Issue link: http://educator.cta.org/i/1360078
"We try to keep up with what educators need, which are skills that help them help their students." —Laurie Roberts, ed tech coach and member, United Teachers of Richmond "Learning loss is a calculation mas- querading as a concept — a shallow, naive, ridiculous concept," wrote math educator John Ewing in Forbes. There's no disagreement that every single student is being impacted by COVID-19 and there are resources avail- able, so what can educators do to help mitigate those impacts? As part of last year's COVID relief bill for schools (SB 98), all school districts were required to create Learning Continuity Plans out- lining how they intend to support every student. This year's school reopening legislation (SB 86) includes $4.6 billion for districts to address " learning loss related to COVID-19 school closures." The approaches vary across the state, but the caring, expertise and dedication of educators are constant and inspiring, and the eorts are making a dierence. An oft-cited McKinsey & Co. study from late last year warning that stu- dents are between five and nine months behind on average in math due to the pandemic recommends numerous solutions to support students, including high-intensity tutoring, acceleration academies, and reimagining curriculum, teaching, and technological and supporting infrastructures — strategies CTA educators across the state are already leading. "Learning is happening. Teaching is happening," says CTA President E. Toby Boyd. "Let's talk about resilience and recovery support for students that need extra help, and the educators who are leading those eorts!" CURRICULUM REVIEW, SUMMER SCHOOL "It's hard to determine where kids are, and there are holes all over the place," says JoDee Bonales, a fifth grade teacher and president of Ceres Unied Teachers Association. "We're trying to get a stable environment and then focus on what is most important for them to be prepared for next year." When school wound down in crisis distance learning last year, Ceres Unied School District teachers came together to discuss the next school year's curriculum and potential changes needed. e approach was com- plicated by changing health conditions, which meant Ceres schools opened the year in distance learning and then shifted to a hybrid model in November. B o n a l e s s a y s e d u c a t o r s m e t w i t h t h e i r c o l - l e a g u e s w h o t e a c h t h e g r a d e s a b o v e a n d b e l o w t h e i r s t o d e t e r m i n e a re a s s t u d e n t s n e e d e d m o re w o r k o n , w i t h a k e e n eye on c oncepts that are found ational to fur th er learning, such a s i n m a t h . W h i l e re a d i n g s k i l l s c a n b e t a u g h t i n o t h e r c o n t e n t a re a s , m a ny m a t h st a n d a rd s re q u i re d e l i b e ra t e 23 A P R I L / M AY 2 0 21 "We tap into different learning needs and include lessons that make students feel seen and valued." —Gabriela Orozco Gonzalez, Montebello Teachers Association