was time to go back.\u003c/p>\n\u003cp>\"Everything just revolves around the internet. I can't get away from it. So you have to adapt. If you don't have it. It's kind of like ....\" she trails off looking out the window. \"You have to make sure that you do,\" she finally says.\u003c/p>\n\u003cfigure id=\"attachment_58757\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58757\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad031121_dinecollege0687_slide-48b3fa75c13eb2001544b40c8c9d0171166302c4-scaled-e1637052794685.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"Everything just revolves around the internet. I can't get away from it. So you have to adapt,\" says Begay, who has had many internet challenges throughout the pandemic. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In early November, when NPR visited her home — an hour and a half drive from Flagstaff, surrounded by desert — she was in the middle of a Zoom biology class, learning about whales. Diné College had provided her with a free Wi-Fi hotspot, and she had a home internet connection now, though neither option is particularly strong.\u003c/p>\n\u003cp>Begay says it's an incredible improvement over a year ago — but it still makes being a college student a real challenge. Her internet can cut in and out, especially when it's windy, and twice now she's had to give class presentations without her planned visuals, because the internet wasn't stable enough.\u003c/p>\n\u003cp>Her chemistry class requires a special program to do labs online, but those programs take up too much bandwidth for her to connect from home. For that, she drives to the Tuba City satellite campus, which is now open, though with limited hours, to use the school's internet.\u003c/p>\n\u003cp>She says despite her current internet challenges, being back in classes has offered her a lifeline, and a connection to professors and classmates at a time when she has felt really alone. She mentions the Navajo word \u003cem>hózhó\u003c/em> several times to describe her reenrollment at Diné. It means balance and beauty, a state of harmony.\u003c/p>\n\u003cp>\"I went through a really bad depression during the time that the pandemic hit,\" she explains. She was dealing with domestic violence, homelessness and a recent miscarriage.\u003c/p>\n\u003cp>\"This is my reality,\" she says, \"I've been fighting to be in college for so long.\"\u003c/p>\n\u003cp>Her uncle also died of COVID-19, a grief she says she's still processing. It's been hard to escape the toll the pandemic has taken on the Navajo people. Across the country, Native Americans have been \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6949a3.htm\">hit especially hard\u003c/a> by COVID-19.\u003c/p>\n\u003cp>Going back to school helped Begay process that grief, and a class on microbiology helped her better understand the virus. She says that knowledge was empowering. She used it to educate her family about how to protect themselves. She says her new goal is to earn a bachelor's degree in biomedical sciences and maybe go on for a master's degree.\u003c/p>\n\u003cp>Her persistence and focus has left an impression on her children. On her fridge, she's taped up a photo of herself in a lab coat, looking into a microscope.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She says when her son sees the photo, he declares, \"My mom's a scientist. I'm going to be a scientist, too.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Students+are+still+struggling+to+get+internet.+The+infrastructure+law+could+help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"President Biden's infrastructure package includes $65 billion for improving broadband. That money could make a big difference for rural college students, who are especially disconnected. ","status":"publish","parent":0,"modified":1637052859,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2182},"headData":{"title":"Students are still struggling to get internet. The infrastructure law could help - MindShift","description":"President Biden's infrastructure package includes $65 billion for improving broadband. That money could make a big difference for rural college students, who are especially disconnected. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students are still struggling to get internet. The infrastructure law could help","datePublished":"2021-11-16T07:45:31.000Z","dateModified":"2021-11-16T08:54:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58749 https://ww2.kqed.org/mindshift/?p=58749","disqusUrl":"https://ww2.kqed.org/mindshift/2021/11/15/students-are-still-struggling-to-get-internet-the-infrastructure-law-could-help/","disqusTitle":"Students are still struggling to get internet. The infrastructure law could help","nprImageCredit":"Elissa Nadworny","nprByline":"Elissa Nadworny ","nprImageAgency":"NPR","nprStoryId":"1053917252","nprApiLink":"http://api.npr.org/query?id=1053917252&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/11/15/1053917252/infrastructure-bill-broadband-internet-rural-college-students?ft=nprml&f=1053917252","nprRetrievedStory":"1","nprPubDate":"Tue, 16 Nov 2021 01:40:00 -0500","nprStoryDate":"Mon, 15 Nov 2021 05:00:00 -0500","nprLastModifiedDate":"Tue, 16 Nov 2021 01:40:00 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/11/20211115_me_students_are_still_struggling_to_get_internet_the_infrastructure_bill_could_help.mp3?orgId=1&topicId=1013&d=414&p=3&story=1053917252&ft=nprml&f=1053917252","nprAudioM3u":"http://api.npr.org/m3u/11055749105-874530.m3u?orgId=1&topicId=1013&d=414&p=3&story=1053917252&ft=nprml&f=1053917252","excludeFromSiteSearch":"Include","path":"/mindshift/58749/students-are-still-struggling-to-get-internet-the-infrastructure-law-could-help","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/11/20211115_me_students_are_still_struggling_to_get_internet_the_infrastructure_bill_could_help.mp3?orgId=1&topicId=1013&d=414&p=3&story=1053917252&ft=nprml&f=1053917252","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated November 15, 2021 at 5:22 PM ET\u003c/strong>\u003c/div>\n\u003cp>Internet access has always been a problem for Faylene Begay, a single mother of four living in Tuba City, Ariz.\u003c/p>\n\u003cp>Before the pandemic, she didn't have an internet connection at her home on the Navajo Nation Reservation — all she had was an old phone with limited data. Back then, her lack of connection was a nuisance as she worked her way through classes at Diné College.\u003c/p>\n\u003cp>But when her college campus closed in spring 2020, internet access became a major challenge: She could complete all of her assignments, but uploading them required a strong internet connection, which she didn't have.\u003c/p>\n\u003cp>\"Doing the work alone is a lot of work, but not even being able to submit it is just more tragic,\" she says. Her professors were understanding, but she knew if they couldn't see her work, she couldn't get credit for it.\u003c/p>\n\u003cp>\"It was just beyond my power to submit my work,\" Begay recalls. \"That alone just kind of depleted my purpose ... made me feel like I was defeated by the internet.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She made it through the semester without failing, but after that she was done. Begay didn't sign up for classes the next semester, despite being only a handful of credits away from her goal: an associate degree in health occupations.\u003c/p>\n\u003cp>In many parts of the country, access to a strong internet connection isn't a given. The Hope Center at Temple University \u003ca href=\"https://hope4college.com/wp-content/uploads/2021/03/RCReport2021.pdf\">reported in March\u003c/a> that about 40% of college students have struggled with internet or computer access during the pandemic. The real number may be much higher: The report noted that, because the research relied on student responses from an online survey, \"inadequate internet access could have contributed to low response rates.\"\u003c/p>\n\u003cp>But help is on the way. President Biden signed the infrastructure package into law on Monday. It includes $65 billion for improving broadband. The majority of that money goes toward creating access and improving speed. It's poised to help students across the country, especially those living in rural areas and tribal communities, like Faylene Begay.\u003c/p>\n\u003cfigure id=\"attachment_58752\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58752\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad031121_dinecollege0822_slide-73069004f4aaef355fc6b6340ec14db94c967712-scaled-e1637052624354.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">President Biden's infrastructure law includes $65 billion for improving broadband access. The money could help students across the country, especially those in rural areas and tribal communities. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Rural college students are especially disconnected\u003c/h3>\n\u003cp>The pandemic forced many colleges \u003ca href=\"https://www.chronicle.com/article/one-college-district-brainstorms-internet-access-solutions-with-help-from-the-local-school-system\">to address\u003c/a> \u003ca href=\"https://www.wgu.edu/newsroom/press-release/2020/texas/wgu-grant-one-million-scholarships-internet-access.html\">their students'\u003c/a> \u003ca href=\"https://www.npr.org/2020/08/15/902500905/need-a-laptop-colleges-boost-loaner-programs-amid-pandemic\">lack of access\u003c/a> to the internet, but experts say most schools still don't have good data on their students' home connections. For regional public universities, community colleges and commuter schools, that can be a hard blind spot to navigate. You can't fix a problem if you don't know the extent of it.\u003c/p>\n\u003cp>\"There is this presumption of connectivity when you get to college, like, 'Oh, you'll just have it.' Well, that's not the case,\" says Christopher Ali, who studies internet access at the University of Virginia.\u003c/p>\n\u003cp>Rural students, like those living \u003ca href=\"https://www.arc.gov/computer-and-broadband-access-in-appalachia/\">in parts of Appalachia\u003c/a> and \u003ca href=\"https://www.diverseeducation.com/demographics/native-americans/article/15113590/broadband-access-still-a-struggle-for-tribal-colleges-and-universities-18-months-into-the-pandemic\">in tribal communities\u003c/a>, are particularly affected. Sixty-eight percent of people living in rural areas of tribal lands don't have access to broadband, \u003ca href=\"https://www.fcc.gov/reports-research/reports/broadband-progress-reports/2016-broadband-progress-report\">according to research\u003c/a> by the Federal Communications Commission, though a 2018 U.S. Government Accountability Office \u003ca href=\"https://www.gao.gov/products/gao-18-630\">report\u003c/a> indicates the real number may be even higher.\u003c/p>\n\u003cfigure id=\"attachment_58753\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58753\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0265_slide-0245bbfafadd754c9d403f89d53861ca8b4b2138-scaled-e1637052673881.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Diné College students are scattered across 27,000 square miles and multiple states, and it's not uncommon for students to live several hours from campus. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"In rural communities, tribal communities, the traditional logic has been there are not enough people and they live too far apart from each other to merit a high quality, high speed, affordable broadband,\" explains Ali. \"But we know this problem is solvable because it's not a matter of technology, it's a matter of politics and market rate. By constantly prioritizing the private market and the largest providers who have no financial incentive to serve the Navajo Nation [and other Indigenous communities], they're not going to get served right.\"\u003c/p>\n\u003cp>Tribal colleges and universities (TCUs) — often some of the main places students and community members go for strong internet — are also underequipped when it comes to internet speeds. According to \u003ca href=\"http://aihec.org/what-we-do/docs/FY21/AIHEC%20TCU%20E-Rate..3.17.20_clb.pdf\">a report from\u003c/a> the American Indian Higher Education Consortium, on average, TCUs have more expensive, yet much slower internet than other U.S. institutions of higher education.\u003c/p>\n\u003ch3>A tribal college is trying to bring the internet to its students\u003c/h3>\n\u003cp>Charles \"Monty\" Roessel is the president of Diné College, where Faylene Begay had been taking classes. When he thinks about the ideal student experience, he imagines a seamless transition between campus and home, life and study.\u003c/p>\n\u003cp>\"Education is an extension of the home,\" he says from his office overlooking Diné's main campus, which is laid out in a circle, to represent a traditional Navajo home, or \u003cem>hogan\u003c/em>.\u003c/p>\n\u003cfigure id=\"attachment_58754\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58754\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0171_slide-7c1f19f653f0fb85eabbe3ac82e0d453d2f01158-scaled-e1637052708530.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Charles \"Monty\" Roessel, the president of Diné College, says \"Everyone has a right to the internet,\" and by internet he means more than just two bars on your phone. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Education is the extension of the school, the community, everything.\"\u003c/p>\n\u003cp>But without good internet access, his ideal of a seamless transition is nearly impossible. \"Because of technology, it's only where you have enough bars, right? And it just really creates a very different approach to education.\"\u003c/p>\n\u003cp>In recent years, Roessel has started to think of the internet as an essential service. He feels his college should play an important role in making sure his students have access to it. \"Everyone has a right to the internet,\" he says, and by internet he means more than just two bars on your phone.\u003c/p>\n\u003cp>Established in 1968, Diné is America's first tribal college, serving more than 1,000 students. In addition to the main campus in Tsaile, Ariz., it has several satellite campuses throughout the Navajo Nation. The college's students are scattered across 27,000 square miles and multiple states, and it's not uncommon for students to live several hours from campus.\u003c/p>\n\u003cfigure id=\"attachment_58755\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58755\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0117_slide-7f109633f5558ed23347751f68b514b95f694b70-scaled-e1637052748601.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Established in 1968, Diné College is America's first tribal college. The main campus in Tsaile, Ariz., is laid out in a circle, to represent a traditional Navajo home, or hogan. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When the pandemic forced campuses to close, Roessel was impressed that professors and staff were able to transfer all their work and classes online so quickly.\u003c/p>\n\u003cp>\"I remember sitting back in my chair, I said, 'We did it.' \" he recalls. \"But most of our students had to go home and use their phones. So they ran out of minutes. They ran out of data. They couldn't access anything.\"\u003c/p>\n\u003cp>He remembers thinking, \"We didn't even solve the right problem here.\"\u003c/p>\n\u003cp>The problem was student access: \"We were sending a signal out, but nobody's getting it.\"\u003c/p>\n\u003cp>So Diné College shifted its focus to student access. It used federal CARES Act money to help purchase Wi-Fi hotspots and laptops for students. It built two additional microcampuses with internet access — one in Aneth, Utah, and another in Newcomb, N.M. — so students wouldn't have to drive as far to get connected.\u003c/p>\n\u003cp>The college also upgraded the connection it already had. Before the pandemic, Diné's on-campus internet bandwidth was about 400 megabytes per second. \"You can imagine that in the best of times, we were, you know, very, very slow. And in the worst of times, we were standing still and falling forward,\" Roessel says. CARES Act money allowed the college to increase the strength of campus internet to 2.5 gigabytes per second, a major improvement.\u003c/p>\n\u003cp>But off campus upgrades posed a greater challenge. Roessel points to the limitations of the Wi-Fi hot spots the college handed out. In some locations, they just don't work well — students have told him they have to drive to the top of a nearby hill to get a good connection, so they're still doing their homework in their car instead of at home.\u003c/p>\n\u003cp>\"We've got to look at the big picture and not just these little wins,\" he says. \"I know it's helpful. Don't get me wrong, it is helpful. But there's a larger issue here. And if we don't address that, then that was a waste of tragedy.\"\u003c/p>\n\u003ch3>The infrastructure package offers a one-in-a-lifetime fix\u003c/h3>\n\u003cp>One way Roessel is hoping to address the larger issue — the lack of connectivity — comes in the form of President Biden's infrastructure package. The new law includes $65 billion for broadband access, aimed at improving internet service in rural areas, including tribal communities. Of that, $2 billion is set aside for the Tribal Broadband Connectivity Program, a federal grant program.\u003c/p>\n\u003cp>\"This is going to be a once-in-a-lifetime opportunity to pour in this much money,\" says Christopher Ali at UVA. \"For students who are un- and under-connected, this will hopefully make a tremendous difference in their online learning experiences or just in their educational experiences more generally.\"\u003c/p>\n\u003cp>He's hopeful the infrastructure law will help reframe the way we think about the internet. \"It's no longer a luxury, but let's start thinking about it as infrastructure, as essential as a paved road or a sewer system.\"\u003c/p>\n\u003cp>Experts say getting good internet to rural communities may take a while. The challenge now lies in implementing programs at the state and local level, and maintaining them once they're established. While most states do have task forces or internet initiatives, as of June 2020, \u003ca href=\"https://www.ncsl.org/research/telecommunications-and-information-technology/state-broadband-task-forces-commissions.aspx\">only about 26 states\u003c/a> had a centralized internet or broadband office to facilitate such updates and improvements. And Ali says those offices are often understaffed.\u003c/p>\n\u003ch3>Improved internet paved the way for one student to try again\u003c/h3>\n\u003cp>Last spring, after taking time off from school, Faylene Begay decided it was time to go back.