Tag: Burnley-Moran Elementary

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Coronavirus News

Making it work: Distance learning is a big challenge for special-needs students

Since distance learning began in March, Marybeth Clarke has discovered many new things about her 14-year-old daughter, Elle, who is in seventh grade at the Virginia Institute of Autism’s James C. Hormel School. PC: Zack Wajsgras

To the relief of local teachers, parents, and students, this school year is almost at an end. The sudden transition to distance learning back in March posed a challenge to schools across the country, but it’s been especially tricky for special education and English as a Second Language students, along with their teachers and families. These students require individualized, hands-on assistance and care, something that does not lend itself easily to at-home learning.

When schools first shut down, many parents of special ed students did not know the specific strategies and practices that their children’s teachers used in the classroom, says Jessica Doucette, director of education services at Virginia Institute of Autism’s James C. Hormel School. Learning how to work with their student has been even more difficult for parents with full-time jobs, and single-parent households. Distance learning also removed those children from their much-needed classroom routines, which help them to manage behaviors and emotions, says Becca Irvine, a special education teacher at Baker-Butler Elementary.

When ESL students were taken out of the classroom, they lost a crucial learning tool: peer interactions. “English learners, in particular, learn by listening to their peers,” says Albemarle High School ESL teacher Renata Germino. That’s an especially big loss for students whose parents have limited English skills. In Albemarle County alone, there are kids from 96 different countries, speaking more than 80 different languages, according to Germino.

One of the biggest distance-learning challenges for ESL students, teachers say, is one many families have faced: internet access. Schools have provided Wi-Fi hot spots and laptops, among other resources. But some students still do not have adequate internet access. From ACPS’ Check and Connect program, which requires teachers and counselors to contact every student at least once a week, “we know there are 685 students, about 4.7 percent [of the division], who do not have home access to the internet,” says spokesman Phil Giaramita.

To accommodate them, teachers have sent learning materials through the mail, as well as delivered items in person.

And special education and ESL teachers have found a variety of other ways to meet their students’ needs.

Teachers at the James C. Hormel School have provided one-on-one training to parents of students with autism, teaching them how to work on specific skills with their children the same way they would at school, says Doucette.

These trainings and resources have helped Marybeth Clarke learn more about her 14-year-old daughter, Elle, who is in seventh grade at the James C. Hormel School.

“Obviously, I know my daughter inside and out, but I didn’t know her academically. As we approach new subjects and content every week, I have to gauge almost right away [if] there’s a skill missing that she needs in order to understand something else,” says Clarke, who is a stay-at-home mom. “Sometimes I see her do things I had no idea that she could do, and other times…[struggle with] things I had no idea she couldn’t do. It’s definitely a learning curve for me.”

While it was “very rough” for Elle when her school first moved online, she and her mother (with teachers’ support) have been able to establish their own routine at home, which helps Elle complete her work and feel at ease. Every school day, Elle writes in her journal, does online assignments, and receives one-on-one occupational and speech therapy through video chat—all at set times, and with plenty of breaks.

To best help their students, ESL teachers have been translating assignments into the students’ native languages, says Germino. They’ve also provided students with online articles designed for ESL, allowing them to change the reading level and have words read out loud.

But the biggest priority for both special ed and ESL teachers has been maintaining strong relationships and consistent communication with kids and their families, they say.

Like many teachers, Molly Feazel-Orr conducts daily virtual one-on-one meetings with each of her special education students at Burnley-Moran, during which she sets behavioral expectations and gives them a structured schedule for the day.

Teachers have also been videoconferencing regularly with parents, working with them to develop plans for every student that align with their individualized education programs, as required by federal law.

To regularly check in with students and their families, ESL teachers (who don’t already speak their language) use tools like Interpretalk, which puts an interpreter directly on the line, and TalkingPoints, which translates text messages in 100-plus languages. They’ve also used Zoom, Google Meet, and similar platforms to have one-on-one lessons, as well as bring everyone together to practice their English.

It currently remains unclear when students will return to their classrooms. According to Giaramita, the Virginia Department of Education will release a report this month “on timing and various scenarios for the reopening of schools,” which will have a “highly significant influence” on the decisions each school division makes—whether classes will be face-to-face, online only, or a hybrid of the two.

