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October 2020 THE BUS STOPS HERE 9 logistical busing realities on which to pause 20 DDIISSTTRINICCTTSIOONF Real-world ready The changing future of work 14 COVID-19 dashboards Interactive heat maps assist with decision-making 4 Teaching in a pandemic Preparing for the final leg of a career as if it were a football tryout 6 Sponsored Content: Supporting learning and engagement with audiobooks 24 DistrictAdministration.com A sub-optimal situation Bolstering substitute teacher pools 26

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FirstTake Recommended reading Reasons to visit DistrictAdministration.com I fondly recall riding the school bus as a child. It was the part of the school day where I could connect with 10 priorities for reinventing friends, nish homework (yes, I was schools a procrastinator), and get into some Restarting schools this year provides harmless mischief. superintendents and their teams an unprecedented opportunity to reinvent But as schools have reopened and K-12 instruction by prioritizing equity. transitioned to more in-person learn- DAmag.me/reinvent ing, the logistics that districts are dealing with to maintain social dis- CREDIT: GETTYIMAGES/FSTOP123 tancing amid COVID-19 are beyond challenging. is month’s feature on busing focuses on nine key realities Real-world is key to online that districts need to consider when making decisions. See page 20. learning Another issue that has become a Projects that are relevant to students’ harsh reality is the shortage of sub- everyday lives are key to engaging them in stitute teachers in many districts, remote instruction this school year. especially as many veteran educators DAmag.me/real decided to retire or drop out of the substitute ranks rather than risk get- ting sick, and with others opting to work remotely when possible. Improving immigrant Our report on this topic looks at how districts large and small are student outcomes coping with the need to recruit more e rst step is for administrators to ensure communications with families are substitutes, and to retain this larger culturally relevant. pool of subs in order to ful ll their missions. See page 26. DAmag.me/outcome And don’t miss our Districts of CREDIT: GETTYIMAGES/TAPASBISWASPHOTOGRAPHY Distinction section, where the focus is on community and family engage- ment. Our top honoree in that cat- Teacher job satisfaction egory is Bakers eld City School Dis- during pandemic trict in California, which has turned around low-performing schools with a focus on family involvement. See More than two-thirds of teachers agreed that the COVID pandemic has made the page 8. public more aware of what they do. Finally, also part of the Districts of Distinction section, we take a look at DAmag.me/satisfaction the future of work. Getting students CREDIT: GETTYIMAGES/MIODRAGIGNJATOVIC ready for the real world, which will operate increasingly as a gig economy COVID could drive and, with COVID, a remote one, is principals from their changing education. Take a look at schools how this new focus is changing educa- tion in several districts on page 14. Building leaders report high levels of stress over the health of sta and students. —Eric Weiss, executive editor DAmag.me/turnover CREDIT: GETTYIMAGES/RICHVINTAGE DAmag.me/facebook DAmag.me/twitter DAmag.me/linkedin DistrictAdministration.com October 2020 | 1

Contents OCTOBER 2020 26 OCTOBER 2020, VOL. 56, NO. 9 8 Publisher Kenneth Kahn DDIISSTTRINICCTTSIOONF EDITORIAL Executive Editor Eric Weiss FE ATURES 8 How parent engagement Senior Managing Editor drives rising achievement Melissa Ezarik 20 The bus stops here Bakers eld City School District Senior Writer Matt Zalaznick 9 logistical busing realities on turns around low-performing Technology Editor at Large which to pause schools through family outreach Lenny Schad Associate Editor Chris Burt Melissa Ezarik Matt Zalaznick ART 26 A sub-optimal situation 14 Real-world ready Production Director Bolstering the pool of substitutes Five ways the future of work is Joe Ciocca in preparation for teacher shortages changing education Art Director Rebecca Eller Chris Burt Matt Zalaznick ADVERTISING, EVENTS AND CUSTOM MEDIA DEPARTMENTS COLUMN Vice President, Event and Media Sales, Education Group 6 Leadership Insights 30 5 ways to create a great Jim Callan, jcallan@lrp.com Preparing for the nal leg of a esports space (561) 622-6520 ext. 8696 career as if it were a football tryout Key physical space considerations Sales Manager, Rachel Davis for setting up your program, and rdavis@lrp.com Je Remington students, for success (678) 521-7584 Sales Manager, Amy Olimpo 32 Last Word e foundation of Elliott Levine and Bryan Shark aolimpo@lrp.com Building habits: (267) 566-5276 e ective teams Content Marketing Editor Kurt Eisele-Dyrli Amy E. Miller and Jenny McGown C I R C U L AT I O N BEYOND THE NEWS 4 AND OPERATIONS Director of Audience Development 4 COVID-19 dashboard assists Dana Kubicko with decision-making LRP MEDIA GROUP 5 Full-time, in person openings President Kenneth Kahn in half of districts Chief Financial Officer Todd Lutz Vice President, Marketing and 5 Superintendents group launches Communications Missy Ciocca new equity cohort REPRINTS/PERMISSIONS Cover photo: gettyimages.com/carroteater For more information, Stock photography from gettyimages.com unless otherwise noted. call (561) 622-6520, ext. 8456 District Administration (ISSN 1537-5749) Vol. 56 No. 9 is published 10 times per year. A publication of SUBSCRIPTIONS LRP Conferences LLC, 35 Nutmeg Drive, Suite 205, Trumbull, CT 06611. Phone: 203-663-0100, Fax 203- Send address changes to: 663-0149. Periodicals postage paid at Trumbull, CT, and additional mailing offices. Postmaster: send Dana Kubicko address changes to Dana Kubicko, District Administration, 35 Nutmeg Drive, Suite 205, Trumbull, DISTRICT ADMINISTRATION CT 06611. District Administration is a registered trademark of LRP Conferences LLC. Copyright 2020. 35 Nutmeg Drive, Suite 205, Printed in the USA. Trumbull, CT 06611 Please direct questions to: 2 | October 2020 dkubicko@lrp.com HOW TO REACH US 35 Nutmeg Drive, Suite 205 Trumbull, CT 06611 Phone: (561) 622-6520 Website: DistrictAdministration.com DistrictAdministration.com