\u003c/p>\n\u003cp>\"Everything just revolves around the internet. I can't get away from it. So you have to adapt. If you don't have it. It's kind of like ....\" she trails off looking out the window. \"You have to make sure that you do,\" she finally says.\u003c/p>\n\u003cfigure id=\"attachment_58757\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58757\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad031121_dinecollege0687_slide-48b3fa75c13eb2001544b40c8c9d0171166302c4-scaled-e1637052794685.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"Everything just revolves around the internet. I can't get away from it. So you have to adapt,\" says Begay, who has had many internet challenges throughout the pandemic. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In early November, when NPR visited her home — an hour and a half drive from Flagstaff, surrounded by desert — she was in the middle of a Zoom biology class, learning about whales. Diné College had provided her with a free Wi-Fi hotspot, and she had a home internet connection now, though neither option is particularly strong.\u003c/p>\n\u003cp>Begay says it's an incredible improvement over a year ago — but it still makes being a college student a real challenge. Her internet can cut in and out, especially when it's windy, and twice now she's had to give class presentations without her planned visuals, because the internet wasn't stable enough.\u003c/p>\n\u003cp>Her chemistry class requires a special program to do labs online, but those programs take up too much bandwidth for her to connect from home. For that, she drives to the Tuba City satellite campus, which is now open, though with limited hours, to use the school's internet.\u003c/p>\n\u003cp>She says despite her current internet challenges, being back in classes has offered her a lifeline, and a connection to professors and classmates at a time when she has felt really alone. She mentions the Navajo word \u003cem>hózhó\u003c/em> several times to describe her reenrollment at Diné. It means balance and beauty, a state of harmony.\u003c/p>\n\u003cp>\"I went through a really bad depression during the time that the pandemic hit,\" she explains. She was dealing with domestic violence, homelessness and a recent miscarriage.\u003c/p>\n\u003cp>\"This is my reality,\" she says, \"I've been fighting to be in college for so long.\"\u003c/p>\n\u003cp>Her uncle also died of COVID-19, a grief she says she's still processing. It's been hard to escape the toll the pandemic has taken on the Navajo people. Across the country, Native Americans have been \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6949a3.htm\">hit especially hard\u003c/a> by COVID-19.\u003c/p>\n\u003cp>Going back to school helped Begay process that grief, and a class on microbiology helped her better understand the virus. She says that knowledge was empowering. She used it to educate her family about how to protect themselves. She says her new goal is to earn a bachelor's degree in biomedical sciences and maybe go on for a master's degree.\u003c/p>\n\u003cp>Her persistence and focus has left an impression on her children. On her fridge, she's taped up a photo of herself in a lab coat, looking into a microscope.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She says when her son sees the photo, he declares, \"My mom's a scientist. I'm going to be a scientist, too.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Students+are+still+struggling+to+get+internet.+The+infrastructure+law+could+help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58749/students-are-still-struggling-to-get-internet-the-infrastructure-law-could-help","authors":["byline_mindshift_58749"],"categories":["mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_20701","mindshift_20801"],"featImg":"mindshift_58750","label":"mindshift"},"mindshift_56028":{"type":"posts","id":"mindshift_56028","meta":{"index":"posts_1591205157","site":"mindshift","id":"56028","score":null,"sort":[1590995929000]},"guestAuthors":[],"slug":"a-school-on-the-rise-sees-progress-halted-by-the-pandemic","title":"A School on the Rise Sees Progress Halted by the Pandemic","publishDate":1590995929,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/this-school-was-on-its-way-to-a-turnaround-until-the-coronavirus-struck/\">\u003cem>school turnaround during a pandemic\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>METAIRIE, La. — When it was time for Kelly Ragas to choose a middle school for her son three years ago, John Q. Adams was certainly the most convenient option: She worked as its school secretary and already had a child there. But she had doubts. The school was rated a C by the state, and while Ragas was comfortable with its increasing diversity, she knew other longtime residents felt differently.\u003c/p>\n\u003cp>“Some people from years ago, they look at the school and say, ‘It’s so different now,’ ” said Ragas. Three-quarters of the school’s students are non-white and more than a dozen languages, including Arabic and Urdu, are spoken.\u003c/p>\n\u003cp>By the end of her son’s first year, the school’s rating had dropped even further, to a D. But then the Jefferson Parish district hired Jason Beber to take over as principal in fall 2018 with a mandate to get Adams back on a path to academic success.\u003c/p>\n\u003cp>“They knew I had been a turnaround guy,” said Beber, who had taken a school in a neighboring district from its lowest performing to one of its highest. “My vision was I want Adams to start with an A.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Early signs were promising. In Beber’s first year, 2018-19, the school’s rating improved to a C, and teachers and staff reported that student behavior and teacher morale improved too. But the coronavirus pandemic has threatened that academic progress.\u003c/p>\n\u003cp>Louisiana schools are closed through the end of the school year, if not longer. While districts elsewhere in the country have switched to online education, Jefferson Parish, where Adams is located, chose not to move its curriculum online amid concerns that \u003ca href=\"https://www.nola.com/news/coronavirus/article_f6576f98-6535-11ea-aa05-e3379b367b76.html\">many students lacked home internet access\u003c/a>. The district has made printed instructional packets available at meal pickup locations for students who cannot get online, and teachers are free to provide digital-based lessons. But all of the work that teachers assign is optional: Students aren’t receiving grades.\u003c/p>\n\u003cfigure id=\"attachment_56030\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56030\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Seventh grade algebra students at John Q. Adams Middle School. The coronavirus shutdown has put the school’s fragile academic gains at risk. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Adams, teachers and staff are doing what they can to stay connected with their students. The school’s Facebook page has become a popular resource, offering access to school counselors as well as a \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSdG-c4UIOzT2xspFWBp3kfJYmsulSmxr4VBl7nS2Y_wWhP7rQ/viewform\">virtual talent show\u003c/a>. Teachers have been reaching out to students over their own social media accounts. But, Beber acknowledges, for students who lack online access, these are not options.\u003c/p>\n\u003cp>“Some of [my teachers] have only been able to contact 10 to 15 of their students and they have 100-plus students,” Beber said. “Some of our kids are reaching out through their friends via cell phone or word of mouth, asking, ‘Can you get ahold of so-and-so? We don’t have Internet.’”\u003c/p>\n\u003cp>The issue goes beyond remote learning. “We have newcomer families from other countries who need outside services: housing, food, things like that,” said Beber. The school uses an automated translation tool to text families in multiple languages about food distribution centers and city-wide relief programs. Beber and his staff are also keeping a list of all the students teachers have not been able to reach.\u003c/p>\n\u003cfigure id=\"attachment_56033\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56033\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Sixth graders work out a math problem at John Q. Adams Middle School. \u003ccite>(Amadou Diallo/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As recently as mid-February, Beber’s day-to-day concerns revolved around student engagement, teacher development and upcoming state evaluations. Adams is located in a predominantly white, middle-class neighborhood, but it draws many of its students from nearby communities with large immigrant and lower-income populations. One of the school’s greatest challenges, Beber said, is that many families work seasonal jobs in tourism and other industries, moving between the U.S. and their home countries multiple times a year. It’s common for a student to attend Adams for a few months, then return with their parents to Ecuador, for example, he said, only to reappear at Adams a few months later not having attended school in the interim.\u003c/p>\n\u003cp>On top of that, many students struggle with the stresses of poverty. Some \u003ca href=\"https://louisianaschools.com/schools/26001/academic-performance#breakdown_student_groups\">90 percent\u003c/a> of students live in households that qualify for government assistance.\u003c/p>\n\u003cp>In spite of the challenges, Beber and his staff were confident that their students were better prepared than ever for state assessments. But the tests, scheduled for April, were cancelled because of the pandemic.\u003c/p>\n\u003cp>“We’re actually upset about not taking the state tests this year,” he said. He and his staff were looking forward to showing another year of academic gains after a bump in reading and math scores in 2018. It would be further validation of a shift in both school culture and expectations that many say was long overdue.\u003c/p>\n\u003cfigure id=\"attachment_56034\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56034\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">John Q. Adams Principal Jason Beber speaks with students in an ESL class designed for students who’ve just arrived in the U.S. Immigrants make up a large share of the school’s student body. \u003ccite>(Amadou Diallo/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There were several of us who felt like we weren’t being pushed the way that we needed to be pushed, not the students, not the teachers,” said Danita Brown, an algebra teacher in her 14th year at Adams. “We weren’t performing at the level we knew we could.”\u003c/p>\n\u003cp>While bringing in a new principal may seem like an easy and obvious solution, \u003ca href=\"https://edworkingpapers.com/ai19-95\">research shows\u003c/a> that the disruptions caused by changes in leadership can actually reduce student performance, at least in the short term.\u003c/p>\n\u003cp>At Adams, however, the turnaround has been swift. That’s not to say that there weren’t concerns at the beginning of Beber’s tenure.\u003c/p>\n\u003cp>“The staff attitude was mixed,” said Joan Growl, who has been at Adams for the last nine years of her three-decade teaching career. “When a new principal arrives the first thing for the teachers is sort of an anxiety that [the principal] will assume that the teachers … haven’t been doing their job or doing what they needed to do.” Whatever new goals or strategies a principal wants to put into place, she said, should begin with listening to teachers and valuing their input. “Mr. Beber did do that,” she said.\u003c/p>\n\u003cp>Teachers said those efforts began before the school year started. In July, Beber began to schedule individual meetings with every adult in the building, from teachers to custodial staff. He recalls that in these meetings, he did very little of the talking.\u003c/p>\n\u003cp>“People gave me an earful, what they’d like to see change, who’s doing what, who’s not doing what,” he said. “They got to be heard. That was a big thing. I listened.”\u003c/p>\n\u003cp>This was an important step, agrees assistant principal Laura Leinhardt, who has worked at Adams under two previous principals. “That kind of one-on-one doesn’t always happen,” she said. But listening is one thing, getting teachers and staff on board with your plans is another.\u003c/p>\n\u003cfigure id=\"attachment_56031\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56031\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Kimberly Joinelle helps a student in her sixth-grade math class. Teachers like Joinelle say the school’s new principal, Jason Beber, has valued their input. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The best and quickest way of getting people to buy in is to show them some quick results,” said Leinhardt. “People had complained about student behavior. Well, with a noticeable shift in student behavior, that’s going to get some of those people who are naysayers to say, ‘Wait, he might know what he’s talking about.’”\u003c/p>\n\u003cp>Some students said they can see the difference. “Compared to sixth grade, school safety has gotten better,” said Savannah Williams, an eighth grader whose mother teaches at the school. “There’s less fighting and less conflicts. In classes, it’s just more relaxed.”\u003c/p>\n\u003cp>Improving student behavior began with changing expectations of everything about Adams, Beber said, even the physical building. The district has a campus of the month award to celebrate clean and tidy facilities. Beber was dismayed to learn that Adams had never won. He found that school maintenance requests had been allowed to languish, without response.\u003c/p>\n\u003cp>“How hard can it be to get campus of the month?” he asked. He had the maintenance team clean up the schoolyard, removing graffiti and paint stains. In February 2019, the school won the honor.\u003c/p>\n\u003cp>Beber also opted for a more proactive approach to school discipline, seeking to identify kids who were struggling before they got into more trouble. One result was the Adams Man Club, which he initially created for male students who’d had at least three suspensions. “The idea was, we’re going to tell them how awesome they are,” Beber said. The group meets weekly so members can discuss issues they are having both inside and outside of school. They wear bow ties on Mondays to set an example for the rest of the school, and they’ve gone on college tours and recently led a school-wide canned food drive.\u003c/p>\n\u003cp>Beber said that in-school suspensions have dropped for club members and across the board. Some Man Club members are now on the honor roll. “We didn’t give them any extra tutoring,” he said. “We invested in culture, relationships.”\u003c/p>\n\u003cp>Beber said he has seen the dividends of the improved school culture during the school closure. Teacher attendance in voluntary weekly Zoom meetings is 100 percent, he said. And some students are asking for and completing assignments, even though the work is optional. But there’s no denying the shutdown’s toll on kids and their families.\u003c/p>\n\u003cfigure id=\"attachment_56035\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Danita Brown teaches her seventh grade algebra class at John Q. Adams Middle School. \u003ccite>(Amadou Diallo for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ragas, the school secretary, said her son, Mario, now an eighth grader, isn’t motivated to do the optional schoolwork. She worries about what will happen to him next fall.\u003c/p>\n\u003cp>“I’m concerned because he’s making that transition to high school and it could be more than two months’ worth of work that he’s missing,” she said. “Even if he does some at home, it’s still different than being in class every day. He might be a little behind.”\u003c/p>\n\u003cp>For students and families the school has yet to make contact with, the situation could be even more dire. “We’re losing time with our most vulnerable kids,” Beber said. “That’s the harsh reality.”\u003c/p>\n\u003cp>Despite the challenges of getting kids back on track when they return to school, Beber sees some reasons for hope.\u003c/p>\n\u003cp>“I think Adams will be a little better prepared because we’re always filling gaps. We have kids who leave and then weeks or months later, they’re back with us,” he said, referring to the school’s transient students. “My teachers have done a good job of saying, ‘They’re back, let’s pick up where we left off … let’s make a plan, so that we can give them the best education possible.’\u003c/p>\n\u003cp>It’s what we do.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/this-school-was-on-its-way-to-a-turnaround-until-the-coronavirus-struck/\">\u003cem>school turnaround during a pandemic\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Jason Beber joined John Q. Adams Middle School as its principal in fall 2018, with a mandate to turn around the struggling school. In his first year, the school’s rating improved to a C, and student behavior and teacher morale improved too. But with the coronavirus pandemic, that academic progress is threatened.","status":"publish","parent":0,"modified":1590995929,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2028},"headData":{"title":"A School on the Rise Sees Progress Halted by the Pandemic | KQED","description":"Jason Beber joined John Q. Adams Middle School as its principal in fall 2018, with a mandate to turn around the struggling school. In his first year, the school’s rating improved to a C, and student behavior and teacher morale improved too. But with the coronavirus pandemic, that academic progress is threatened.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A School on the Rise Sees Progress Halted by the Pandemic","datePublished":"2020-06-01T07:18:49.000Z","dateModified":"2020-06-01T07:18:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56028 https://ww2.kqed.org/mindshift/?p=56028","disqusUrl":"https://ww2.kqed.org/mindshift/2020/06/01/a-school-on-the-rise-sees-progress-halted-by-the-pandemic/","disqusTitle":"A School on the Rise Sees Progress Halted by the Pandemic","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Amadou Diallo, The Hechinger Report\u003c/a>","path":"/mindshift/56028/a-school-on-the-rise-sees-progress-halted-by-the-pandemic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/this-school-was-on-its-way-to-a-turnaround-until-the-coronavirus-struck/\">\u003cem>school turnaround during a pandemic\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>METAIRIE, La. — When it was time for Kelly Ragas to choose a middle school for her son three years ago, John Q. Adams was certainly the most convenient option: She worked as its school secretary and already had a child there. But she had doubts. The school was rated a C by the state, and while Ragas was comfortable with its increasing diversity, she knew other longtime residents felt differently.