But for now, “we all need to offer grace to ourselves across the board—families, students, administrators, everybody,” says Germino. “This is all brand new for us, and we’re all working really hard to do the best we can.”

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News

Arrest made in online threat against Charlottesville High School minorities

Charlottesville schools are closed for a second day while police investigate an anonymous online threat made for an ethnic cleansing at Charlottesville High School. Staff photo

By Samantha Baars and Lisa Provence

As thousands are celebrating literature at the Virginia Festival of the Book in Charlottesville, a less-exalted missive from the nether regions of the internet, threatening ethnic cleansing at Charlottesville High, has closed all city schools for a second day Friday.

Around noon Friday, Charlottesville police announced they had arrested and charged a 17-year-old male with a Class 6 felony for threatening to commit serious bodily harm to people on school property, and harassment by computer, a misdemeanor.

At a following press conference, Charlottesville Police Chief RaShall Brackney told reporters and community members that the person they arrested identifies as Portuguese, was in Albemarle County at the time of the arrest, and is not a Charlottesville High School student. She said state laws prohibit police from publicly identifying the minor, unless he were to be tried as an adult.

Local, state, and federal partners located the suspect’s IP address with the help of internet providers, according to Brackney. She did not divulge whether he had any weapons.

Chief Brackney addresses media and community members.

“We want the community and the world to know that hate is not welcome in Charlottesville,” Brackney said at the press conference. “There are not very fine people on both sides of this issue.”

Charlottesville Superintendent Rosa Atkins also spoke, and said she found it “particularly troubling” that the person who made the threat is not enrolled in the city school system. School will resume as normal next week, and counselors will be available as usual.

“We will give [students] a warm welcome Monday morning,” Atkins said.

Mayor Nikuyah Walker said she hopes the way the threat was handled will lessen any fear of future threats, that Charlottesville is “leading the fight for justice globally,” and that “the world is aware that this will not be welcomed [here.]”

Thursday, Albemarle police arrested an Albemarle High teen for posting on social media a threat to shoot up the school. Police say that is unrelated to the Charlottesville High threat to kill black and Hispanic students.

Atkins says the decision to close city schools a second day and keep 4,300 students home is to make sure everyone in the community, including students and staff, feel safe returning to school.

The racial terrorism is a painful reminder to a community already traumatized from the August 2017 invasion of white supremacists.

UVA media studies professor Siva Vaidhyanathan tweeted, “Today, as Charlottesville teachers and students sit home for a second day trying not to let fear overtake them, I’m reminded of those who told me after August 12, 2017, that white supremacists were not a threat to this country. If you think that, be glad you have that luxury.”

Another reaction came from UVA law professor Benjamin Spencer, who tweeted, “America: This is life as a black family in America. My children cannot go to school for a second day in a row because some rando person has threatened to murder all the “n*ggers” and “w*tbacks” at C’ville High School. #Charlottesville #ThisIsAmerica”

City School Board Chair Jennifer McKeever says, “It’s unfortunate and frankly it’s really frustrating that we live in this world where people can make these threats and feel comfortable making these threats.”

CHS senior and activist Zyahna Bryant, president of the Black Student Union, posted a screenshot of the threat from the message board 4chan, and says racism in city schools isn’t new. There will be no reconciliation without structural change and the redistribution of resources for black and brown students, she adds.

“In the past, when students of color have brought forth racial concerns, there has been no real change,” says Bryant. “The is the time to act and show black and brown students that they matter with lasting changes and reform. Now is not the time to pass another empty resolution. It is time to back the words up with action.”

Courtney Maupin’s daughter is a freshman at CHS. “It’s scary to know there are people out there who don’t like you for the color of your skin,” she says. “I had to explain to my two younger children who didn’t understand why they weren’t in school yesterday.”

When she heard Thursday schools would be closed again, “I cried last night because it’s heartbreaking,” says Maupin.

Kristin Clarens, a local anti-racist activist and mom of three, is one of several community members who says she’s working to dismantle white supremacy at a local, national, and international level. In the immediacy of the school closings, they’re making sure food insecure students who rely on school lunch are still getting fed.

