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November 28, 2021

The Talbot Spy

The nonprofit e-newspaper for the Talbot County Community

Education Ed Homepage

Experts: Virtual Learning Can Work But Requires Time and Professional Training

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While some parents are imploring school systems to return students to classrooms, experts argue that the sudden disruption to traditional schooling provides teachers a unique opportunity to educate in new ways. But it will require time, expansion of broadband internet and long-term investment in professional development for educators.

Trying to recreate the old model of learning, which was developed in the late 19th century, into remote instruction “is like cramming a square peg into a round hole. It’s just not compatible,” Ryan Schaaf, an assistant professor at Notre Dame of Maryland University, told state lawmakers during a virtual education briefing Thursday afternoon.

The status quo of teaching is not working for all types of students, so teachers should take this time to learn how to use technology to meet the needs of diverse learners, said Monica Simonsen, the education program director of University of Maryland Global Campus.

“As someone who has taught online for a decade, I really believe that there are some things I can do better online than I could do in person,” Simonsen said. “This is an opportunity to rethink things.”

A physics teacher in Somerset County could help address a teacher shortage in another district by Zooming into their classroom, Simonsen said. To resolve overcrowding in classrooms, teachers could broadcast lectures to students who have reliable Internet at home.

There are also digital strategies to monitor student engagement beyond attendance, such as tracking how often students turn in assignments late, which will allow teachers to make better, data-informed instructional decisions, Simonsen said. These are the types of skills that those in teacher prep programs are learning right now, she continued.

“Distance learning is not a packet of worksheets, it’s not meant to be a digital babysitter. Distance learning is not a time to look for pre-produced or pre-canned learning solutions built by…Pearson or Kaplan or other corporate entities,” Schaaf said. Online learning can be very successful if only educators receive enough time and training to adapt, he emphasized.

But it will take a lot of time to master online learning, as there are 200,000 Maryland homes that lack Internet access right now, according to Allison Socol, a policy director at the Education Trust, a national nonprofit advocacy group that works to close opportunity gaps for students of color and students from low-income families. More than half of students in three Maryland school districts — Baltimore City and Garrett and Somerset counties — do not have Internet access, according to a survey by the Maryland Department of Education conducted in May.

The state should partner with Internet providers to expand connectivity for students and teachers, provide grants to help certain school districts facilitate virtual learning and require school systems to collect consistent data about student attendance and engagement on remote, hybrid and in-person learning models, Socol said.

“It’s very hard to solve problems if we don’t know they exist, and right now we actually know very little about what’s going on with remote learning across our state,” Socol said.

Some education stakeholders are also worried that distance learning cannot adequately replace the social learning that children usually experience through in-person interaction.

“Technology-based learning is neither socially nor developmentally appropriate for children of a young age,” said Timothy Stock, a parent of children in 4th and 6th grade.

Despite having advantages such as reliable Internet and working space, “the first and most heart-rending gap that virtual education represents is a lack of social development and an inability to recreate the social aspects of learning,” Stock said. He said his children “learn most from their peers and from the social process of engagement.”

“These are future learners whose experience in school is increasingly one of isolation, frustration, and endlessly confusing interfaces and logins,” Stock said.

The tug of war between returning students to classrooms and respecting teachers’ concerns about their health has continued to play out across the country, including in Maryland.

Del. April R. Rose (R-Carroll) stressed the importance of having teachers in classrooms, especially for special needs students. Over 300 teachers have already put in for leave, she said.

“I have great respect for the teaching profession…but we’re in a situation where we have kids that need to be taught, we’ve been dealing with this since March,” she said. “Whatever ways we can encourage teachers to come back and teach…we need to not make this some sort of battle because we’ve got kids who are really suffering.”

Del. Eric D. Ebersole (D-Howard), a retired high school math teacher, noted that teachers cannot be held to the same expectations as health care professionals. “It’s a false equivalence because the situation in the school is not nearly as controlled as it is in a hospital or doctor setting, and so we really have to honor the teachers and their safety,” he said.

By Elizabeth Shwe

Distance Learning Especially Challenging for Students With Disabilities

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Noah, a pseudonym for a middle school child with autism, had been doing well in his public education program until school buildings closed in mid-March due to the COVID-19 pandemic. Unable to understand why his routine was disrupted, he sometimes displayed aggressive behavior with his mother when she encouraged him to participate in distance learning. Once, he headbutted her so hard that she blacked out.