\u003c/p>\n\u003cp>“Some people from years ago, they look at the school and say, ‘It’s so different now,’ ” said Ragas. Three-quarters of the school’s students are non-white and more than a dozen languages, including Arabic and Urdu, are spoken.\u003c/p>\n\u003cp>By the end of her son’s first year, the school’s rating had dropped even further, to a D. But then the Jefferson Parish district hired Jason Beber to take over as principal in fall 2018 with a mandate to get Adams back on a path to academic success.\u003c/p>\n\u003cp>“They knew I had been a turnaround guy,” said Beber, who had taken a school in a neighboring district from its lowest performing to one of its highest. “My vision was I want Adams to start with an A.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Early signs were promising. In Beber’s first year, 2018-19, the school’s rating improved to a C, and teachers and staff reported that student behavior and teacher morale improved too. But the coronavirus pandemic has threatened that academic progress.\u003c/p>\n\u003cp>Louisiana schools are closed through the end of the school year, if not longer. While districts elsewhere in the country have switched to online education, Jefferson Parish, where Adams is located, chose not to move its curriculum online amid concerns that \u003ca href=\"https://www.nola.com/news/coronavirus/article_f6576f98-6535-11ea-aa05-e3379b367b76.html\">many students lacked home internet access\u003c/a>. The district has made printed instructional packets available at meal pickup locations for students who cannot get online, and teachers are free to provide digital-based lessons. But all of the work that teachers assign is optional: Students aren’t receiving grades.\u003c/p>\n\u003cfigure id=\"attachment_56030\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56030\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Seventh grade algebra students at John Q. Adams Middle School. The coronavirus shutdown has put the school’s fragile academic gains at risk. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Adams, teachers and staff are doing what they can to stay connected with their students. The school’s Facebook page has become a popular resource, offering access to school counselors as well as a \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSdG-c4UIOzT2xspFWBp3kfJYmsulSmxr4VBl7nS2Y_wWhP7rQ/viewform\">virtual talent show\u003c/a>. Teachers have been reaching out to students over their own social media accounts. But, Beber acknowledges, for students who lack online access, these are not options.\u003c/p>\n\u003cp>“Some of [my teachers] have only been able to contact 10 to 15 of their students and they have 100-plus students,” Beber said. “Some of our kids are reaching out through their friends via cell phone or word of mouth, asking, ‘Can you get ahold of so-and-so? We don’t have Internet.’”\u003c/p>\n\u003cp>The issue goes beyond remote learning. “We have newcomer families from other countries who need outside services: housing, food, things like that,” said Beber. The school uses an automated translation tool to text families in multiple languages about food distribution centers and city-wide relief programs. Beber and his staff are also keeping a list of all the students teachers have not been able to reach.\u003c/p>\n\u003cfigure id=\"attachment_56033\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56033\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Sixth graders work out a math problem at John Q. Adams Middle School. \u003ccite>(Amadou Diallo/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As recently as mid-February, Beber’s day-to-day concerns revolved around student engagement, teacher development and upcoming state evaluations. Adams is located in a predominantly white, middle-class neighborhood, but it draws many of its students from nearby communities with large immigrant and lower-income populations. One of the school’s greatest challenges, Beber said, is that many families work seasonal jobs in tourism and other industries, moving between the U.S. and their home countries multiple times a year. It’s common for a student to attend Adams for a few months, then return with their parents to Ecuador, for example, he said, only to reappear at Adams a few months later not having attended school in the interim.\u003c/p>\n\u003cp>On top of that, many students struggle with the stresses of poverty. Some \u003ca href=\"https://louisianaschools.com/schools/26001/academic-performance#breakdown_student_groups\">90 percent\u003c/a> of students live in households that qualify for government assistance.\u003c/p>\n\u003cp>In spite of the challenges, Beber and his staff were confident that their students were better prepared than ever for state assessments. But the tests, scheduled for April, were cancelled because of the pandemic.\u003c/p>\n\u003cp>“We’re actually upset about not taking the state tests this year,” he said. He and his staff were looking forward to showing another year of academic gains after a bump in reading and math scores in 2018. It would be further validation of a shift in both school culture and expectations that many say was long overdue.\u003c/p>\n\u003cfigure id=\"attachment_56034\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56034\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">John Q. Adams Principal Jason Beber speaks with students in an ESL class designed for students who’ve just arrived in the U.S. Immigrants make up a large share of the school’s student body. \u003ccite>(Amadou Diallo/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There were several of us who felt like we weren’t being pushed the way that we needed to be pushed, not the students, not the teachers,” said Danita Brown, an algebra teacher in her 14th year at Adams. “We weren’t performing at the level we knew we could.”\u003c/p>\n\u003cp>While bringing in a new principal may seem like an easy and obvious solution, \u003ca href=\"https://edworkingpapers.com/ai19-95\">research shows\u003c/a> that the disruptions caused by changes in leadership can actually reduce student performance, at least in the short term.\u003c/p>\n\u003cp>At Adams, however, the turnaround has been swift. That’s not to say that there weren’t concerns at the beginning of Beber’s tenure.\u003c/p>\n\u003cp>“The staff attitude was mixed,” said Joan Growl, who has been at Adams for the last nine years of her three-decade teaching career. “When a new principal arrives the first thing for the teachers is sort of an anxiety that [the principal] will assume that the teachers … haven’t been doing their job or doing what they needed to do.” Whatever new goals or strategies a principal wants to put into place, she said, should begin with listening to teachers and valuing their input. “Mr. Beber did do that,” she said.\u003c/p>\n\u003cp>Teachers said those efforts began before the school year started. In July, Beber began to schedule individual meetings with every adult in the building, from teachers to custodial staff. He recalls that in these meetings, he did very little of the talking.\u003c/p>\n\u003cp>“People gave me an earful, what they’d like to see change, who’s doing what, who’s not doing what,” he said. “They got to be heard. That was a big thing. I listened.”\u003c/p>\n\u003cp>This was an important step, agrees assistant principal Laura Leinhardt, who has worked at Adams under two previous principals. “That kind of one-on-one doesn’t always happen,” she said. But listening is one thing, getting teachers and staff on board with your plans is another.\u003c/p>\n\u003cfigure id=\"attachment_56031\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56031\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Kimberly Joinelle helps a student in her sixth-grade math class. Teachers like Joinelle say the school’s new principal, Jason Beber, has valued their input. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The best and quickest way of getting people to buy in is to show them some quick results,” said Leinhardt. “People had complained about student behavior. Well, with a noticeable shift in student behavior, that’s going to get some of those people who are naysayers to say, ‘Wait, he might know what he’s talking about.’”\u003c/p>\n\u003cp>Some students said they can see the difference. “Compared to sixth grade, school safety has gotten better,” said Savannah Williams, an eighth grader whose mother teaches at the school. “There’s less fighting and less conflicts. In classes, it’s just more relaxed.”\u003c/p>\n\u003cp>Improving student behavior began with changing expectations of everything about Adams, Beber said, even the physical building. The district has a campus of the month award to celebrate clean and tidy facilities. Beber was dismayed to learn that Adams had never won. He found that school maintenance requests had been allowed to languish, without response.\u003c/p>\n\u003cp>“How hard can it be to get campus of the month?” he asked. He had the maintenance team clean up the schoolyard, removing graffiti and paint stains. In February 2019, the school won the honor.\u003c/p>\n\u003cp>Beber also opted for a more proactive approach to school discipline, seeking to identify kids who were struggling before they got into more trouble. One result was the Adams Man Club, which he initially created for male students who’d had at least three suspensions. “The idea was, we’re going to tell them how awesome they are,” Beber said. The group meets weekly so members can discuss issues they are having both inside and outside of school. They wear bow ties on Mondays to set an example for the rest of the school, and they’ve gone on college tours and recently led a school-wide canned food drive.\u003c/p>\n\u003cp>Beber said that in-school suspensions have dropped for club members and across the board. Some Man Club members are now on the honor roll. “We didn’t give them any extra tutoring,” he said. “We invested in culture, relationships.”\u003c/p>\n\u003cp>Beber said he has seen the dividends of the improved school culture during the school closure. Teacher attendance in voluntary weekly Zoom meetings is 100 percent, he said. And some students are asking for and completing assignments, even though the work is optional. But there’s no denying the shutdown’s toll on kids and their families.\u003c/p>\n\u003cfigure id=\"attachment_56035\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Danita Brown teaches her seventh grade algebra class at John Q. Adams Middle School. \u003ccite>(Amadou Diallo for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ragas, the school secretary, said her son, Mario, now an eighth grader, isn’t motivated to do the optional schoolwork. She worries about what will happen to him next fall.\u003c/p>\n\u003cp>“I’m concerned because he’s making that transition to high school and it could be more than two months’ worth of work that he’s missing,” she said. “Even if he does some at home, it’s still different than being in class every day. He might be a little behind.”\u003c/p>\n\u003cp>For students and families the school has yet to make contact with, the situation could be even more dire. “We’re losing time with our most vulnerable kids,” Beber said. “That’s the harsh reality.”\u003c/p>\n\u003cp>Despite the challenges of getting kids back on track when they return to school, Beber sees some reasons for hope.\u003c/p>\n\u003cp>“I think Adams will be a little better prepared because we’re always filling gaps. We have kids who leave and then weeks or months later, they’re back with us,” he said, referring to the school’s transient students. “My teachers have done a good job of saying, ‘They’re back, let’s pick up where we left off … let’s make a plan, so that we can give them the best education possible.’\u003c/p>\n\u003cp>It’s what we do.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/this-school-was-on-its-way-to-a-turnaround-until-the-coronavirus-struck/\">\u003cem>school turnaround during a pandemic\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56028/a-school-on-the-rise-sees-progress-halted-by-the-pandemic","authors":["byline_mindshift_56028"],"categories":["mindshift_1"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20701","mindshift_20784","mindshift_20801"],"featImg":"mindshift_56032","label":"mindshift"},"mindshift_55608":{"type":"posts","id":"mindshift_55608","meta":{"index":"posts_1591205157","site":"mindshift","id":"55608","score":null,"sort":[1585118815000]},"guestAuthors":[],"slug":"14-tips-for-helping-students-with-limited-internet-have-distance-learning","title":"14 Tips For Helping Students With Limited Internet Have Distance Learning","publishDate":1585118815,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Schools across the nation are closing in an effort to stop the spread of COVID-19 and in the scramble to provide at-home learning, a major problem has risen to the forefront: millions of American students don’t have reliable access to the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.ntia.doc.gov/blog/2018/digital-divide-among-school-age-children-narrows-millions-still-lack-internet-connections\">\u003cspan style=\"font-weight: 400\">recent federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, approximately 14 percent of U.S. families with school-age children lack high-speed internet. Most of those families are low-income or live in rural areas. While there are plenty of best practice guides available for online learning, strategies for bridging the digital divide are scarce. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We asked the MindShift community to share how they’re addressing the issue and what strategies, tips or activities might they have to do distance learning with students who only have access to cellphones and limited data or internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s what they shared, plus a few more tips we’ve found that can even be implemented today. Comments have been edited for brevity, clarity and comprehension. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Call Regularly \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this time of distance learning, students may feel isolated or lonely. Contacting them as often as you can — by email, comments on their work or phone — can make a huge difference, especially for those students without internet access. When in doubt over-communicate, but also maintain boundaries to avoid burnout. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/cultofpedagogy/status/1241533186225704962\u003c/p>\n\u003ch2>\u003cb>Suggest Free Internet Offers But Be Mindful of Limitations\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Major internet providers like Spectrum and Comcast are giving students free WiFi for the next couple of months.\u003cbr>\n\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">-Jen Clayton\u003c/a>\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many providers are also \u003c/span>\u003ca href=\"https://www.abc10.com/article/news/health/coronavirus/free-wifi-hotspots/103-8002bb36-b9f8-4c32-8801-7da31bfb8449\">\u003cspan style=\"font-weight: 400\">waiving late fees for existing customers and increasing data caps for mobile hotspots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But to gain access restrictions may apply. For example, to qualify for Comcast Internet Essentials program, which provides affordable Internet ($9.95/month) families must meet these criteria:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Eligibility for public assistance programs such as the National School Lunch Program\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">No outstanding debt to Comcast that is less than a year old\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Live in an area where Comcast Internet service is available\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Be a new customer\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families will need flexibility and understanding as they research and discover what options will work for them. Offers of free internet is no guarantee that families will be able to use them. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/callmeKi/status/1240876560707506176\u003c/p>\n\u003ch2>\u003cb>Seek Out Hotspots But Don’t Rely On Them\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Although local libraries may be closed, their routers are likely still on. We regularly use our library’s wifi from outside when it’s closed.\u003cbr>\n\u003c/span>\u003c/i>\u003cem>-\u003c/em>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cspan style=\"font-weight: 400\">\u003cem>Lisa Vreman\u003c/em>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, more and more states are developing public Wi-Fi hotspots in the wake of the COVID-19 pandemic. A\u003c/span>\u003ca href=\"https://will.illinois.edu/news/story/while-schools-are-closed-illinois-district-uses-buses-as-wi-fi-hotspots\">\u003cspan style=\"font-weight: 400\"> school district in southern Illinois \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has developed a creative approach by equipping several school buses with WiFi to serve as hotspots throughout the community. Drivers park the bus near local parks between 10 a.m. and 1 p.m. every Monday through Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hotspots can be particularly effective for downloading large files that students can work on at home, but may not be reliable or feasible for long periods. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-in via Google Forms \u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/RachelDonnald/status/1241461300045152256\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can also use a Google Form to ask students how they’re feeling and what support they need to succeed. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WhatsApp \u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">WhatsApp is used around the globe and it doesn’t require as many GB as \u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\">Facebook or Google. It’s cheaper and in some countries it comes for free with the Internet plan for cell phones. Teachers can copy and paste long texts and have their students read them and answer questions. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">I teach English Lessons through WhatsApp. I send vocabulary and audios and ask them to send back audios of readings and questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Davina Belisa Marcon\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>Tune In to Your Local Broadcast Station\u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/toddstanzione/status/1240429976282902528\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some districts are partnering with local PBS stations to create remote-learning opportunities through T.V. programs. For example,\u003c/span>\u003ca href=\"https://www.kqed.org/education/athomelearning\">\u003cspan style=\"font-weight: 400\"> KQED will begin broadcasting a California state\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> standards-aligned educational television schedule, created by PBS SoCal/KCET and the Los Angeles Unified School District. Other states using broadcast stations include \u003c/span>\u003ca href=\"https://www.aacps.org/cms/lib/MD02215556/Centricity/Domain/1753/AACPS%20e-Lessons%20Broadcast%20Schedule.pdf\">\u003cspan style=\"font-weight: 400\">Maryland\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.lpb.org/education/home/at-home-learning\">\u003cspan style=\"font-weight: 400\">Louisiana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.nysed.gov/news/2020/state-education-department-and-new-yorks-public-television-stations-announce-expanded\">\u003cspan style=\"font-weight: 400\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.azpm.org/p/home-art-press/2020/3/20/168234-arizona-public-media-and-arizona-pbs-announce-at-home-learning-partnership-to-provide-educational-content-to-teachers-students-affected-by-coronavirus-covid-19-crisis/\">\u003cspan style=\"font-weight: 400\">Arizona\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use Plain Text Instead of Attachments When Emailing\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Helena Castillo\u003c/a> suggests using plain texts. Plain text is easier to access and requires less data (therefore, less money), so consolidating lesson content into the email body using plain text rather than attaching a .pdf is preferable. Whenever possible, email lesson content two to three days in advance to give students and families as much time as possible to gain access before the lesson. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Host Accessible Video Sessions But Don’t Require Attendance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video conference calls can be an effective tool, but they require a lot of data. Encourage kids who don’t have the internet to call in for audio and be sure to describe what’s happening on the screen so that students calling in can still feel included. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/theantitutor/status/1241093632108593152\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoid requiring attendance as well. Instead, find alternative ways to check in and email summaries or transcripts after video sessions if possible. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Transcripts Using Speech-to-Text Features\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google Docs has a feature called Voice Typing that will dictate your voice using your computer’s microphone. To activate Voice typing, open a google document and click Tools > Voice Typing or press Ctrl + Shift + S in Windows or Command + Shift + S in macOs.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MaryGondringer/status/1241126316965052416\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also other platforms and services like \u003c/span>\u003ca href=\"https://support.zoom.us/hc/en-us/articles/115004794983-Automatically-Transcribe-Cloud-Recordings-\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that transcribe video sessions. Whichever you choose, just make sure to review content before sharing for typos and grammatical errors. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Provide Hard Copies \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before high-speed internet, there were workbooks and handouts. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/teachulearn/status/1240441829666897920\u003c/p>\n\u003ch2>\u003cb>Add QR Codes to Paper Copies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Providing students with handouts doesn’t have to entirely eliminate a personalized touch.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/KMS_History/status/1241085522644275200\u003c/p>\n\u003ch2>\u003cb>Share The Burden\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not every teacher will be able to mail hardcopies of their materials. Ways to work around this may be electing designated individuals. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Schools can create a Google Drive. Teachers can submit lessons there and elect a person to print and mail activities to those with connectivity issues. We haven’t\u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\"> implemented this, just an idea I plan to share with my district. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Lindsey Conway\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Try USBs or DVDs \u003c/b>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In my flipped classroom, I would provide DVD discs for DVD players, PS4, XBox or provide USBs with my video lectures to students who identified specific IT needs. It worked for chronically absent students, student athletes, etc or to just save a family’s data plan. Everyone forgets a TV is a great projector! \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">-\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cem>Krystalynn Nasisaq Scott\u003c/em>\u003c/a>\u003cem> \u003c/em>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Avoid Harsh Punishments\u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/ejrdavid/status/1241432028207185920\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the upcoming months and years, students will need a lot of support. Even with major internet providers offering assistance to low-income families, some families still face hurdles to getting online. Some students may struggle to keep up and get the work done. Assignments may take twice as long to complete. But this doesn’t mean school isn’t a priority for those students. As much as possible, try to avoid harsh grades or punishments, offer several options for completing an assignment and be adaptable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot more work to be done to achieve true equity, but we’re hopeful. We’ll continue to update this list in the upcoming weeks and months. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Editor's note: The original call for suggestions that you see on the MindShift tweets had a typo in the graphic. We are always learning from our mistakes. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"As schools close because of the COVID-19 pandemic, education has gone online at many school districts. However, many students can't afford to connect to the internet with anything more than their phone. In order to help struggling students, teachers have some work-arounds to help students get what they need while staying within their data plan. ","status":"publish","parent":0,"modified":1585118815,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1303},"headData":{"title":"14 Tips For Helping Students With Limited Internet Have Distance Learning | KQED","description":"As schools close because of the COVID-19 pandemic, education has gone online at many school districts. However, many students can't afford to connect to the internet with anything more than their phone. In order to help struggling students, teachers have some work-arounds to help students get what they need while staying within their data plan. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"14 Tips For Helping Students With Limited Internet Have Distance Learning","datePublished":"2020-03-25T06:46:55.000Z","dateModified":"2020-03-25T06:46:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55608 https://ww2.kqed.org/mindshift/?p=55608","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/24/14-tips-for-helping-students-with-limited-internet-have-distance-learning/","disqusTitle":"14 Tips For Helping Students With Limited Internet Have Distance Learning","nprByline":"Amielle Major","path":"/mindshift/55608/14-tips-for-helping-students-with-limited-internet-have-distance-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Schools across the nation are closing in an effort to stop the spread of COVID-19 and in the scramble to provide at-home learning, a major problem has risen to the forefront: millions of American students don’t have reliable access to the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.ntia.doc.gov/blog/2018/digital-divide-among-school-age-children-narrows-millions-still-lack-internet-connections\">\u003cspan style=\"font-weight: 400\">recent federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, approximately 14 percent of U.S. families with school-age children lack high-speed internet. Most of those families are low-income or live in rural areas. While there are plenty of best practice guides available for online learning, strategies for bridging the digital divide are scarce. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We asked the MindShift community to share how they’re addressing the issue and what strategies, tips or activities might they have to do distance learning with students who only have access to cellphones and limited data or internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s what they shared, plus a few more tips we’ve found that can even be implemented today. Comments have been edited for brevity, clarity and comprehension. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Call Regularly \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this time of distance learning, students may feel isolated or lonely. Contacting them as often as you can — by email, comments on their work or phone — can make a huge difference, especially for those students without internet access. When in doubt over-communicate, but also maintain boundaries to avoid burnout. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1241533186225704962"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Suggest Free Internet Offers But Be Mindful of Limitations\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Major internet providers like Spectrum and Comcast are giving students free WiFi for the next couple of months.\u003cbr>\n\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">-Jen Clayton\u003c/a>\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many providers are also \u003c/span>\u003ca href=\"https://www.abc10.com/article/news/health/coronavirus/free-wifi-hotspots/103-8002bb36-b9f8-4c32-8801-7da31bfb8449\">\u003cspan style=\"font-weight: 400\">waiving late fees for existing customers and increasing data caps for mobile hotspots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But to gain access restrictions may apply. For example, to qualify for Comcast Internet Essentials program, which provides affordable Internet ($9.95/month) families must meet these criteria:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Eligibility for public assistance programs such as the National School Lunch Program\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">No outstanding debt to Comcast that is less than a year old\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Live in an area where Comcast Internet service is available\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Be a new customer\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families will need flexibility and understanding as they research and discover what options will work for them. Offers of free internet is no guarantee that families will be able to use them. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1240876560707506176"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Seek Out Hotspots But Don’t Rely On Them\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Although local libraries may be closed, their routers are likely still on. We regularly use our library’s wifi from outside when it’s closed.\u003cbr>\n\u003c/span>\u003c/i>\u003cem>-\u003c/em>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cspan style=\"font-weight: 400\">\u003cem>Lisa Vreman\u003c/em>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, more and more states are developing public Wi-Fi hotspots in the wake of the COVID-19 pandemic. A\u003c/span>\u003ca href=\"https://will.illinois.edu/news/story/while-schools-are-closed-illinois-district-uses-buses-as-wi-fi-hotspots\">\u003cspan style=\"font-weight: 400\"> school district in southern Illinois \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has developed a creative approach by equipping several school buses with WiFi to serve as hotspots throughout the community. Drivers park the bus near local parks between 10 a.m. and 1 p.m. every Monday through Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hotspots can be particularly effective for downloading large files that students can work on at home, but may not be reliable or feasible for long periods. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-in via Google Forms \u003c/b>\u003c/h2>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1241461300045152256"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can also use a Google Form to ask students how they’re feeling and what support they need to succeed. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WhatsApp \u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">WhatsApp is used around the globe and it doesn’t require as many GB as \u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\">Facebook or Google. It’s cheaper and in some countries it comes for free with the Internet plan for cell phones. Teachers can copy and paste long texts and have their students read them and answer questions. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">I teach English Lessons through WhatsApp. I send vocabulary and audios and ask them to send back audios of readings and questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Davina Belisa Marcon\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>Tune In to Your Local Broadcast Station\u003c/b>\u003c/h2>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1240429976282902528"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some districts are partnering with local PBS stations to create remote-learning opportunities through T.V. programs. For example,\u003c/span>\u003ca href=\"https://www.kqed.org/education/athomelearning\">\u003cspan style=\"font-weight: 400\"> KQED will begin broadcasting a California state\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> standards-aligned educational television schedule, created by PBS SoCal/KCET and the Los Angeles Unified School District. Other states using broadcast stations include \u003c/span>\u003ca href=\"https://www.aacps.org/cms/lib/MD02215556/Centricity/Domain/1753/AACPS%20e-Lessons%20Broadcast%20Schedule.pdf\">\u003cspan style=\"font-weight: 400\">Maryland\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.lpb.org/education/home/at-home-learning\">\u003cspan style=\"font-weight: 400\">Louisiana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.nysed.gov/news/2020/state-education-department-and-new-yorks-public-television-stations-announce-expanded\">\u003cspan style=\"font-weight: 400\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.azpm.org/p/home-art-press/2020/3/20/168234-arizona-public-media-and-arizona-pbs-announce-at-home-learning-partnership-to-provide-educational-content-to-teachers-students-affected-by-coronavirus-covid-19-crisis/\">\u003cspan style=\"font-weight: 400\">Arizona\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use Plain Text Instead of Attachments When Emailing\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Helena Castillo\u003c/a> suggests using plain texts. Plain text is easier to access and requires less data (therefore, less money), so consolidating lesson content into the email body using plain text rather than attaching a .pdf is preferable. Whenever possible, email lesson content two to three days in advance to give students and families as much time as possible to gain access before the lesson. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Host Accessible Video Sessions But Don’t Require Attendance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video conference calls can be an effective tool, but they require a lot of data. Encourage kids who don’t have the internet to call in for audio and be sure to describe what’s happening on the screen so that students calling in can still feel included. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1241093632108593152"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoid requiring attendance as well. Instead, find alternative ways to check in and email summaries or transcripts after video sessions if possible. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Transcripts Using Speech-to-Text Features\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google Docs has a feature called Voice Typing that will dictate your voice using your computer’s microphone. To activate Voice typing, open a google document and click Tools > Voice Typing or press Ctrl + Shift + S in Windows or Command + Shift + S in macOs.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1241126316965052416"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also other platforms and services like \u003c/span>\u003ca href=\"https://support.zoom.us/hc/en-us/articles/115004794983-Automatically-Transcribe-Cloud-Recordings-\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that transcribe video sessions. Whichever you choose, just make sure to review content before sharing for typos and grammatical errors. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Provide Hard Copies \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before high-speed internet, there were workbooks and handouts. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1240441829666897920"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Add QR Codes to Paper Copies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Providing students with handouts doesn’t have to entirely eliminate a personalized touch.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1241085522644275200"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Share The Burden\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not every teacher will be able to mail hardcopies of their materials. Ways to work around this may be electing designated individuals. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Schools can create a Google Drive. Teachers can submit lessons there and elect a person to print and mail activities to those with connectivity issues. We haven’t\u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\"> implemented this, just an idea I plan to share with my district. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Lindsey Conway\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Try USBs or DVDs \u003c/b>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In my flipped classroom, I would provide DVD discs for DVD players, PS4, XBox or provide USBs with my video lectures to students who identified specific IT needs. It worked for chronically absent students, student athletes, etc or to just save a family’s data plan. Everyone forgets a TV is a great projector! \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">-\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cem>Krystalynn Nasisaq Scott\u003c/em>\u003c/a>\u003cem> \u003c/em>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Avoid Harsh Punishments\u003c/b>\u003c/h2>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1241432028207185920"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the upcoming months and years, students will need a lot of support. Even with major internet providers offering assistance to low-income families, some families still face hurdles to getting online. Some students may struggle to keep up and get the work done. Assignments may take twice as long to complete. But this doesn’t mean school isn’t a priority for those students. As much as possible, try to avoid harsh grades or punishments, offer several options for completing an assignment and be adaptable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot more work to be done to achieve true equity, but we’re hopeful. We’ll continue to update this list in the upcoming weeks and months. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*Editor's note: The original call for suggestions that you see on the MindShift tweets had a typo in the graphic. We are always learning from our mistakes. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55608/14-tips-for-helping-students-with-limited-internet-have-distance-learning","authors":["byline_mindshift_55608"],"categories":["mindshift_192","mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_631","mindshift_252","mindshift_358","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_20801","mindshift_21213"],"featImg":"mindshift_55613","label":"mindshift"},"mindshift_52116":{"type":"posts","id":"mindshift_52116","meta":{"index":"posts_1591205157","site":"mindshift","id":"52116","score":null,"sort":[1536583728000]},"guestAuthors":[],"slug":"how-to-create-learning-opportunities-for-kids-on-the-bus","title":"How to Create Learning Opportunities For Kids on the Bus","publishDate":1536583728,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv>\n\u003cp>Though her own children are long since grown, Sheila Hall rides alongside her “babies” on a yellow school bus for about an hour every weekday morning during the school year. In the afternoon she accompanies the group of primarily African-American and Latino kids for the return trip, while many of their classmates at Rooftop School in the San Francisco Unified School District stay behind for after-school activities like French, guitar and “Lego robotics.”\u003c/p>\n\u003cp>One of the biggest \u003ca href=\"https://www.forbes.com/sites/gailcornwall/2018/05/01/why-tech-is-prepping-to-overhaul-school-transportation/#740bc60b588a\">flaws with traditional school transportation\u003c/a>, says Todd Ely, director of the Center for Local Government Research and Training at the University of Colorado Denver, is that 66-passenger buses must make several stops along an indirect path. That design translates to long swaths of time with energetic children managed in triage fashion. (“Never put a student off your bus” and “never use profanity” are two tips for drivers in a \u003ca href=\"https://www.aft.org/sites/default/files/schoolbusbehavior0907.pdf\">pamphlet\u003c/a> from the American Federation of Teachers.)\u003c/p>\n\u003cp>Buses are also expensive to operate, which means most of the more than \u003ca href=\"http://citiesandschools.berkeley.edu/reports/CC%2BSYellowBus2014.pdf\">25 million children\u003c/a> in the U.S. who ride them are offered only one return trip: right after school. As a result, transportation-dependent kids like Hall’s babies miss out on a \u003ca href=\"http://citiesandschools.berkeley.edu/reports/CC%2BSYellowBus2014.pdf\">hidden curriculum\u003c/a> of on-site after-school enrichment, as well as interpersonal engagement, like impromptu conversations with teachers. The status quo puts the rural students and low-income children in large urban districts who rack up the most bus minutes at a disadvantage compared to their peers who live within walking distance of school or whose parents have the time and money to drive.\u003c/p>\n\u003cfigure id=\"attachment_52119\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-52119 size-medium\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/IMG_7670-28129-1-e1536348070103-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\">\u003cfigcaption class=\"wp-caption-text\">Sheila Hall and her roller bag of student activities.\u003c/figcaption>\u003c/figure>\n\u003cp>Some are trying to change that with a variety of \u003ca href=\"https://www.usnews.com/news/best-states/articles/2018-06-06/will-ride-sharing-replace-traditional-school-buses\">ride-sharing\u003c/a> initiatives that decrease transit time, but long rides sometimes can’t be helped and even relatively short ones could be better managed. Ely says: “I always thought, just put Bill Nye the Science Guy on. You don’t want kids just watching TV, but … if it’s something that’s going to broaden exposure, it would be beneficial. At least the time isn’t lost time.” Districts have experimented with piping music onto buses, but Ely would prefer more, envisioning “interactive games where kids have clickers, and they’re actually responding to questions.”\u003c/p>\n\u003cp>It sounds fanciful, but one district has brought something along these lines to life. Over the last two years, Google piloted its \u003ca href=\"https://apnews.com/5f394f60d0344748bb4f9be0579bc762\">Rolling Study Halls\u003c/a> program, providing grants to help equip school buses with Wi-Fi and stripped-down laptops. Priscilla Calcutt, director of instructional technology for the Berkeley County School District in South Carolina, says the students who live in the more high-poverty areas of her district ride the bus for 90 to 120 minutes each direction. For them, “the Wi-Fi has been a great tool.” The district has filters in place that block certain websites and keywords on both the district-provided Chromebooks and kids’ handheld devices, “but they could play games if they wanted to on the bus on the way home,” Calcutt says. Or they can get a jump on the \u003ca href=\"http://www.wbtv.com/story/32124689/wifi-on-school-buses-why-not-says-caldwell-county/\">evening’s homework\u003c/a>.\u003c/p>\n\u003cp>To incentivize enrichment over entertainment, Berkeley County instructional technologist Jessica Levine helped create “bus challenges” aligned with Achieve3000, a reading and writing instruction platform used by the district’s schools. Calcutt explains: “One of the bus challenges would be to read two articles from Achieve3000 and score 80 percent or higher on your quiz.” For tackling the extra work, students earn incentives such as badges, a dance or a pizza party. A virtual help desk, Levine says, allows kids to connect with teachers and ask questions about the challenges, or get help with other homework, all while in transit.\u003c/p>\n\u003cp>These innovations, aligned as they are with in-school work, function as a virtual analog of something \u003ca href=\"http://milehighconnects.org/wp-content/uploads/2014/12/Transportation-Extended-Learning-Time-Report-2014-sm.pdf\">academic research \u003c/a>shows districts relying on busing often can’t adopt: extended learning programs such as longer school days. They also help level the playing field vis-a-vis children who have essentially cobbled that together by living close to school (they get after-school tutoring on site and hop on Achieve3000 from home, Calcutt says).\u003c/p>\n\u003cp>Though the district doesn’t have data directly tying the program to improved academic performance, Levine says teachers report the kids coming off the bus with “improved overall attitude” and bus drivers see less misbehavior “because students are engaged in doing something.” It’s enough to justify \u003ca href=\"https://gizmodo.com/googles-school-bus-wi-fi-rollout-means-kids-can-cram-be-1824263022\">Google expanding\u003c/a> the program.\u003c/p>\n\u003cp>During the 2016-17 school year, Berkeley County even had teachers on the bus giving coding lessons thanks to a grant awarded to the College of Charleston, but Calcutt says the model wasn’t sustainable, both financially (once the grant money ran out) and due to other demands on teachers’ time (their training often takes place after school, and even when that’s not an issue, riding four hours round trip after teaching a full day is a tall order).\u003c/p>\n\u003cp>On the other side of the country, Rooftop’s on-site after-school program director, Leslie Einhorn, sees an easy solution to that logistical hurdle: putting someone who doesn’t teach at the school on the bus. The instructor could work in conjunction with high-tech solutions or go analog, she says, getting the kids involved in something like singing. But she and parent advocates haven’t been able to arrange \u003ca href=\"https://www.forbes.com/sites/gailcornwall/2018/05/01/why-tech-is-prepping-to-overhaul-school-transportation/#54c33b7b588a\">evening bus service\u003c/a> to try it out. In a 2014 grant application, Einhorn tried to work around that hurdle, proposing what she calls “escorted transportation” where her instructors would ride public transit with students, spending the hour-plus commute facilitating conversations that boost social-emotional development.\u003c/p>\n\u003cp>The school’s principal decided not to wait for any of these big ideas to materialize. In her first semester on the job, Nancy Bui five times rode the bus that delivers students from the Bayview neighborhood up into the hills where her school is nestled, the same one that bus monitor Sheila Hall boards. Bui and her vice principal observed not just what one would expect—that incendiary pairing: boredom and energy—but also anxiety. Second-grade teacher Nicole Wickstrom agrees, describing students having arrived at her classroom in the morning “often in a state of fight-or-flight or heightened emotions.”\u003c/p>\n\u003cp>On a shoestring budget and with the help of the school’s art coordinators, Bui launched a program dubbed #FirstClass that distributes kits filled with supplies like markers, modeling clay, connect-the-dots, origami and whiteboards. Hall brings extras along in a rolling backpack, “like a stewardess, only for enrichment materials instead of drinks,” Bui jokes before adding, “though Ms. Sheila is so much more than that.” The school’s literacy specialist got involved, too, ensuring that vocabulary words included on cards in the kits serve students’ individual needs.\u003c/p>\n\u003cp>“It’s boring; it’s bumpy,” Bui says: “Traffic happens. Things happen.” Four times during the 2017-18 school year the bus was involved in an accident. The first occurred before the #FirstClass rollout, and Bui calls it “a disaster.” But after a subsequent fender bender, she says: “The police were shocked. They were like, ‘They’re so happy!’” Wickstrom echoes the qualitative conclusions of her teacher counterparts in South Carolina, saying engaging in something meaningful on the bus “can allow them to come to school ready to learn.”\u003c/p>\n\u003cp>As promising as these small programs are, Professor Ely hasn’t heard anyone else “talking about how to make that time more constructive.” He says: “I don’t think that’s out there. It’s still a logistics field where if you talk to transportation people, it’s all time and distance for them. They’re not educators.”\u003c/p>\n\u003cp>Yet high-quality, in-transit enrichment—in conjunction with programs that decrease ride times—could address a problem that has plagued integration efforts for more than half a century: how to keep the burden of transportation from falling solely on the backs of brown-skinned and low-income children. Decreasing the level of strain is a step in the right direction, Ely says. There’s a second theory—that the more appealing busing can be made, the more likely wealthier families are to use it—but Pedro Noguera, director of the Center for the Transformation of Schools at UCLA’s Graduate School of Education and Information Studies, is skeptical.\u003c/p>\n\u003cp>“I like the idea of using travel time to educate or sing,” he says, but knowing what he does about racial bias and fear, he isn’t “sure if anything will make the bus attractive to the white middle class, unless it was to attend school with white elites.” The kids who currently ride buses need programs to ensure bus time isn’t wasted time, Noguera concludes, but they deserve far more.\u003c/p>\n\u003cp>\u003cem>Gail Cornwall is a former public school teacher and lawyer whose children attend Rooftop Elementary School in San Francisco.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Kids who have to get on buses right after school can miss out on after school activities and help. Some schools are helping make up for that difference by bringing digital and analog learning opportunities to the bus. ","status":"publish","parent":0,"modified":1536583728,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1608},"headData":{"title":"How to Create Learning Opportunities For Kids on the Bus | KQED","description":"Kids who have to get on buses right after school can miss out on after school activities and help. Some schools are helping make up for that difference by bringing digital and analog learning opportunities to the bus. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Create Learning Opportunities For Kids on the Bus","datePublished":"2018-09-10T12:48:48.000Z","dateModified":"2018-09-10T12:48:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52116 https://ww2.kqed.org/mindshift/?p=52116","disqusUrl":"https://ww2.kqed.org/mindshift/2018/09/10/how-to-create-learning-opportunities-for-kids-on-the-bus/","disqusTitle":"How to Create Learning Opportunities For Kids on the Bus","nprByline":"\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a>","path":"/mindshift/52116/how-to-create-learning-opportunities-for-kids-on-the-bus","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cp>Though her own children are long since grown, Sheila Hall rides alongside her “babies” on a yellow school bus for about an hour every weekday morning during the school year. In the afternoon she accompanies the group of primarily African-American and Latino kids for the return trip, while many of their classmates at Rooftop School in the San Francisco Unified School District stay behind for after-school activities like French, guitar and “Lego robotics.”\u003c/p>\n\u003cp>One of the biggest \u003ca href=\"https://www.forbes.com/sites/gailcornwall/2018/05/01/why-tech-is-prepping-to-overhaul-school-transportation/#740bc60b588a\">flaws with traditional school transportation\u003c/a>, says Todd Ely, director of the Center for Local Government Research and Training at the University of Colorado Denver, is that 66-passenger buses must make several stops along an indirect path. That design translates to long swaths of time with energetic children managed in triage fashion. (“Never put a student off your bus” and “never use profanity” are two tips for drivers in a \u003ca href=\"https://www.aft.org/sites/default/files/schoolbusbehavior0907.pdf\">pamphlet\u003c/a> from the American Federation of Teachers.)\u003c/p>\n\u003cp>Buses are also expensive to operate, which means most of the more than \u003ca href=\"http://citiesandschools.berkeley.edu/reports/CC%2BSYellowBus2014.pdf\">25 million children\u003c/a> in the U.S. who ride them are offered only one return trip: right after school. As a result, transportation-dependent kids like Hall’s babies miss out on a \u003ca href=\"http://citiesandschools.berkeley.edu/reports/CC%2BSYellowBus2014.pdf\">hidden curriculum\u003c/a> of on-site after-school enrichment, as well as interpersonal engagement, like impromptu conversations with teachers. The status quo puts the rural students and low-income children in large urban districts who rack up the most bus minutes at a disadvantage compared to their peers who live within walking distance of school or whose parents have the time and money to drive.\u003c/p>\n\u003cfigure id=\"attachment_52119\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-52119 size-medium\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/IMG_7670-28129-1-e1536348070103-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\">\u003cfigcaption class=\"wp-caption-text\">Sheila Hall and her roller bag of student activities.\u003c/figcaption>\u003c/figure>\n\u003cp>Some are trying to change that with a variety of \u003ca href=\"https://www.usnews.com/news/best-states/articles/2018-06-06/will-ride-sharing-replace-traditional-school-buses\">ride-sharing\u003c/a> initiatives that decrease transit time, but long rides sometimes can’t be helped and even relatively short ones could be better managed. Ely says: “I always thought, just put Bill Nye the Science Guy on. You don’t want kids just watching TV, but … if it’s something that’s going to broaden exposure, it would be beneficial. At least the time isn’t lost time.” Districts have experimented with piping music onto buses, but Ely would prefer more, envisioning “interactive games where kids have clickers, and they’re actually responding to questions.”\u003c/p>\n\u003cp>It sounds fanciful, but one district has brought something along these lines to life. Over the last two years, Google piloted its \u003ca href=\"https://apnews.com/5f394f60d0344748bb4f9be0579bc762\">Rolling Study Halls\u003c/a> program, providing grants to help equip school buses with Wi-Fi and stripped-down laptops. Priscilla Calcutt, director of instructional technology for the Berkeley County School District in South Carolina, says the students who live in the more high-poverty areas of her district ride the bus for 90 to 120 minutes each direction. For them, “the Wi-Fi has been a great tool.” The district has filters in place that block certain websites and keywords on both the district-provided Chromebooks and kids’ handheld devices, “but they could play games if they wanted to on the bus on the way home,” Calcutt says. Or they can get a jump on the \u003ca href=\"http://www.wbtv.com/story/32124689/wifi-on-school-buses-why-not-says-caldwell-county/\">evening’s homework\u003c/a>.