They say March (weather) comes in like a lion and goes out like a lamb. March 2020 felt more like a lion tore up every aspect of life as we knew it, and the lamb never showed up. Social distancing, distance learning, and innovative ways to carry on with the operations of many organizations, have become the "new normal". While emergency responses, albeit well-intended, are probably not adequate enough to become "normal", important lessons can be extracted from how quickly school districts and essential organizations adapted in order to sustain vital services. Reflecting on those lessons can help us move toward an innovative, inclusive near future.
The inequities highlighted by this pandemic are not new. However, in a couple of decades of working with educational institutions in different capacities, I have heard plenty of reasons why systems couldn't change yet, why upending traditional practices was impossible, or why the only way forward was taking baby steps. Two months (and counting) have taught us that we can and must do better, and that there is no excuse good enough to maintain barriers and inequities once they are identified. Through my work, it has not taken long to see that communities have different needs to prioritize. For a variety of reasons, some students, families, faculty, and staff are struggling with distance learning/working, while others are thriving.
With diverse experiences between and among communities, a one-size-fits-all approach to moving forward will not work. There is a critical focus on the technology divide in under-resourced communities. Additionally, some of us can work from home, some are not working at all, and many have to leave their homes to do essential work. Access to one or more caregivers with the flexibility in their schedules and the ability to support students' learning will inevitably effect the extent of learning loss from COVID-19's impact on traditional learning. Looking at data related to access, engagement, meal distribution, services for English learners and special education students, communication with families, platforms that facilitate meetings, among other variables will help with scenario planning and addressing inequities. What has COVID-19 underscored that we can and need to do differently? Let's use that as a springboard for innovation with the purpose of engaging all students, all families, all faculty/staff and creating inclusive virtual and physical spaces.
Looking Forward to an Inclusive Future,
Dr. Violet Jiménez Sims
Co-owner and Lead Consultant
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