Two of her children go to Burnley Moran Elementary, the city’s largest elementary school, where kids from two public housing projects—Westhaven and one near Riverview Park—are bused in everyday. Clarens, who’s watching four extra kids today, says these students can be particularly vulnerable, and their parents can’t always find childcare or transportation when school is cancelled abruptly.

During yesterday’s closing, she and other parents hosted an open invitation lunch at Westhaven, and they’re planning to have another one today from 12-2pm. It will be paid for by the Burnley Moran PTO, which is accepting donations of money and nonperishable food that can be delivered to the Westhaven Recreation Center during the community lunch hours.

Like most parents, Clarens says she’s glad the city made safety a priority.

“I’m grateful for the efforts that people are making to keep our kids safe on every level, but I also think we should be more forceful in calling this act of white supremacy and terrorism out for what it is,” she says. “I’m heartbroken that we live in a climate where this is allowed to get to this level.”

McKeever, too, is heartened by the outpouring of community support in the face of a situation that is “not something you want to have to explain to our children.”

Updated Friday, March 22 at 11:53am with the Charlottesville Police Department announcement that they’d made an arrest.

Updated Friday, March 22 at 1:50pm with information from the press conference.

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News

Heavy topics: Parents call for reform in city schools

Christa Bennett and her daughter, Emma, enjoy recess at Jackson-Via Elementary School. Courtesy Christa Bennett

By age 6, children—and girls, especially—begin to express concerns about their weight, according to a widely referenced 2011 study by psychologist Linda Smolak. For this reason, one local mother says the practice of publicly weighing students during gym class should be banned.

At press time, Christa Bennett’s petition to stop weigh-ins in Charlottesville City Schools had 91 of the 100 signatures she wanted to get.

“Why are our children being weighed? At Jackson-Via Elementary, parents are not notified that this will be happening nor are they provided with the results afterwards,” the petition says. “Weight has some correlation to health, but more and more research is coming out that indicates healthy individuals can have significantly different weights.”

The mother of a third-grader at Jackson-Via, Bennett says her daughter, Emma, hasn’t criticized her own figure, but for Emma and her peers, “it’s something that’s going to begin a problem and they may not realize it until they’re 20, looking back and wondering where their body issues started.”

She says weighing children in front of their classmates should be done with sensitivity to insecurities that kids may already be developing. “Without a compelling reason, it shouldn’t be done. And never should it happen without parental notification and follow-up,” she says.

One mother who supports Bennett’s efforts, and asked not to be named for fear her daughter would be singled out, says her second-grader at Burnley-Moran Elementary School is 8 years old, and already talking about calories and how she doesn’t like certain things about her appearance.

“With all the pressure on kids to look and act a certain way, the last thing they need is a message coming from their school that their bodies may not be ‘right,’” she says. “Especially if that message is being conveyed in front of a roomful of their peers.”

Bennett’s petition also addresses disciplining students by taking away their recess for misbehaving or forgetting homework. Emma, she says, has had her recess forfeited twice for talking in class.

“Weighing children one day and taking away recess the next is not an approach that makes sense,” Bennett says.

Though her daughter has had an enjoyable experience in school, she says, Bennett brought her concerns to the Charlottesville City School Board on May 4 and the School Health Advisory Board on May 9, when Superintendent Rosa Atkins said recess should not and will not be taken away from students. (The majority of elementary schools had this practice.)

“It isn’t over yet,” Bennett says, adding that only about 15 people heard the superintendent make that remark. “I would like for her to email or write to parents and teachers so everyone is on the same page.”

Bennett also calls for more disciplinary resources for teachers who have been taking away recess. “If you’re going to say ‘you can’t do this,’ what can you do instead?” she asks.

Patrick Johnson, the coordinator of health and physical education in city schools, says weigh-ins have been suspended since March. The School Health Advisory Board has been evaluating and updating its wellness policy since September, and he hopes to have an updated policy for the school board to review by the start of next school year.

“We have traditionally not weighed students in the spring semester, just once a year in the fall,” he says. “Due to the concern of Ms. Bennett and the updating of the wellness policy, I made sure that the PE teachers understood that we were not weighing students this spring.”