\u003c/p>\n\u003cp>To incentivize enrichment over entertainment, Berkeley County instructional technologist Jessica Levine helped create “bus challenges” aligned with Achieve3000, a reading and writing instruction platform used by the district’s schools. Calcutt explains: “One of the bus challenges would be to read two articles from Achieve3000 and score 80 percent or higher on your quiz.” For tackling the extra work, students earn incentives such as badges, a dance or a pizza party. A virtual help desk, Levine says, allows kids to connect with teachers and ask questions about the challenges, or get help with other homework, all while in transit.\u003c/p>\n\u003cp>These innovations, aligned as they are with in-school work, function as a virtual analog of something \u003ca href=\"http://milehighconnects.org/wp-content/uploads/2014/12/Transportation-Extended-Learning-Time-Report-2014-sm.pdf\">academic research \u003c/a>shows districts relying on busing often can’t adopt: extended learning programs such as longer school days. They also help level the playing field vis-a-vis children who have essentially cobbled that together by living close to school (they get after-school tutoring on site and hop on Achieve3000 from home, Calcutt says).\u003c/p>\n\u003cp>Though the district doesn’t have data directly tying the program to improved academic performance, Levine says teachers report the kids coming off the bus with “improved overall attitude” and bus drivers see less misbehavior “because students are engaged in doing something.” It’s enough to justify \u003ca href=\"https://gizmodo.com/googles-school-bus-wi-fi-rollout-means-kids-can-cram-be-1824263022\">Google expanding\u003c/a> the program.\u003c/p>\n\u003cp>During the 2016-17 school year, Berkeley County even had teachers on the bus giving coding lessons thanks to a grant awarded to the College of Charleston, but Calcutt says the model wasn’t sustainable, both financially (once the grant money ran out) and due to other demands on teachers’ time (their training often takes place after school, and even when that’s not an issue, riding four hours round trip after teaching a full day is a tall order).\u003c/p>\n\u003cp>On the other side of the country, Rooftop’s on-site after-school program director, Leslie Einhorn, sees an easy solution to that logistical hurdle: putting someone who doesn’t teach at the school on the bus. The instructor could work in conjunction with high-tech solutions or go analog, she says, getting the kids involved in something like singing. But she and parent advocates haven’t been able to arrange \u003ca href=\"https://www.forbes.com/sites/gailcornwall/2018/05/01/why-tech-is-prepping-to-overhaul-school-transportation/#54c33b7b588a\">evening bus service\u003c/a> to try it out. In a 2014 grant application, Einhorn tried to work around that hurdle, proposing what she calls “escorted transportation” where her instructors would ride public transit with students, spending the hour-plus commute facilitating conversations that boost social-emotional development.\u003c/p>\n\u003cp>The school’s principal decided not to wait for any of these big ideas to materialize. In her first semester on the job, Nancy Bui five times rode the bus that delivers students from the Bayview neighborhood up into the hills where her school is nestled, the same one that bus monitor Sheila Hall boards. Bui and her vice principal observed not just what one would expect—that incendiary pairing: boredom and energy—but also anxiety. Second-grade teacher Nicole Wickstrom agrees, describing students having arrived at her classroom in the morning “often in a state of fight-or-flight or heightened emotions.”\u003c/p>\n\u003cp>On a shoestring budget and with the help of the school’s art coordinators, Bui launched a program dubbed #FirstClass that distributes kits filled with supplies like markers, modeling clay, connect-the-dots, origami and whiteboards. Hall brings extras along in a rolling backpack, “like a stewardess, only for enrichment materials instead of drinks,” Bui jokes before adding, “though Ms. Sheila is so much more than that.” The school’s literacy specialist got involved, too, ensuring that vocabulary words included on cards in the kits serve students’ individual needs.\u003c/p>\n\u003cp>“It’s boring; it’s bumpy,” Bui says: “Traffic happens. Things happen.” Four times during the 2017-18 school year the bus was involved in an accident. The first occurred before the #FirstClass rollout, and Bui calls it “a disaster.” But after a subsequent fender bender, she says: “The police were shocked. They were like, ‘They’re so happy!’” Wickstrom echoes the qualitative conclusions of her teacher counterparts in South Carolina, saying engaging in something meaningful on the bus “can allow them to come to school ready to learn.”\u003c/p>\n\u003cp>As promising as these small programs are, Professor Ely hasn’t heard anyone else “talking about how to make that time more constructive.” He says: “I don’t think that’s out there. It’s still a logistics field where if you talk to transportation people, it’s all time and distance for them. They’re not educators.”\u003c/p>\n\u003cp>Yet high-quality, in-transit enrichment—in conjunction with programs that decrease ride times—could address a problem that has plagued integration efforts for more than half a century: how to keep the burden of transportation from falling solely on the backs of brown-skinned and low-income children. Decreasing the level of strain is a step in the right direction, Ely says. There’s a second theory—that the more appealing busing can be made, the more likely wealthier families are to use it—but Pedro Noguera, director of the Center for the Transformation of Schools at UCLA’s Graduate School of Education and Information Studies, is skeptical.\u003c/p>\n\u003cp>“I like the idea of using travel time to educate or sing,” he says, but knowing what he does about racial bias and fear, he isn’t “sure if anything will make the bus attractive to the white middle class, unless it was to attend school with white elites.” The kids who currently ride buses need programs to ensure bus time isn’t wasted time, Noguera concludes, but they deserve far more.\u003c/p>\n\u003cp>\u003cem>Gail Cornwall is a former public school teacher and lawyer whose children attend Rooftop Elementary School in San Francisco.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52116/how-to-create-learning-opportunities-for-kids-on-the-bus","authors":["byline_mindshift_52116"],"categories":["mindshift_192"],"tags":["mindshift_20928","mindshift_252","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_20801","mindshift_21216"],"featImg":"mindshift_52144","label":"mindshift"},"mindshift_49890":{"type":"posts","id":"mindshift_49890","meta":{"index":"posts_1591205157","site":"mindshift","id":"49890","score":null,"sort":[1513226928000]},"guestAuthors":[],"slug":"how-a-deregulated-internet-could-hurt-americas-classrooms","title":"How A Deregulated Internet Could Hurt America's Classrooms","publishDate":1513226928,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Schools across the country are nervously watching to see if the Federal Communications Commission chooses to repeal Obama-era regulations that protect an open internet, often referred to as \"net neutrality.\"\u003c/p>\n\u003cp>The 2015 rules are meant to prevent internet providers, such as Comcast, AT&T and Verizon, from controlling what people can watch and see on the internet. Companies can't block access to any websites or apps, and can't meddle with loading speeds.\u003c/p>\n\u003cp>Educators rely heavily on technology in the classroom, so the repeal vote — expected Thursday — could dramatically impact the way students learn.\u003c/p>\n\u003cp>\"One of the key elements of the internet is that it provides immediate access to a huge range of high-quality resources that are really useful to teachers,\" says Richard Culatta, CEO of the International Society for Technology in Education. He previously led the Department of Education's Office of Educational Technology during the Obama administration.\u003c/p>\n\u003cp>\"But when carriers can choose to prioritize paid content over freely available content, schools really are at risk,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In Virginia, fifth-grade teacher Molly Fuller uses the internet with students struggling in math to help reinforce the skills they need online. They can play math-based computer games, or see a digital diagram of a math problem broken down. She also uses computers to teach her students how to find good sources versus bad sources.\u003c/p>\n\u003cp>\"We're trying to teach them those real-world skills,\" she says. Repealing the current regulations, she says, \"it's going to really hinder their ability to learn.\"\u003c/p>\n\u003cp>Kristin Ziemke, teaches third-graders in Chicago and says internet access allows her students to collaborate and interact with experts on topics they are passionate about.\u003c/p>\n\u003cp>She belongs to \u003ca href=\"https://community.theeducatorcollaborative.com/position-statement-net-neutrality/\">The Educators Collaborative\u003c/a> — a group of educators that organize online and share innovative lesson plans that incorporate the internet. She helped that organization craft a note for their website in support of net neutrality.\u003c/p>\n\u003cp>\"We believe that under the current FCC designation, the internet is more free and open,\" the statement said. \"This allows educators, students, and families access to information, apps, websites, and videos they feel will best support learning, creative thinking, and informed citizenship.\"\u003c/p>\n\u003cp>\"When we look at technology in our lives,\" Ziemke says, \"this is going to cause a huge shift in schools.\"\u003c/p>\n\u003cp>She says a byproduct of rolling back the regulations will be a decrease in creativity for all students — and for those in low-income districts — she's worried they'll lack access to information.\u003c/p>\n\u003cp>Studies have shown discrepancies in access to internet, especially with poor schools and in rural schools that lack high-speed internet. \u003ca href=\"https://www2.ed.gov/about/offices/list/oii/nonpublic/erate.html\">The federal E-Rate program\u003c/a>, which helps eligible schools and libraries have affordable access to phone and internet services, was redesigned and refunded just last year helped try and patch that gap.\u003c/p>\n\u003cp>Now \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2017/12/e-rate_program_6_big_numbers.html\">94 percent of school districts in the U.S.\u003c/a> have access to high-speed internet and more than 118,000 school and libraries use the E-rate program.\u003c/p>\n\u003cp>\"The internet for the first time leveled that playing field because it didn't matter if you were in a wealthy school or an under resourced school,\" says Culatta.\u003c/p>\n\u003cp>But still — there are lasting divides — not all students have access to high speed internet. \u003ca href=\"http://www.pewresearch.org/fact-tank/2017/03/22/digital-divide-persists-even-as-lower-income-americans-make-gains-in-tech-adoption/\">A recent Pew Research study\u003c/a> found that 5 million, most low income, school-aged children do not have access to broadband internet connection.\u003c/p>\n\u003cp>Some \u003ca href=\"https://www.help.senate.gov/imo/media/doc/121217%20Net%20Neutrality%20Repeal%20Ed%20Impacts.pdf\">Democrats in the Senate are worried that deregulation\u003c/a> of net neutrality will widen inequity.\u003c/p>\n\u003cp>And it's not just teachers that are concerned about the FCC's decision. Librarians across the country have also raised concerned over access.\u003c/p>\n\u003cp>\"We depend increasingly on access to the internet for purpose of research, for purpose of learning.\" says Jim Neal, President of the American Library Association.\u003c/p>\n\u003cp>The repeal of the regulations will be devastating to low-income communities that rely on public libraries to access information, he says. Libraries offer community members without home internet a place to search for health information, apply for jobs, even pay their bills. they also serve students — who use computers to do research for projects or homework.\u003c/p>\n\u003cp>\"This could undermine the quality of the education that our students are receiving,\" Neal says.\u003c/p>\n\u003cp>Librarians who work on college campuses say net neutrality is vital for students who rely heavily on research.\u003c/p>\n\u003cp>\"The internet is essential to all our functions,\" says Katherine Ahnberg, an academic librarian at the University of Pennsylvania \"We teach students how to critically analyze information they come across.\"\u003c/p>\n\u003cp>The FCC is set to vote at 10:30 a.m. EST on Thursday.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Editor's Note: NPR's legal counsel has filed comments with the FCC on the net neutrality proposal, in opposition to deregulation. \u003cem>\u003ca href=\"https://ecfsapi.fcc.gov/file/10717112197099/NPR%20Restoring%20Internet%20Freedom%20Comments.Final.pdf\">You can read them here.\u003c/a> \u003c/em>\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Deregulated+Internet+Could+Hurt+America%27s+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Schools use the internet for a lot of learning: researching, virtual travel, watching videos. Educators say it opens their classrooms to the world. The removal of net neutrality could change all that.","status":"publish","parent":0,"modified":1513236955,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":812},"headData":{"title":"How A Deregulated Internet Could Hurt America's Classrooms | KQED","description":"Schools use the internet for a lot of learning: researching, virtual travel, watching videos. Educators say it opens their classrooms to the world. The removal of net neutrality could change all that.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How A Deregulated Internet Could Hurt America's Classrooms","datePublished":"2017-12-14T04:48:48.000Z","dateModified":"2017-12-14T07:35:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49890 https://ww2.kqed.org/mindshift/?p=49890","disqusUrl":"https://ww2.kqed.org/mindshift/2017/12/13/how-a-deregulated-internet-could-hurt-americas-classrooms/","disqusTitle":"How A Deregulated Internet Could Hurt America's Classrooms","nprImageCredit":"LA Johnson","nprByline":"Ariana Figueroa","nprImageAgency":"NPR","nprStoryId":"570262813","nprApiLink":"http://api.npr.org/query?id=570262813&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2017/12/13/570262813/how-a-deregulated-internet-could-hurt-america-s-classrooms?ft=nprml&f=570262813","nprRetrievedStory":"1","nprPubDate":"Wed, 13 Dec 2017 15:42:00 -0500","nprStoryDate":"Wed, 13 Dec 2017 15:42:35 -0500","nprLastModifiedDate":"Wed, 13 Dec 2017 16:36:20 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/12/20171212_atc_how_repealing_net_neutrality_could_affect_schools_internet_access.mp3?orgId=1&topicId=1013&d=240&story=570262813&ft=nprml&f=570262813","nprAudioM3u":"http://api.npr.org/m3u/1570556442-64fc2e.m3u?orgId=1&topicId=1013&d=240&story=570262813&ft=nprml&f=570262813","path":"/mindshift/49890/how-a-deregulated-internet-could-hurt-americas-classrooms","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/12/20171212_atc_how_repealing_net_neutrality_could_affect_schools_internet_access.mp3?orgId=1&topicId=1013&d=240&story=570262813&ft=nprml&f=570262813","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Schools across the country are nervously watching to see if the Federal Communications Commission chooses to repeal Obama-era regulations that protect an open internet, often referred to as \"net neutrality.\"\u003c/p>\n\u003cp>The 2015 rules are meant to prevent internet providers, such as Comcast, AT&T and Verizon, from controlling what people can watch and see on the internet. Companies can't block access to any websites or apps, and can't meddle with loading speeds.\u003c/p>\n\u003cp>Educators rely heavily on technology in the classroom, so the repeal vote — expected Thursday — could dramatically impact the way students learn.\u003c/p>\n\u003cp>\"One of the key elements of the internet is that it provides immediate access to a huge range of high-quality resources that are really useful to teachers,\" says Richard Culatta, CEO of the International Society for Technology in Education. He previously led the Department of Education's Office of Educational Technology during the Obama administration.\u003c/p>\n\u003cp>\"But when carriers can choose to prioritize paid content over freely available content, schools really are at risk,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In Virginia, fifth-grade teacher Molly Fuller uses the internet with students struggling in math to help reinforce the skills they need online. They can play math-based computer games, or see a digital diagram of a math problem broken down. She also uses computers to teach her students how to find good sources versus bad sources.\u003c/p>\n\u003cp>\"We're trying to teach them those real-world skills,\" she says. Repealing the current regulations, she says, \"it's going to really hinder their ability to learn.\"\u003c/p>\n\u003cp>Kristin Ziemke, teaches third-graders in Chicago and says internet access allows her students to collaborate and interact with experts on topics they are passionate about.\u003c/p>\n\u003cp>She belongs to \u003ca href=\"https://community.theeducatorcollaborative.com/position-statement-net-neutrality/\">The Educators Collaborative\u003c/a> — a group of educators that organize online and share innovative lesson plans that incorporate the internet. She helped that organization craft a note for their website in support of net neutrality.\u003c/p>\n\u003cp>\"We believe that under the current FCC designation, the internet is more free and open,\" the statement said. \"This allows educators, students, and families access to information, apps, websites, and videos they feel will best support learning, creative thinking, and informed citizenship.\"\u003c/p>\n\u003cp>\"When we look at technology in our lives,\" Ziemke says, \"this is going to cause a huge shift in schools.\"\u003c/p>\n\u003cp>She says a byproduct of rolling back the regulations will be a decrease in creativity for all students — and for those in low-income districts — she's worried they'll lack access to information.\u003c/p>\n\u003cp>Studies have shown discrepancies in access to internet, especially with poor schools and in rural schools that lack high-speed internet. \u003ca href=\"https://www2.ed.gov/about/offices/list/oii/nonpublic/erate.html\">The federal E-Rate program\u003c/a>, which helps eligible schools and libraries have affordable access to phone and internet services, was redesigned and refunded just last year helped try and patch that gap.