You’re not just adapting. You’re helping an entire generation to adapt. Stretching resources while shrinking distances. Your teachers are designing, testing and implementing hybrid learning models in real time. With real students. They need you right now. To bring them faster tools. More bandwidth. And the reassurance that comes with knowing you’re there— managing every district on the same reliable network. This isn’t your chance to bounce back. It’s your chance to Bounce Forward.TM © 2020 Comcast. All rights reserved.

BeyondtheNews HEALTH AND SAFETY COVID-19 dashboard assists with decision-making Interactive heat map and a multitude of data provide indicators for education leaders Over the past few weeks, individual TEMPERATURE school districts across the country have CHECK—Educators released their versions of dashboards to and families in the keep sta and the public informed of Fort Worth,Texas, cases and outbreaks of COVID-19 in area can select an their communities. individual school to view COVID data and e data can help school boards and recommended learning district leaders make decisions about scenarios based on it. when and how they can safely reopen for hybrid or in-person learning, subject to Checking the map mended for virtual learning, its two- a number of guidelines, including those After going to the website, users can week and four-week case trends show from county and public health agencies. select their speci c school district and a green arrow pointing down. Good even an individual school. Once cho- news, but still not ready to reopen. While many of the dashboards sen, the district will be highlighted simply show numbers of cases for their in the map in the center of the screen To fully be green, case numbers schools, others developed by states or with a color shade. A menu on the right must be below 5% over a seven-day counties can be far more robust and far gives recommended learning scenar- period. None of those areas has met more informative. ios—in-person, hybrid or virtual—and that criteria yet. Districts can choose to then lists a number of benchmarks, reopen, but it would be against county For example, in Tarrant County including case rate and trend for the health o cials’ guidance at this time. Texas, which encompasses the Fort week, the county’s rate of infection per Worth Independent School District, 100,000 residents and then the dis- “ e data metrics in Tarrant education leaders and families can view trict’s rate. County show that the COVID-19 situ- an interactive heat map of districts ation has improved enough in several throughout the area and recommenda- It also lists the high school atten- school zones, shown in yellow, to allow tions for reopening—shown in green dance zone rate per 100,000 and then the hybrid model of learning,” Taneja for in-person, yellow for hybrid and red a four-week case trend. For example, says. “ e areas indicated in red are for virtual. though Diamond Hill Jarvis High still best suited for virtual learning, as School is in the red zone and recom- they present a high risk of spread posed With data updated every Monday by COVID-19.” —Chris Burt and district comparison information, administrators can see how other dis- When to reopen? tricts are faring and make smart deci- sions. e map currently shows some Tarrant County Health officials’ guidance to schools on reopening offered districts in Tarrant County are not ready recommendations, including: to reopen live, but most show positive • The seven-day moving average percent of people who test positive (also signs they can reopen in some fashion. known as the positivity rate) should be at 10% or less, ideally less than 5%. • The rate of cases reported for the county must be 100 cases per 100,000 “ e new dashboard, along with population, or less than 2,000 cases per week. our existing education guidance, is • At least the last 4 weeks of data must show stable or declining case designed to help our school leadership counts. and parents understand their local • The seven-day moving average for COVID-like illness (CLI) percent should COVID-19 infection rates so they be trending lower for at least the last 2 weeks. can make the best decisions for their • The percent of hospital beds occupied by COVID-19 cases must be at or children,” says Tarrant County Public below 10%. Health Director Vinny Taneja. “Right now, the health status of many of the school zones has improved to a point where a hybrid learning model may be appropriate.” 4 | October 2020 DistrictAdministration.com