Despite these hardships, Noah’s mother was unsuccessful in getting in-person services for her son, Leslie Margolis, managing attorney of Disability Rights Maryland, told state lawmakers during a briefing Friday on students with disabilities and virtual learning. Instead, Noah’s Individualized Education Program (IEP) team, which helps create a plan with specialized services for students with disabilities, told his mother they could only provide those services virtually.

Similarly, Eduardo, a pseudonym for a 6-year-old boy with autism, has not been able to engage with people on a screen and his mother does not speak English. As a result, he has gotten no educational services from March to August and his IEP team did not recommend in-person services because “it’s not the policy of the school system to do that,” Margolis said.

These are the realities of families with special needs students — who make up 12% of the Maryland student body.

“Our clients face huge barriers and they’re often not successful in obtaining the appropriate services for their children, despite the guidance coming from [the Maryland State Department of Education], despite the PowerPoints, the reality for families looks very different from the ground,” Margolis said.

The main challenges facing students with disabilities during distance learning include the need for additional assistive technology that goes beyond having reliable internet connection and a laptop — such as customized keyboards and audiobooks, Rachel London, executive director of the Maryland Developmental Disabilities Council, said. It has also been difficult when students with disabilities cannot return to school buildings for small group in-person learning because they are immunocompromised.

The state Department of Education has given guidance to local school systems to enforce IEPs as best as possible during distance learning, but there is a huge variance among the 24 districts, Margolis said.

Del. April Rose (R-Carroll) asked how the state will push counties that currently have no plans for any in-person services for students with disabilities to do so. She noted Harford County Public Schools, which is all-virtual through the first semester, as an example.

Schools that had originally planned to stay online until the second semester are looking for ways to bring small groups of students for in-person instruction in the fall, Carol Williamson, Deputy State Superintendent of MSDE, said. In late August, State Superintendent Karen B. Salmon and Gov. Lawrence J. Hogan Jr. (R) strongly urged schools to do this by the first quarter of the school year, which is in November.

While there are special education liaisons in five regions of the state who are trained to coach and support IEP teams and local school systems in instruction during distance learning, “the best for this response is that our children re-enter schoolhouses in a safe environment,” Marcella Franczkowski, assistant state superintendent of MSDE, said.

Like many teacher unions, local school systems and state officials, Margolis expressed disappointment in the “lack of leadership” from MSDE.

There’s a difference between the state creating a framework for local school systems to choose from and delegating local school systems to develop a framework almost entirely on their own, she said.

The result has been a “complete patchwork collection of approaches that vary from jurisdiction to jurisdiction, not necessarily based on the needs of the jurisdiction or the children within that jurisdiction, but seemingly based on whim,” Margolis said.

Local school systems must offer other options for students who are unable to participate in distance learning, whether it means bringing small groups of students into school buildings or contracting with private providers, Margolis said. Schools cannot simply default to all-virtual learning, she said.

“We will monitor, there’s no question,” Franczkowski of MSDE said. “Monitoring is not for an ‘I gotcha’ monitoring, it is for a support of technical assistance and need so that we can see where there are gaps and provide feedback to support.”

However, some experts do not think that schools should open solely for students with disabilities, but should be more nuanced in how they select students to return for face-to-face learning.

“If schools are going to open, they can’t just open for students with disabilities,” London said. “Not only are there other students in need of critical supports, there is a variety of reasons students with and without disabilities may need to return or may not need to return…it is based on an individual assessment.”

By Elizabeth Shwe

Franchot: In-Person Instruction Is a ‘Huge Medical Experiment’

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With a new academic year starting, and local school systems wrestling with how best to educate children amid a public health crisis, Comptroller Peter V.R. Franchot (D) came out this week squarely for remote instruction, urging county leaders not to give in to “pressure” to bring students back to the classroom.

In urging caution, Franchot, an announced candidate for governor in 2022, is aligning himself with the state’s powerful teachers’ unions. His views are in stark contrast with those held by Gov. Lawrence J. Hogan Jr. (R), a frequent ally.

“I happen to have very strong concerns about in-person K-thru-12 and even higher ed institutions,” Franchot said on Wednesday, during the freewheeling opening moments of the Board of Public Works’ twice-monthly meeting. 

“Let’s be honest about what young people do. They get together in groups,” he added. “I just think we’re being prematurely rushed — I hope we’re not — in the face of a virus which is far from contained nationally.”

