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State Issues Guidance for Return of School in the Fall

By Stephen DravisiBerkshires Staff
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BOSTON — The state is recommending schools maintain social distancing of at least 6 feet and require masks for staff and children in Grade 2 and above.
 
And districts are required to create plans to start the school year in three different scenarios: in-person learning, remote learning and a hybrid model that could see students alternating in-person instruction on a daily or weekly basis.
 
The Department of Elementary and Secondary Education on Thursday released its first round of reopening guidance for the commonwealth's primary and secondary schools.
 
"Continued isolation poses very real risks to our kids mental and physical health, and to their educational development," said Gov. Charlie Baker at Thursday afternoon's announcement of the guidance. "This plan will allow schools to responsibly do the best for students bring them back to school to learn and grow." 
 
The Boston Globe obtained a leaked copy of the 24-page memo and published a story late Wednesday night. The commonwealth's superintendents received a briefing from the commissioner of education on Thursday morning.
 
There are parts of the school day that the memo does not attempt to address, and DESE promises future guidance this summer on transportation, extracurricular activities and how to handle COVID-19 positive cases within a school or district.
 
But the document, titled "Initial Fall School Reopening Guidance," will inform the deliberations already under way in school districts across the commonwealth as they think about how to return from the March shutdown necessitated by the COVID-19 pandemic.
 
The guidance was developed with input from medical experts, including the American Academy of Pediatricians. 
 
Baker said the state will be providing another $200 million in funding for districts related to preparation costs in addition to the $502 million made available to municipalities for COVID-19 related costs and almost $200 million in federal Elementary and Secondary School Emergency Relief Fund grants. The state is also committing $25 million in a federal matching grant program to fund technology purchases for remote learning. 
 
"With DESE guidance and support with just about a billion dollars, school officials now have the information and the resources that they'll need to implement the needed distance requirements, classroom configuration, masks and face covering requirements and symptom checks to make this all happen," Baker said. 
 
The commonwealth's objective: to get students back inside the schoolhouse as safely as possible.
 
"[We clearly] state our goal for this fall: the safe return of as many students as possible to in-person school settings, to maximize learning and address our students' holistic needs," reads the first page of the memo authored by Commissioner Jeffrey C. Riley. "If the current positive public health metrics hold, we believe that by following critical health requirements, we can safely return to in-person school."
 
The commonwealth's guidance mandates that school districts must accommodate families who choose to keep their children at home for safety reasons.
 
"Families, in consultation with their medical providers, will ultimately make the decision as to whether their children will attend in-person instruction, or whether their children will continue with remote learning," the memo states on Page 7. "This means that all districts will need to have a remote learning program in place for students who are unable to return to in-person school."
 
It promises to be a busy July for school officials.
 
By August, DESE is requiring the submission of plans for September under each of the models, in-person, hybrid and remote.
 
And the DESE guidance recognizes that in-person school may not be possible at all -- either in September or later in the school year if there is a "second wave" of the novel coronavirus.
 
"All districts and schools are required to have a plan for operating a remote learning program," the memo reads on Page 14. "This model must be available for individual students who cannot yet return in-person and for all students in the event of future classroom or school closures due to COVID-19."
 
Although all schools were required to move to a remote learning model this spring, most families and educators recognize that the move was not perfect and districts have been discussing how to create a more productive remote model going forward. DESE promised more guidance on "statewide support and resources" for remote education.
 
As for the hybrid model, the DESE memo directs school districts to come up with a plan for students to alternate between in-person and remote instruction. But it leaves it up to individual districts to figure out how to potentially divide students' time. "For instance, students could switch between in-person and remote learning on alternating weeks or days of the week," the memo reads.
 
The third mandated "comprehensive fall reopening plan" required by the state will show how districts will implement in-person instruction in the era of social distancing.
 
While the DESE memo recognizes that children under 20 are less susceptible to COVID-19 infection, it notes on Page 19 that "this study also found infection in children to be more like to be asymptomatic, which underscores the importance of health behaviors for everyone."
 
The report therefore promotes "rigorous hygiene," including the use of masks, which will be required for everyone in schools older than a first-grader. And kindergarten and first-grade students will be "encouraged" to wear a mask.
 
"Mask breaks should occur throughout the day," the memo reads on Page 10. "Breaks should occur when students can be six feet apart and ideally outside or at least with windows open."
 
The report does not set a maximum number of students per classroom but tells districts to plan to maintain physical distancing in the classroom. The state says that 6 feet of "social distance" is "encouraged" but gives schools more leeway in this area than is allowed for, say, restaurants in the commonwealth.
 
"We encourage districts and schools to aim for six feet between individuals where feasible," the memo reads on Page 10. "At the same time, a minimum physical distance of three feet has been established when combined with other measures outlined in this list of safety requirements."
 