LEADERSHIP Full-time, in-person reopenings in half of districts e full in-person instruction model to open fully in-person. While 65% dents with disabilities, students requir- appears to be, by far, the most common of rural districts moved forward with ing extra help, students who are falling one adopted by school districts this fall. that plan, only 24% of suburban and behind) for some or additional in-person Researchers at the Center on Reinvent- 9% of urban districts did the same. In time in their reopening or contingency ing Public Education, a non-partisan fact, few urban districts o ered any plans. For example, these districts might research center, collected information in-person instruction to start the year. o er limited in-person instruction for from a nationally representative sample Nearly 4 in 5 began fully remote. some speci c groups of students while of 477 school districts between August all others are remote, or might provide 17 and 21, at which point most plans In addition, high-poverty districts full-time in-person instruction to some were considered nalized and many were more likely to start the year in groups of students while most are in a schools were already in session. remote learning. Students in these hybrid model, or might provide extra communities are more likely to need instructional time for certain groups in Almost half (49%) had plans to more support socially, emotionally and an in-person model. reopen fully, while 26% were start- academically; households in poverty ing fully remote and 12% planned for may have less dedicated space for chil- e report, “Getting Back to School: a hybrid model. Regardless of which dren to work as well. An Update on Plans from Across the approach they chose, 85% of districts Country” (DAmag.me/backtoschool), o ered families the option of fully Overall, few districts are mixing their poses this question to school districts: remote instruction. Some districts models by prioritizing some students for Will the instruction provided and the studied had not yet announced plans. access to in-person instruction. Only supports o ered to students and families 8% are varying in-person time based ensure that student learning contin- e analysis revealed major divides on grade level (with younger students ues—regardless of whether it’s delivered by geography and student demograph- generally getting priority on in-person remotely, in-person or both? ics. instruction). Less than 3 in 10 districts are prioritizing some students (e.g., stu- —Melissa Ezarik Rural communities were most likely EQUITY Superintendents group launches new equity cohort Superintendents can collaborate with “We must cultivate the unique gifts • Identifying ways in which school colleagues on advancing educational of every young person and we will districts can create more equitable equity through a new cohort initiative truly transform this country. Shame on experiences and outcomes for all being launched by AASA, the School us if we don’t use this opportunity to students Superintendents Association. Members address the inequities that have plagued will participate in virtual meetings our schools for generations.” “We want our students to know focused on changing district policies, they can fully participate in our improving school climates and build- Activities will include: democracy as valued members of our ing cultural responsiveness to increase • Using a needs assessment to pluralistic society,” says Sharon Contre- achievement by all students. develop short- and long-term goals for ras, superintendent of Guilford County districts Schools in North Carolina. “We want ese activities will guide leaders in • Developing case studies and them to embrace and act on the knowl- self-re ecting and engaging in produc- actionable plans based on real-time edge that their voices actually matter.” tive con ict to change instructional district issues practices and behaviors. • Designing ways to keep leaders e cohort will engage a minimum accountable when implementing equity of 30 district teams and include at “To achieve equity, we must reduce plans least the superintendent, a cabinet-level the predictability of who succeeds and • Crafting actions that foster love, administrator and a principal. To join who fails in our schools,” says Luvella liberation and belonging in school the conversation via social media, use Brown, superintendent of Ithaca City districts the hashtag #supts4equity on Twitter. School District in New York. —Matt Zalaznick DistrictAdministration.com October 2020 | 5