Over the last two weeks, Hogan has pushed local school systems to incorporate at least some in-person instruction into their fall calendars, saying Maryland’s COVID-19 metrics have sufficiently improved for them to do so. Some local leaders and the Maryland State Education Association said his statements would have had more value weeks earlier, when plans for the 2020-21 school year were being formulated.

And as if to buttress Franchot’s argument, the University of Maryland College Park announced this week that it was canceling all fall athletics. 

Franchot didn’t accuse Hogan of applying untoward pressure, instead blaming national leaders. “I want to applaud the majority of county school boards that have chosen to heed the advice of experts and follow science, and not cave in under pressure from folks down the road in Washington who want to downplay the gravity of this disease,” he said.  

Observers suggested that Franchot is positioning himself to be a contender for the coveted teachers’ union endorsement two years from now when he seeks the seat Hogan will vacate because of term limits. 

“He’s got a platform and he’s trying to use it to form as much of an alliance as he can with folks he thinks he’s going to want supporting him down the road,” said former Prince George’s County Executive Rushern L. Baker III (D), who ran for governor in 2018.

Franchot has clashed repeatedly with Democrats in the General Assembly on a wide range of issues during his lengthy tenure as comptroller. Baker, a former state delegate, sees repair work taking place.

“The relationship between Franchot and the Democratic Party has been strained,” he said. “So now he’s looking for an opportunity to walk back some of those things or make up for it.” 

Another Democrat who ran for governor suspects Franchot and his team have glimpsed polling on the ongoing debate about in-person instruction.

“He must have done polling in Montgomery, for sure, and maybe Prince George’s, where parents want their kids home,” said the Democrat, who declined to be quoted by name. “So he must have access to information — polling information and that kind of data — that totally supports what he’s saying.” 

Franchot’s discourse on the perils of bringing students back to the classroom went on for several moments, as a stone-faced Hogan and Treasurer Nancy K. Kopp (D), the other members of the Board of Public Works, listened.

Franchot said any school that opens its doors now is engaging in a “huge medical experiment.” 

“I would be very concerned if a family member of mine was forced to teach in-person, given the widespread existence of the virus as we head particularly into the flu season,” he said. 

Montgomery and Prince George’s counties, the state’s largest school districts, have said it will be January at the earliest before traditional teaching resumes.

“I for one would not be personally comfortable sending my kids to school in this environment,” Franchot said. “I would wait and try to do it virtually until January when the picture will be clearer as far as what the virus’s impacts on young people is.”

Senate President Emeritus Thomas V. Mike Miller Jr. (D-Calvert) said each county is “very much unique” and therefore entitled to make its own decisions. He believes a “hybrid” approach — a mix of in-person and virtual instruction — “is probably the best we can hope for” given the current state of the pandemic. 

Because local superintendents and boards have been working with their teachers and PTA’s for weeks in preparation for the start of school, Miller said it’s “way too late” for Franchot, or other state leaders, to offer meaningful advice.

“For him to opine at this point in time is as bad as what the governor did two weeks ago,” he said. “The plans are in place. School has started. And we need to move forward and let each board of education and each county move forward at its own pace.” 

By Bruce DePuyt

State Ed. Board Mandates Average of 3.5 Hours of Live Learning a Day by Year’s End

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The Maryland State Board of Education Tuesday approved a measure to require all school systems to have an average of 3.5 hours a day of live virtual learning by the end of 2020.

State Superintendent of Schools Karen B. Salmon emphasized that this standard is to ensure equity and consistency for all students across the state, especially those in school districts that were “planning last minute to go virtual for a whole half of the school year, which is 90 days,” she said.

The board also asked school systems that have indicated that they were not returning students to in-person learning until the second half of the school year to reevaluate their reopening plans by the end of the first quarter — or after nine weeks — and to submit their new plans to the Maryland State Department of Education.

Prince George’s and Montgomery counties, the two largest school districts in the state, have announced that they are remaining virtual for most of the first semester.

Gov. Lawrence J. Hogan Jr. (R) applauded MSDE for its decision.

“I want to thank the State Board of Education for their vote today, which calls on those counties to at least go back and reevaluate their modes of instruction before the end of the year,” he said during a late afternoon news conference Tuesday.

Late last week, Hogan announced that every local school system is allowed to begin safely reopening their buildings for in-person learning due to low COVID-19 case numbers. He urged the eight districts that planned to remain virtual for most of the first semester to reconsider their plans to include for at least some face-to-face learning.