\u003c/p>\n\u003cp>Now \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2017/12/e-rate_program_6_big_numbers.html\">94 percent of school districts in the U.S.\u003c/a> have access to high-speed internet and more than 118,000 school and libraries use the E-rate program.\u003c/p>\n\u003cp>\"The internet for the first time leveled that playing field because it didn't matter if you were in a wealthy school or an under resourced school,\" says Culatta.\u003c/p>\n\u003cp>But still — there are lasting divides — not all students have access to high speed internet. \u003ca href=\"http://www.pewresearch.org/fact-tank/2017/03/22/digital-divide-persists-even-as-lower-income-americans-make-gains-in-tech-adoption/\">A recent Pew Research study\u003c/a> found that 5 million, most low income, school-aged children do not have access to broadband internet connection.\u003c/p>\n\u003cp>Some \u003ca href=\"https://www.help.senate.gov/imo/media/doc/121217%20Net%20Neutrality%20Repeal%20Ed%20Impacts.pdf\">Democrats in the Senate are worried that deregulation\u003c/a> of net neutrality will widen inequity.\u003c/p>\n\u003cp>And it's not just teachers that are concerned about the FCC's decision. Librarians across the country have also raised concerned over access.\u003c/p>\n\u003cp>\"We depend increasingly on access to the internet for purpose of research, for purpose of learning.\" says Jim Neal, President of the American Library Association.\u003c/p>\n\u003cp>The repeal of the regulations will be devastating to low-income communities that rely on public libraries to access information, he says. Libraries offer community members without home internet a place to search for health information, apply for jobs, even pay their bills. they also serve students — who use computers to do research for projects or homework.\u003c/p>\n\u003cp>\"This could undermine the quality of the education that our students are receiving,\" Neal says.\u003c/p>\n\u003cp>Librarians who work on college campuses say net neutrality is vital for students who rely heavily on research.\u003c/p>\n\u003cp>\"The internet is essential to all our functions,\" says Katherine Ahnberg, an academic librarian at the University of Pennsylvania \"We teach students how to critically analyze information they come across.\"\u003c/p>\n\u003cp>The FCC is set to vote at 10:30 a.m. EST on Thursday.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Editor's Note: NPR's legal counsel has filed comments with the FCC on the net neutrality proposal, in opposition to deregulation. \u003cem>\u003ca href=\"https://ecfsapi.fcc.gov/file/10717112197099/NPR%20Restoring%20Internet%20Freedom%20Comments.Final.pdf\">You can read them here.\u003c/a> \u003c/em>\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+A+Deregulated+Internet+Could+Hurt+America%27s+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49890/how-a-deregulated-internet-could-hurt-americas-classrooms","authors":["byline_mindshift_49890"],"categories":["mindshift_195"],"tags":["mindshift_962","mindshift_20784","mindshift_1040","mindshift_20801","mindshift_895","mindshift_21156"],"featImg":"mindshift_49891","label":"mindshift"},"mindshift_42217":{"type":"posts","id":"mindshift_42217","meta":{"index":"posts_1591205157","site":"mindshift","id":"42217","score":null,"sort":[1443599244000]},"guestAuthors":[],"slug":"are-school-internet-filters-the-forgotten-equity-battleground","title":"Are School Internet Filters the Forgotten Equity Battleground?","publishDate":1443599244,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Despite the increasing emphasis on technology as a learning tool in the classroom, many school districts still aggressively filter the Internet that teachers and students can access. While the federal \u003ca href=\"https://www.fcc.gov/guides/childrens-internet-protection-act\" target=\"_blank\">Children’s Internet Protection Act (CIPA)\u003c/a> requires that schools filter for pornographic images, many districts are over-filtering, blocking sites that can be used positively for education. There are a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/26/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">lot of myths\u003c/a> about how tight these required filters must be.\u003c/p>\n\u003cp>It’s common for school districts to block social media, chatting services, online games and video services. That means some teachers spend hours downloading YouTube videos to use in their classrooms the next day -- energy that could be better spent elsewhere. Educators argue that a highly filtered Internet \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/26/whats-the-impact-of-overzealous-internet-filtering-in-schools/\" target=\"_blank\">restricts the intellectual freedom of students\u003c/a> to read and share ideas where the conversation is happening, often on social media. And perhaps most troubling, kids without Internet access at home rely on school Internet for their digital needs and may be missing out on what has become a big part of being an active citizen.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We usually think about the freedom to read or access other people’s points of view. But the freedom to speak and be heard is the flip side of that coin.'\u003c/aside>\n\u003cp>“The more I work with technology, the more I see that the same rights that apply to printed texts should apply to the Internet as well,” said \u003ca href=\"http://www.doug-johnson.com/\" target=\"_blank\">Doug Johnson\u003c/a>, tech director of the Burnsville-Eagan-Savage school district outside Minneapolis.\u003c/p>\n\u003cp>Johnson is in charge of filtering in his district and tries to maintain the lowest level of filtering possible, while still keeping inappropriate material out of kids’ hands. Trained as a librarian, Johnson has a much more nuanced view of banning websites than many tech directors. He feels librarians have a duty to fight for digital access in the same way they do for books.\u003c/p>\n\u003cp>“I feel they’ve totally underestimated the importance of making sure students have access to a variety of viewpoints and digital resources as well,” Johnson said of the traditional librarian focus on printed texts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, in an age when presidential candidates are being interviewed on YouTube and most of the political debate happens on social media channels, Johnson argues that prohibiting access to these sites actually denies students the opportunity to practice being engaged citizens with a valued voice.\u003c/p>\n\u003cp>“We usually think about the freedom to read or access other people’s points of view,” Johnson said. “But the freedom to speak and be heard is the flip side of that coin.”\u003c/p>\n\u003cp>He’s worried that if websites that give students voice, like Facebook, Twitter and YouTube, are blocked by schools, then some students will never have the opportunity to be heard. And worse, kids who have free and open access to the Internet at home will have the opportunity to participate, while students without home access will have only a filtered online experience.\u003c/p>\n\u003cp>“When you think about all the ways students are denied voice or do not have the ability to see themselves in their learning, it becomes very arbitrary,” high school librarian Michelle Luhtala said on an American Association of School Librarians webinar. She’s a passionate advocate for less administrative filtering and more focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/04/teach-kids-to-be-their-own-filter/\" target=\"_blank\">teaching students how to be their own filters\u003c/a>.\u003c/p>\n\u003cp>Johnson said he knows from personal experience that filtering companies tend to be overzealous out of caution and lack of understanding about the education context. If any teacher in Johnson’s district asks for a site to be unblocked for a curricular reason, he does so -- no questions asked.\u003c/p>\n\u003cp>\u003cstrong>GROWING DIGITAL LEADERS\u003c/strong>\u003c/p>\n\u003cp>Many districts block social media and video sites because they want to limit distractions. That’s not a good enough reason, said \u003ca href=\"http://blogs.slj.com/neverendingsearch/\" target=\"_blank\">Joyce Valenza\u003c/a>, assistant professor at Rutgers University, where she trains the next generation of school librarians.\u003c/p>\n\u003cp>“We’ve \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/05/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\">always had distractions\u003c/a> in our classrooms,” Valenza said. “We had magazines in our desks; we were throwing notes at each other; we were looking out the window. Teachers need to manage a classroom that doesn’t necessarily have four walls.”\u003c/p>\n\u003cp>She said teaching students to responsibly use their technology in appropriate ways and times should be a crucial part of a school’s mission. They are nurturing not only digital citizens but also digital leaders.\u003c/p>\n\u003cp>“These are things we need to newly learn, but we can’t ignore them,” Valenza argues. “If we ignore them, then [students will] be doing them behind our backs.”\u003c/p>\n\u003cp>Students need to be part of the discussion about classroom norms and can help set the consequences for breaking them. But prohibiting students from accessing the tools to create digital stories, share and access other people’s ideas on current events, and watch video lessons restricts their intellectual rights.\u003c/p>\n\u003cp>“We are not learning in isolation anymore. We learn in networks,” Valenza said. It’s the job of educators to help students learn to use these networks wisely.\u003c/p>\n\u003cp>She points out that while a student may have access to a smartphone outside school, and may be making videos on her own, the experience of digital media is much different when guided by a skilled professional. And when kids have a chance to share their academic work on social networks, their digital footprint represents not just their social activities but their learning as well.\u003c/p>\n\u003cp>\u003cstrong>MORE FILTERING IN BIG DISTRICTS\u003c/strong>\u003c/p>\n\u003cp>Both Valenza and Johnson believe over-filtering is an urgent issue for all educators, especially librarians. “You are the only person who’s trained to stand up for intellectual freedom,” Valenza said. If librarians safeguarded access to digital information as carefully as they do the library’s book collection, kids would have advocates.\u003c/p>\n\u003cp>Many larger districts, which also tend to be urban, have the most restrictive filtering policies and often serve more low-income students, according to Valenza. “Learners that need the resources the most are the ones less likely to have anyone fighting on their behalf,” she said.\u003c/p>\n\u003cp>Valenza advocates for a clear line of communication between classroom teachers and the person controlling the filter. Right now, many big districts have burdensome bureaucracy making it almost impossible to unblock a site in a reasonable amount of time.\u003c/p>\n\u003cp>Teachers working in smaller districts are more likely to have a personal relationship with the person controlling the filter, giving them the power to tinker with it. But most importantly, districts need to make careful decisions about what is blocked and why.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These are really important philosophical issues in the educational environment, and very often these conversations aren’t being had,” Valenza said.\u003c/p>\n\n","blocks":[],"excerpt":"Educators raise issues of intellectual freedom and equity when it comes to school Internet filters.","status":"publish","parent":0,"modified":1443599244,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1143},"headData":{"title":"Are School Internet Filters the Forgotten Equity Battleground? | KQED","description":"Educators raise issues of intellectual freedom and equity when it comes to school Internet filters.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are School Internet Filters the Forgotten Equity Battleground?","datePublished":"2015-09-30T07:47:24.000Z","dateModified":"2015-09-30T07:47:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42217 http://ww2.kqed.org/mindshift/?p=42217","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/30/are-school-internet-filters-the-forgotten-equity-battleground/","disqusTitle":"Are School Internet Filters the Forgotten Equity Battleground?","path":"/mindshift/42217/are-school-internet-filters-the-forgotten-equity-battleground","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Despite the increasing emphasis on technology as a learning tool in the classroom, many school districts still aggressively filter the Internet that teachers and students can access. While the federal \u003ca href=\"https://www.fcc.gov/guides/childrens-internet-protection-act\" target=\"_blank\">Children’s Internet Protection Act (CIPA)\u003c/a> requires that schools filter for pornographic images, many districts are over-filtering, blocking sites that can be used positively for education. There are a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/26/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">lot of myths\u003c/a> about how tight these required filters must be.\u003c/p>\n\u003cp>It’s common for school districts to block social media, chatting services, online games and video services. That means some teachers spend hours downloading YouTube videos to use in their classrooms the next day -- energy that could be better spent elsewhere. Educators argue that a highly filtered Internet \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/26/whats-the-impact-of-overzealous-internet-filtering-in-schools/\" target=\"_blank\">restricts the intellectual freedom of students\u003c/a> to read and share ideas where the conversation is happening, often on social media. And perhaps most troubling, kids without Internet access at home rely on school Internet for their digital needs and may be missing out on what has become a big part of being an active citizen.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We usually think about the freedom to read or access other people’s points of view. But the freedom to speak and be heard is the flip side of that coin.'\u003c/aside>\n\u003cp>“The more I work with technology, the more I see that the same rights that apply to printed texts should apply to the Internet as well,” said \u003ca href=\"http://www.doug-johnson.com/\" target=\"_blank\">Doug Johnson\u003c/a>, tech director of the Burnsville-Eagan-Savage school district outside Minneapolis.\u003c/p>\n\u003cp>Johnson is in charge of filtering in his district and tries to maintain the lowest level of filtering possible, while still keeping inappropriate material out of kids’ hands. Trained as a librarian, Johnson has a much more nuanced view of banning websites than many tech directors. He feels librarians have a duty to fight for digital access in the same way they do for books.\u003c/p>\n\u003cp>“I feel they’ve totally underestimated the importance of making sure students have access to a variety of viewpoints and digital resources as well,” Johnson said of the traditional librarian focus on printed texts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In fact, in an age when presidential candidates are being interviewed on YouTube and most of the political debate happens on social media channels, Johnson argues that prohibiting access to these sites actually denies students the opportunity to practice being engaged citizens with a valued voice.\u003c/p>\n\u003cp>“We usually think about the freedom to read or access other people’s points of view,” Johnson said. “But the freedom to speak and be heard is the flip side of that coin.”\u003c/p>\n\u003cp>He’s worried that if websites that give students voice, like Facebook, Twitter and YouTube, are blocked by schools, then some students will never have the opportunity to be heard. And worse, kids who have free and open access to the Internet at home will have the opportunity to participate, while students without home access will have only a filtered online experience.\u003c/p>\n\u003cp>“When you think about all the ways students are denied voice or do not have the ability to see themselves in their learning, it becomes very arbitrary,” high school librarian Michelle Luhtala said on an American Association of School Librarians webinar. She’s a passionate advocate for less administrative filtering and more focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/04/teach-kids-to-be-their-own-filter/\" target=\"_blank\">teaching students how to be their own filters\u003c/a>.\u003c/p>\n\u003cp>Johnson said he knows from personal experience that filtering companies tend to be overzealous out of caution and lack of understanding about the education context. If any teacher in Johnson’s district asks for a site to be unblocked for a curricular reason, he does so -- no questions asked.\u003c/p>\n\u003cp>\u003cstrong>GROWING DIGITAL LEADERS\u003c/strong>\u003c/p>\n\u003cp>Many districts block social media and video sites because they want to limit distractions. That’s not a good enough reason, said \u003ca href=\"http://blogs.slj.com/neverendingsearch/\" target=\"_blank\">Joyce Valenza\u003c/a>, assistant professor at Rutgers University, where she trains the next generation of school librarians.\u003c/p>\n\u003cp>“We’ve \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/05/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\">always had distractions\u003c/a> in our classrooms,” Valenza said. “We had magazines in our desks; we were throwing notes at each other; we were looking out the window. Teachers need to manage a classroom that doesn’t necessarily have four walls.”\u003c/p>\n\u003cp>She said teaching students to responsibly use their technology in appropriate ways and times should be a crucial part of a school’s mission. They are nurturing not only digital citizens but also digital leaders.\u003c/p>\n\u003cp>“These are things we need to newly learn, but we can’t ignore them,” Valenza argues. “If we ignore them, then [students will] be doing them behind our backs.”\u003c/p>\n\u003cp>Students need to be part of the discussion about classroom norms and can help set the consequences for breaking them. But prohibiting students from accessing the tools to create digital stories, share and access other people’s ideas on current events, and watch video lessons restricts their intellectual rights.\u003c/p>\n\u003cp>“We are not learning in isolation anymore. We learn in networks,” Valenza said. It’s the job of educators to help students learn to use these networks wisely.