The commonwealth is not recommending that schools screen students on a daily basis but instead provide information to families and caregivers who are expected to check their children for COVID-19 symptoms daily and keep them home if they exhibit symptoms.
 
"[School] staff (as well as bus drivers) should observe students throughout the day and refer students who may be symptomatic to the school healthcare point of contact," the memo reads on Page 12.

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Puppets Teach Resilience at Lanesborough Elementary School

By Breanna SteeleiBerkshires Staff

The kids learned from puppets Ollie and a hermit crab.

LANESBOROUGH, Mass. — Vermont Family Network's Puppets in Education visited the elementary school recently to teach kids about being resilient.

Puppets in Education has been engaging with young students with interactive puppets for 45 years.  

The group partnered again with Bedard Brothers Chevrolet, which sponsored the visit. 

Classes filtered through the music class Thursday to learn about how to be resilient and kind, deal with change and anxiety, and more.

"This program is this beautiful blending of other programs we have, which is our anxiety program, our bullying prevention and friendship program, but is teaching children the power of yet and how to be able to feel empowered and strong when times are challenging and tough," said program manager Sarah Vogelsang-Card.

The kids got to engage with a "bounce back" song, move around, and listen to a hermit crab deal with the change of needing a new shell.

"A crab that is too small or too big for its shell, so trying to problem solve, having a plan A, B and C, because it's a really tough time," Vogelsang-Card said. "It's like moving, it's like divorce of parents, it's changing schools. It's things that children would be going through, even on a day to day basis, that are just things they need to be resilient, that they feel strong and they feel empowered to be able to make these choices for themselves."

The resiliency program is new and formatted little differently to each of the age groups.

"For the older kids. We age it up a bit, so we talk about harassment and bullying and even setting the scene with the beach is a little bit different kind of language, something that they feel like they can buy into," she said. "For the younger kids, it's a little bit more playful, and we don't touch about harassment. We just talk about making friends and being kind. So that's where we're learning as we're growing this program, is to find the different kinds of messaging that's appropriate for each development level."

This programming affirms themes that are already being discussed in the elementary school, said school psychologist Christy Viall. She thinks this is a fun way for the children to continue learning. 

"We have programs here at the school called community building, and that's really good. So they go through all of these strategies already," she said. "But having that repetition is really important, and finding it in a different way, like the puppets coming in and sharing it with them is a fun way that they can really connect to, I think, and it might, get in a little more deeply for them.

Vogelsang-Card said its another space for them to be safe and discuss what's going on in their life. Some children are afraid because maybe their parents are getting divorced, or they're being bullied, but with the puppets, they might open up and disclose what's bothering them because they feel safe, even in a larger crowd. 

"When we do sexual abuse awareness that program alone, over five years, we had 87 disclosures of abuse that were followed up and reported," she said. "And children feel safe with the puppets. It makes them feel valued, heard, and we hope that in our short time that we're together, that they at least leave knowing that they're not alone."

Bedard Brothers also gave the school five new puppets to use. Viall said the puppets are a great help for the students in her classroom, especially in the younger grades. 

"Every year, I've been giving the puppets to the students. And I also have a few of the puppets in my classroom, and the students use them in small groups to practice out the strategies with each other, which is really helpful," she said. "Sometimes the older students, like sixth graders, will put on a puppet show. They'll come up with a whole theme and a whole little situation, and they'll act it out with the strategies for the younger students. It's really cute, they've done it with kindergarteners, and the kids really like it."

Vogelsang-Card said there are 130 schools in Vermont that are on the waiting list for them to come in. Lanesborough Elementary has been the only Massachusetts school they have visited, thanks to Bedard Brothers. 

"These programs are so critical and life-changing for children in such a short amount of time, and we are the only program in the United States that does what we do, which is create this content in this enjoyable, fun, engaging way with oftentimes difficult subjects," she said. "Vermont is our home base, but we would love to be able to bring this to more schools, and we can't do this without the support of community, business funders or donors, and it really makes a difference for children."

The fourth-grade students were the first class to engage with the puppets and a lot of them really connected with the show.

"I learned to never give-up and if you have to move houses, be nervous, but it still helps," said William Larios.

"I learned to always add the word 'yet' at the end," said Sierra Kellogg, because even if she can't do something now, she will be able to at some point.

Samuel Casucci was struck by what one of the puppets talked about. "He said some people make fun of him if he dresses different, come from different place, brings home lunch, it doesn't matter," Samuel continued. "We're all kind of the same. We're all kind of different, like we have different hairstyles, different clothes. We're all the same because we're all human."

"I learned how to be more positive about myself and like, say, I can't do this yet, it's positive and helpful," said Liam Flaherty.

The students got to take home stickers at the end of the day with contact information of the organization.

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