Many local school boards, elected officials and the teachers’ union pushed back last week, saying that local schools were not given enough time to change their schedule to meet these newly established standards, especially with only a week left before the first day of school.

“I’m still really disappointed in the timing and manner at which this has played out,” Lori Morrow of Prince George’s County, the parent member of the state school board, said during Tuesday’s board meeting. The board only received these new recommendations Friday evening and the presentation slides were not posted publicly to MSDE’s website until Saturday morning, she said.

In response, the state board revised the requirement to an average of 3.5 hours of synchronous learning across all grades (K through 12) every day, instead of a minimum, to give schools more flexibility. Half-day pre-K school days must include a minimum of 1.5 hours of live learning spread out over the half day, according to the new regulations.

A school district can offer more hours of synchronous learning one day and less on other days, as long as the average is 3.5 hours, school board member Gail H. Bates said.

The deadline to meet these standards was deferred to the end of the calendar year, instead of the end of this month.

The Maryland State Education Association hailed the more than 20,000 Marylanders who signed an online petition in recent days that called for no mandated schedule changes until after the first quarter of the school year.

“We appreciate that the State Board of Education rejected Superintendent Salmon’s last-minute proposal to rip up local school schedules in a matter of weeks without thought for the confusion, stress, and chaos that would ensue,” Cheryl Bost, the president of Maryland State Education Association, said in a statement during the board meeting.

This conversation would have been useful months earlier, Bost said. “The poor communication and sudden changes coming from the State Department of Education and state leadership are deeply concerning and in dire need of improvement.”

School superintendents similarly expressed their frustration with the late timing of these new standards.

Kelly Griffith, superintendent, Talbot County Public Schools

“These untimely requirements after our plans have been approved are a powerful departure from the traditional cooperation between the LEAs (local education agency) and the Board. These recommendations are rigid, lack basis in any specific academic research, and are extremely severe in what to date, has been a partnership during this crisis,” Kelly Griffith, the president of the Public School Superintendents’ Association of Maryland, wrote Monday in a letter to Salmon and Clarence Crawford, the president of the state Board of Education.

Superintendents said they appreciate statewide standards and the goal to ensure equity, but believe these decisions should have been made collaboratively with local superintendents, Griffith continued.

‘You can’t have a blanket number for all students’

Some educators doubt that mandating a set amount of live learning would achieve more equity.

There are hundreds of students who do not have resources at home where they can sit quietly and log on for class, Kevin Shindel, a social studies teacher at Montgomery Blair High School in Silver Spring, said in an interview. Children of working class families, who cannot help younger children as much, will especially will be at a disadvantage

“That’s [mandated average of 3.5 hours of live learning], not equality, it actually further diminishes their capacity to keep up,” Shindel said.

Rose Li, a school board member from Montgomery County, asked multiple times how Salmon decided on 3.5 hours as the optimal synchronous learning allotment. If the requirement was 3 hours rather than 3.5 hours, 16 of the 24 districts would not need to change their schedules, Li said.

“We believe an average of 3.5 hours of synchronous instruction daily across all grades allows students to remain connected to their teachers and is the best solution for replicating a level of beneficial interaction in a physical classroom with the synchronous time spread out throughout the day more like a real instructional situation when not virtual,” said Lora Rakowski, a spokeswoman for MSDE.

Henry Smith, an assistant professor at John Hopkins School of Education, said he thinks these new standards are not going to help anyone except the school board and superintendents to use as metrics and to be able to record the total hours of live learning they have offered to students.

“You can’t have a blanket number for all children,” he said in an interview. “Especially younger students, special needs students and ESL students cannot have the same metric as a high school student whose first language is English.”

Having a qualitative metric, instead of a quantitative one, that thoroughly assess the quality of synchronous learning, no matter how long they are, would be much more effective, he said.

“The debates about the amount of time of synchronous learning are so off target from what we should be talking about,” Shindel said. “If you really wanted to enhance student engagement, you have to give teachers training and time to plan, not just make them put students in a Zoom [meeting] more often.”

“Quantity is not the same as the quality of instruction.”

By Elizabeth Shwe

Griffith: Talbot School Opening Plans Consistent with State Push for In-Person Learning

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While Talbot schools will open the year virtually, the school system’s plan for instruction calls for small groups of students to attend in-person learning beginning the second week of school, according to the county’s school superintendent.