\u003c/p>\n\u003cp>She points out that while a student may have access to a smartphone outside school, and may be making videos on her own, the experience of digital media is much different when guided by a skilled professional. And when kids have a chance to share their academic work on social networks, their digital footprint represents not just their social activities but their learning as well.\u003c/p>\n\u003cp>\u003cstrong>MORE FILTERING IN BIG DISTRICTS\u003c/strong>\u003c/p>\n\u003cp>Both Valenza and Johnson believe over-filtering is an urgent issue for all educators, especially librarians. “You are the only person who’s trained to stand up for intellectual freedom,” Valenza said. If librarians safeguarded access to digital information as carefully as they do the library’s book collection, kids would have advocates.\u003c/p>\n\u003cp>Many larger districts, which also tend to be urban, have the most restrictive filtering policies and often serve more low-income students, according to Valenza. “Learners that need the resources the most are the ones less likely to have anyone fighting on their behalf,” she said.\u003c/p>\n\u003cp>Valenza advocates for a clear line of communication between classroom teachers and the person controlling the filter. Right now, many big districts have burdensome bureaucracy making it almost impossible to unblock a site in a reasonable amount of time.\u003c/p>\n\u003cp>Teachers working in smaller districts are more likely to have a personal relationship with the person controlling the filter, giving them the power to tinker with it. But most importantly, districts need to make careful decisions about what is blocked and why.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These are really important philosophical issues in the educational environment, and very often these conversations aren’t being had,” Valenza said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42217/are-school-internet-filters-the-forgotten-equity-battleground","authors":["234"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_427","mindshift_822","mindshift_20784","mindshift_1040","mindshift_20801","mindshift_227"],"featImg":"mindshift_42231","label":"mindshift"},"mindshift_38830":{"type":"posts","id":"mindshift_38830","meta":{"index":"posts_1591205157","site":"mindshift","id":"38830","score":null,"sort":[1419444061000]},"guestAuthors":[],"slug":"school-buses-add-wifi-to-bring-internet-to-homes-of-poor-students","title":"School Buses add WiFi to Bring Internet to Homes of Poor Students","publishDate":1419444061,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38832\" class=\"wp-caption alignnone\" style=\"max-width: 1152px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg\">\u003cimg class=\"size-full wp-image-38832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg\" alt=\"Flickr/dhendrix73\" width=\"1152\" height=\"488\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-400x169.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-800x339.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-768x325.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-320x136.jpg 320w\" sizes=\"(max-width: 1152px) 100vw, 1152px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/dhendrix73\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Nichole Dobo, The Hechinger Report\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Near the shore of the murky \u003ca href=\"https://www.youtube.com/watch?v=8TjGAWxL23c\" rel=\"external\">Salton Sea\u003c/a> in this southern California desert, a bus drives up to West Shores High School each day with a critical connection: A Wi-Fi router mounted behind an interior mirror, providing Internet access for students whose homes aren’t wired.\u003c/p>\n\u003cp>At night, the bus driver parks on a sand driveway in a trailer park. There, the hotspot is available to students as long as the battery lasts. On most nights, it fades after one hour.\u003c/p>\n\u003cp>“I had kids sitting outside my office yesterday because they want to connect to the Internet at, like, 6 o’clock at night,” said Darryl Adams, superintendent of schools of the Coachella Valley Unified District.\u003c/p>\n\u003cp>Unlike the wired and wealthy Silicon Valley in northern California, many homes in the \u003ca href=\"https://www.youtube.com/watch?v=otIU6Py4K_A\" rel=\"external\">former resort town\u003c/a>, about 65 miles north of the Mexican border do not have high-speed Internet. The school bus Wi-Fi program the district started this fall is one example of how a poor and underserved community is trying to help students get better connected.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>President Barack Obama mentioned the district’s efforts in a \u003ca href=\"https://www.youtube.com/watch?v=8ZYREEdzhQ8\" rel=\"external\">in a recent speech in Washington, D.C.\u003c/a>, calling the effort “really smart. You’ve got underutilized resources — buses in the evening — so you put the routers on, disperse them, and suddenly everybody is connected.”\u003c/p>\n\u003cfigure id=\"attachment_38833\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Coachella-3.jpg\">\u003cimg class=\"size-medium wp-image-38833\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Coachella-3-300x399.jpg\" alt=\"A Wi-Fi router is mounted behind the interior driver’s mirror inside this Coachella Valley Unified School District bus. (Credit: Nichole Dobo, The Hechinger Report)\" width=\"300\" height=\"399\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Wi-Fi router is mounted behind the interior driver’s mirror inside this Coachella Valley Unified School District bus. (Credit: Nichole Dobo, The Hechinger Report)\u003c/figcaption>\u003c/figure>\n\u003cp>The effort comes at a time when a lack of internet access in homes and schools remains a huge challenge. Earlier this month the Federal Communications Commission voted to increase funding for the federal e-rate program, which provides money for school districts to access the Internet, by $1.5 billion for a total of $3.9 billion annually. But the money goes to schools, not home Internet access, and roughly half of low-income families nationwide lack Internet service.\u003c/p>\n\u003cp>“Come on. We can do better than that as a nation, especially for our low-income families and our disadvantaged families,’’ said Adams of Coachella, where the school district is one of the nation’s poorest.\u003c/p>\n\u003cp>The district spans about 1,220 square miles of craggy mountains and sandy valleys; nearly nine out of ten students in the district qualify for free or reduced price lunches. More than half of the children are not fluent in English. About 2,000 students are the children of migrant farm workers. Date groves, citrus trees and grapes vines flourish on irrigated land.\u003c/p>\n\u003cp>Last year, district leaders gave every child a tablet computer to use in the classroom and at home. They trained teachers and set up in-house teams to improve lessons. This fall, they started the school bus Wi-Fi program, but so far only two buses have been fitted with Wi-Fi routers; the district has about 90 buses.\u003c/p>\n\u003cp>Many children ride buses more than an hour each way to school. Their ride weaves through an unfinished housing development near the salty, man-made lake. Modest houses, RVs and trailers provide affordable homes for people who live here.\u003c/p>\n\u003cp>[contextly_sidebar id=\"WX8gZF7gzdRdBXqCs1Z9QaDoHC2Kp2vz\"]\u003c/p>\n\u003cp>At school, students use the tablets and the Internet to tap into a variety of educational resources, including self-paced lessons. After students got the tablet computers, completion rates for a required online health class increased, said Richard Pimentel, the West Shores principal.\u003c/p>\n\u003cp>Jasmine Jimenez, 13, said she sometimes stays after school to finish her schoolwork. Her Internet connection at home is not reliable. If she could get online during her long ride home on the bus, she wouldn’t have to worry about getting someone to come late to school to pick her up.\u003c/p>\n\u003cp>“It won’t be a big bug to ask your parents to pick you up,” she said.\u003c/p>\n\u003cp>As more schools get online, and teachers develop lessons that make use of new technology, more people are paying attention to at-home access.\u003c/p>\n\u003cp>“I think that’s the last frontier, the biggest divide,” said Sara Schapiro, the director of the League of Innovative Schools, a Washington, D.C., nonprofit that works with districts to develop and share effective school technology plans.\u003c/p>\n\u003cp>The educators at Coachella Unified still haven’t figured out all the logistics for the Wi-Fi school buses. Trailer parks are on private land, so each location requires cooperation from owners. And they need to find a way to keep the connection on longer than the hour of battery life available at night. The latest idea is mounting a solar panel on the bus, said Michelle Murphy, the district’s chief technology officer.\u003c/p>\n\u003cp>The district must also carve out money to pay for this. They estimate it will cost about $290,000 for 90 buses, district officials said. Lacking that money, they started with what they could do now. The first wired bus went to West Shores High School because the need is greatest there.\u003c/p>\n\u003cp>Jose Leon, 17, senior, said he is glad his school is investing in the Wi-Fi on school buses. He could have used it a few years earlier.\u003c/p>\n\u003cp>“At that time, I didn’t have the Internet at home,” Leon said, “so, I mean, that would have been really helpful.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003ci>This story was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/content/kids-no-internet-home-parking-wifi-enabled-school-bus-near-trailer-park_18464/\">\u003cspan class=\"s1\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news website focused on inequality and innovation in education. \u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Rural school districts find creative ways to bring Internet access to students at their homes in poor areas. One school district parks Wi-Fi enabled buses at a trailer park. ","status":"publish","parent":0,"modified":1419444061,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":939},"headData":{"title":"School Buses add WiFi to Bring Internet to Homes of Poor Students | KQED","description":"Rural school districts find creative ways to bring Internet access to students at their homes in poor areas. One school district parks Wi-Fi enabled buses at a trailer park. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"School Buses add WiFi to Bring Internet to Homes of Poor Students","datePublished":"2014-12-24T18:01:01.000Z","dateModified":"2014-12-24T18:01:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38830 http://blogs.kqed.org/mindshift/?p=38830","disqusUrl":"https://ww2.kqed.org/mindshift/2014/12/24/school-buses-add-wifi-to-bring-internet-to-homes-of-poor-students/","disqusTitle":"School Buses add WiFi to Bring Internet to Homes of Poor Students","path":"/mindshift/38830/school-buses-add-wifi-to-bring-internet-to-homes-of-poor-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38832\" class=\"wp-caption alignnone\" style=\"max-width: 1152px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg\">\u003cimg class=\"size-full wp-image-38832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg\" alt=\"Flickr/dhendrix73\" width=\"1152\" height=\"488\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-400x169.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-800x339.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-768x325.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-320x136.jpg 320w\" sizes=\"(max-width: 1152px) 100vw, 1152px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/dhendrix73\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Nichole Dobo, The Hechinger Report\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Near the shore of the murky \u003ca href=\"https://www.youtube.com/watch?v=8TjGAWxL23c\" rel=\"external\">Salton Sea\u003c/a> in this southern California desert, a bus drives up to West Shores High School each day with a critical connection: A Wi-Fi router mounted behind an interior mirror, providing Internet access for students whose homes aren’t wired.\u003c/p>\n\u003cp>At night, the bus driver parks on a sand driveway in a trailer park. There, the hotspot is available to students as long as the battery lasts. On most nights, it fades after one hour.\u003c/p>\n\u003cp>“I had kids sitting outside my office yesterday because they want to connect to the Internet at, like, 6 o’clock at night,” said Darryl Adams, superintendent of schools of the Coachella Valley Unified District.\u003c/p>\n\u003cp>Unlike the wired and wealthy Silicon Valley in northern California, many homes in the \u003ca href=\"https://www.youtube.com/watch?v=otIU6Py4K_A\" rel=\"external\">former resort town\u003c/a>, about 65 miles north of the Mexican border do not have high-speed Internet. The school bus Wi-Fi program the district started this fall is one example of how a poor and underserved community is trying to help students get better connected.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>President Barack Obama mentioned the district’s efforts in a \u003ca href=\"https://www.youtube.com/watch?v=8ZYREEdzhQ8\" rel=\"external\">in a recent speech in Washington, D.C.\u003c/a>, calling the effort “really smart. You’ve got underutilized resources — buses in the evening — so you put the routers on, disperse them, and suddenly everybody is connected.”\u003c/p>\n\u003cfigure id=\"attachment_38833\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Coachella-3.jpg\">\u003cimg class=\"size-medium wp-image-38833\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Coachella-3-300x399.jpg\" alt=\"A Wi-Fi router is mounted behind the interior driver’s mirror inside this Coachella Valley Unified School District bus. (Credit: Nichole Dobo, The Hechinger Report)\" width=\"300\" height=\"399\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Wi-Fi router is mounted behind the interior driver’s mirror inside this Coachella Valley Unified School District bus. (Credit: Nichole Dobo, The Hechinger Report)\u003c/figcaption>\u003c/figure>\n\u003cp>The effort comes at a time when a lack of internet access in homes and schools remains a huge challenge. Earlier this month the Federal Communications Commission voted to increase funding for the federal e-rate program, which provides money for school districts to access the Internet, by $1.5 billion for a total of $3.9 billion annually. But the money goes to schools, not home Internet access, and roughly half of low-income families nationwide lack Internet service.\u003c/p>\n\u003cp>“Come on. We can do better than that as a nation, especially for our low-income families and our disadvantaged families,’’ said Adams of Coachella, where the school district is one of the nation’s poorest.\u003c/p>\n\u003cp>The district spans about 1,220 square miles of craggy mountains and sandy valleys; nearly nine out of ten students in the district qualify for free or reduced price lunches. More than half of the children are not fluent in English. About 2,000 students are the children of migrant farm workers. Date groves, citrus trees and grapes vines flourish on irrigated land.\u003c/p>\n\u003cp>Last year, district leaders gave every child a tablet computer to use in the classroom and at home. They trained teachers and set up in-house teams to improve lessons. This fall, they started the school bus Wi-Fi program, but so far only two buses have been fitted with Wi-Fi routers; the district has about 90 buses.\u003c/p>\n\u003cp>Many children ride buses more than an hour each way to school. Their ride weaves through an unfinished housing development near the salty, man-made lake. Modest houses, RVs and trailers provide affordable homes for people who live here.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>At school, students use the tablets and the Internet to tap into a variety of educational resources, including self-paced lessons. After students got the tablet computers, completion rates for a required online health class increased, said Richard Pimentel, the West Shores principal.\u003c/p>\n\u003cp>Jasmine Jimenez, 13, said she sometimes stays after school to finish her schoolwork. Her Internet connection at home is not reliable. If she could get online during her long ride home on the bus, she wouldn’t have to worry about getting someone to come late to school to pick her up.\u003c/p>\n\u003cp>“It won’t be a big bug to ask your parents to pick you up,” she said.\u003c/p>\n\u003cp>As more schools get online, and teachers develop lessons that make use of new technology, more people are paying attention to at-home access.\u003c/p>\n\u003cp>“I think that’s the last frontier, the biggest divide,” said Sara Schapiro, the director of the League of Innovative Schools, a Washington, D.C., nonprofit that works with districts to develop and share effective school technology plans.\u003c/p>\n\u003cp>The educators at Coachella Unified still haven’t figured out all the logistics for the Wi-Fi school buses. Trailer parks are on private land, so each location requires cooperation from owners. And they need to find a way to keep the connection on longer than the hour of battery life available at night. The latest idea is mounting a solar panel on the bus, said Michelle Murphy, the district’s chief technology officer.\u003c/p>\n\u003cp>The district must also carve out money to pay for this. They estimate it will cost about $290,000 for 90 buses, district officials said. Lacking that money, they started with what they could do now. The first wired bus went to West Shores High School because the need is greatest there.\u003c/p>\n\u003cp>Jose Leon, 17, senior, said he is glad his school is investing in the Wi-Fi on school buses. He could have used it a few years earlier.\u003c/p>\n\u003cp>“At that time, I didn’t have the Internet at home,” Leon said, “so, I mean, that would have been really helpful.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003ci>This story was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/content/kids-no-internet-home-parking-wifi-enabled-school-bus-near-trailer-park_18464/\">\u003cspan class=\"s1\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news website focused on inequality and innovation in education. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38830/school-buses-add-wifi-to-bring-internet-to-homes-of-poor-students","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_20626","mindshift_20784","mindshift_1040","mindshift_20801","mindshift_20627"],"featImg":"mindshift_38832","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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