Responding to a Thursday afternoon press conference in which Gov. Larry Hogan pushed Maryland schools to provide in-school instruction, Kelly Griffith said the school system had worked with workgroups and a stakeholder committee to create its recovery plan.

“I am very proud of the collaborative efforts of the TCPS Recovery workgroups and the work of the stakeholder committee in the creation of our recovery plan, as it aligns with expectations and provides measures to be in place to ensure a safe work/learning environment for all,” Griffith said in a press release.  “We will proceed with beginning the school year virtually, but as our plan outlines, we will bring small groups of students in special populations into school buildings starting the second week of school.”

Talbot’s school superintendent also said she appreciated the statewide health metrics for schools that the Maryland health department issued on Thursday.

School will start virtually for all Talbot County public school students on Tuesday, Sept. 8. Teachers reported for work on Monday, Aug. 24.

The Talbot County Board of Education approved the recovery plan for the 2020-21 school year during its Aug. 12 meeting.

Recovery 8-14-2020-F

 

Dr. Jinlene Chan, Maryland’s acting deputy secretary of public health services, announced new metrics Thursday for school systems to use to evaluate whether it is safe to reopen for at least some face-to-face instruction.

If a school jurisdiction has below 5% test positivity, or five cases per 100,000 people over a seven-day period, it should have the ability to hold in-person instruction, as long as students, teachers and staff follow physical distancing and mask-wearing guidance, Chan said.

Even schools with positivity rates above 5% should still be able to open for at least some in-person learning in a hybrid model, she continued.

Hogan, in Thursday’s press conference, said every school system in the state is allowed to begin safely reopening schools for in-person learning.

“Nearly everyone agrees that there is no substitute for in-person instruction,” Hogan said.

All 24 Maryland school districts are beginning the year virtually, with some planning to bring in small groups of students for face-to-face learning as early as Sept. 8. However, eight school districts, including the two biggest, Prince George’s and Montgomery counties, have indicated that they are remaining virtual for most of the first semester.

It is “simply not acceptable” that some school boards have “not even attempted to develop any safe reopening plans” that would bring students back into school buildings, Hogan said.

“It’s easier to say we are not going to bring any kids back for the rest of the year, as opposed to sitting down and doing the hard work of trying to figure out how could we get kids back for safe instruction,” Hogan said.

The authority to change reopening plans lies with each county board of education, but their decisions must be based on new statewide benchmarks, Hogan said. “We are going to put pressure on them.”

Dr. Karen Salmon, the state school superintendent, also said she is “strongly encouraging” local schools to reevaluate their mode of instruction by the end of the first quarter of the school year, which is in November.

At least 3 1/2 hours a day should be dedicated to live learning to ensure that all Maryland children are receiving an equal education, Salmon, a former Talbot school superintendent, said. The state board will decide whether that should be a new requirement for all school systems early next week.

Maryland Matters contributed to this article.

Talbot Schools to Start Year with Virtual Instruction, Phase in Classroom Learning

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Talbot’s public schools will start the school year Sept. 8 with virtual learning for all students with in-person instruction phased in throughout the fall semester depending on COVID-19 trends.

The Talbot County Board of Education approved the phase-in model for the 2020-21 school year during a special July 30 meeting.

The board also voted to make Tuesday, Sept. 8, 2020, the start date for students.

Kelly Griffith, superintendent, Talbot County Public Schools

“After preparing our buildings with safety precautions and in consultation with the Talbot County Health Officer, I am recommending we begin the school year with virtual instruction and learning the first week of school for all students,” Kelly L. Griffith, Talbot’s school superintendent said in a statement. “Starting the second week of school we will begin following a phase-in model to bring more and more students back into the building quickly and safely.”

The plan includes five phases, and transitions of any of these phases will be pending a daily evaluation of health statistics with Dr. Fredia Wadley, the county’s health officer.

The phases are:

• Phase 1/Red Model: All students will participate in virtual instruction four days per week. Talbot County Public Schools will provide a schedule for each level, lessons will be synchronous and traditional grading and attendance practices will be in place. Teachers will provide asynchronous instruction one day per week. This will begin on the first day of school.

• Phase 2/Orange Model: Priority special population groups will be offered face-to-face instruction some days per week with virtual instruction on other days. This will begin on Sept. 14 if surveys indicate sufficient participation.

• Phase 3/Hybrid Yellow Model: Prekindergarten, kindergarten, Grade 6, and Grade 9 students will be offered face-to-face instruction two days per week on the AA/BB plan. Virtual learning will take place on off-site school days. This provides time for various groups new to a school setting to get acclimated to the learning environment. This would begin on Oct. 5, which is the fifth week of school.

• Phase 4/Hybrid Yellow Model: All students in prekindergarten through Grade 12 will be offered face-to-face instruction two days per week on the AA/BB plan. Virtual learning will take place on off-site school days. This will start Nov. 9, the ninth week of school and the beginning of second quarter.

• Phase 5/Green Model: All students in prekindergarten through Grade 12 return to face-to-face instruction five days per week. This transition will only occur when authorized by the governor and the Maryland State Department of Education.

“So much changed in our world this past March,” Griffith said in a letter to parents. “What did not change was the way TCPS staff handled adversity while still doing what is right for children, and the unwavering commitment of the community to assist us in coming back this fall stronger.

“I commend everyone for working with us in planning for recovery, connecting households, and feeding our children throughout the summer,” she wrote. “This fall will definitely be different for both students and staff. I would like to thank all families for your support and vote of confidence in working the plan!”

The next steps as presented to the board are as follows:

• Continue to revise the recovery plan to include a more robust plan for starting the school year.

• Survey parents and staff of priority special populations in order to be able to transition small groups.

• Continue to increase connectivity in homes.

• Continue to monitor stage development by the governor and be ready to respond quickly.

• Continue development of blended virtual program as an alternative for second semester.

The final plan will be presented to the school board at its Aug. 12 meeting and will be posted as required by MSDE on or before Aug. 14.

Superintendent Stresses ‘Flexibility’ for Local Schools in Decision on Starting Academic Year

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Almost one month away from the beginning of the academic year, Maryland’s schools superintendent on Wednesday provided additional guidance for public schools as they set their reopening plans during the COVID-19 outbreak. But she left it to the local school districts to decide whether to start the school year virtually or not.

“The imminent safety and health of students and staff must and always be the first priority,” State Superintendent of Schools Karen B. Salmon said during a State House news conference alongside Gov. Lawrence J. Hogan Jr. (R).

Local school systems will have the flexibility to choose how they reopen in the fall and which students to prioritize for in-person learning, Salmon said.

“We want to get our students back in school as soon as possible for in person instruction, and this should be the driving goal and basis for all of our decisions,” Salmon said, citing the American Academy of Pediatrics position on whether to provide in person instruction at the beginning of the academic year.

All school systems that reopen buildings must follow CDC guidelines, specifically for handwashing, physical distancing and face coverings, Salmon said. All students and teachers will be required to wear masks in buildings.

School systems must also have a clear process of what to do in the case of a COVID-19 outbreak, which is defined as one positive case among students, educators and staff in a school building. Schools are responsible for providing a written notification to all identified contacts of coronavirus, as well as specifying how long they should remain in quarantine.

Last week, a group of Maryland teachers’ unions and parents wrote a letter to state officials, asking for all public schools to reopen entirely virtually in the fall. Already nine local school systems, largely in Central Maryland, have announced that they will begin the school year fully online: Baltimore City and Anne Arundel, Baltimore, Caroline, Charles, Harford, Howard, Montgomery and Prince George’s counties.

In a statement shortly after Salmon’s news conference, Maryland State Education Association President Cheryl Bost, a Baltimore County elementary school teacher, urged more school districts to follow suit.

“Virtual learning is not a perfect solution, but it’s the safest and focusing on just one mode of education enables educators to direct their total attention to making it more rigorous and equitable,” Bost said.

However, Salmon did not specify whether she is thinking of imposing a statewide mandate for first semester distance learning. School districts have until Aug. 14 to inform state officials of their reopening plans.

The state has committed a total of $255 million in CARES Act funding for education, Salmon said. Included is $100 million dedicated to address the digital divide and another $100 million for tutoring and relearning programs for students who experienced significant learning loss during the crisis learning phase last spring. $20 million has been used to expand rural broadband services, as well as $5 million for urban broadband.

Bost said robust funding is a must for this pandemic-influenced school year.

“We also know that the success of this school year and our ability to reopen schools as soon as possible will depend on a commitment to funding from federal, state, and local levels that we have not seen to date,” she said.

By Elizabeth Shwe