LeadershipInsights Teaching in a pandemic Preparing for the final leg of a career as if it were a football tryout I’m all in. In entered the classroom this fall for my 35th By Jeff Remington year and my final full academic year before I am eligible to retire in January of 2022. I did not expect to encounter Being cocooned has given me pause to a pandemic. reflect on my career. That has been a gift. Like many teachers, I have anxiety about in-person teach- I find inspiration from the selfless courage of frontline ing during the pandemic but I’m excited to use this teachable workers, like my daughter who is a nurse and my son who is a moment of COVID-19 to guide my students on a journey to law enforcement officer. Both serve urban areas where equity change our challenged world. As an older teacher in a number and poverty issues compound COVID-19 and increase every- of increased-risk groups for COVID-19, I am treating this as one’s risk. My extended family is a family of service workers if I am training for an NFL Combine. I will need to be in the as well. Like so many others on the front lines, we do our part best physical shape possible to increase my odds for a better and we do it with love. We risk not only our health serving outcome should I contract the virus. the public, but we risk the health of our closest loved ones when we come home from work. Since mid-June, I have lost over 20 lbs. I have stepped up cardio and weight training as well and all but eliminated A final chapter summarized processed foods from my diet. I did not do this to look better Being cocooned has given me pause to reflect on my career. for a beach visit. No beach visits were in my travel plans dur- That has been a gift. It’s been a career that has been blessed ing the pandemic. I’ve been cocooned since mid-March when with opportunities to use my teacher voice to inform policy COVID-19 hit. I’ve cocooned out of love, love for others. I and practice in regard to STEM, workforce development, believe that the small sacrifices of wearing masks, staying at poverty, equity, sustainability and education at the state, na- home as much as possible and social distancing all help the tional and international levels. chances of others surviving this pandemic. It puts me in a better position to care for loved ones in my family who are at I can summarize my career in the two words, which a higher risk for COVID-19. Cocooning will also put me in pastor friend of mine shared through a version of the Ser- the best possible position to help serve my students and their mon on the Mount. The two words are LOVE and LEAD. families by reducing the risk that I would be the one giving We must first love all we encounter through empathy, them this virus when we return to the classroom. compassion, relationship building and genuine caring. Only then do we have the capacity and grace to truly lead As a public servant, I carry out the tough decisions that by example. Gandhi lived those two words. Throughout leaders above me have to make. Their decisions put me and my career, I have had two quotes from Gandhi that have other essential workers in positions of increased risk of con- helped focus me on loving and leading: “Be the change you tracting COVID-19. I know they wrestle with those decisions wish to see in the world” and “Live simply so others may on sleepless nights and I have empathy for them. We are all simply live.” These quotes can truly change the world for in a difficult spot where we need to balance health concerns the better. which can be life-threatening and economic concerns that can also be life-threatening. I have been so grateful for the opportunity to serve my community. Although this last leg of my teaching career is ABOUT JEFF REMINGTON: a bit awkward with the pandemic, I truly hope my commu- A public school science & STEM teacher in the Palmyra nity shows appreciation for me and so many other essential School District in Pennsylvania, Remington has over 35 frontline workers. Show love for us all by social distancing, years of experience. He has enthusiastically championed the wearing masks, staying home as much as possible and avoid- power of STEM and mentorship as a means to improving ing going to high-risk social gathering places. people’s lives. In addition, he has taught at the graduate and undergraduate level for over 20 years at Lebanon Valley By doing this, we will show respect for all people, make College. our schools safer and give our economy the chance it needs to get back on its feet. SHARE: DAmag.me/teachingpandemic Let’s lead our children to a better life and a better future, a future filled with reimagined education, endless opportunity and invigorating hope. Let’s lead by our example. 6 | October 2020 DistrictAdministration.com

SPECIAL SECTION THANK YOU TO OUR PLATINUM SPONSOR COMMUNITY AND for helping us celebrate FAMILY ENGAGEMENT/ excellence and innovation BUSINESS PARTNERSHIPS in K-12 education Category winner: Bakers eld City School District 8 GOLD Feature: Real-world ready 14 Category nalists 18 SILVER To learn more about the innovative programs reshaping student success in DA’s Districts of Distinction, visit: districtadministration.com/DOD

HOW PARENT ENGAGEMENT DRIVES RISING ACHIEVEMENT Bakersfield City School District turns around low-performing COMMUNITY AND FAMILY schools with focus on family involvement ENGAGEMENT/BUSINESS PARTNERSHIPS By Ma Zalaznick COMMUNITY CONNECTIONS—Educators in California's Bakersfield City School District have seen a surge in parent involvement—and academic improvement—since the school system created a team of family engagement advocates. Bakersfield City Asurge in family engagement has fueled a major turn- School District around in student achievement at the Bakersfield City (Calif.) School District in California, this month’s District of Distinction winner. District size: 32,000 students Several years ago, only a few parents would show up to Superintendent: most district events. Harry “Doc” Ervin Initiative launched: Now, these meetings and activities are attended by hundreds 2014 of parents who also serve on advisory councils and regularly at- tend various support sessions at the district’s 34 family centers. 8 | October 2020 This summer, parents played a key role on a task force that developed the district’s COVID reopening plan, Ervin says. “We told parents, ‘You have to play a role,’ ” Superinten- dent Harry “Doc” Ervin says. “We cannot be the biggest el- ementary district in the state and be considered one of the lowest-performing.” DistrictAdministration.com

How to engage parents When Ervin became superintendent in 2014, about eight of the district’s schools were con- sidered low performers. One condition that stood out to him was a lack of parent involve- ment, which both he and the state of Califor- nia consider a crucial factor in student success. Ervin and his team hired a family engage- ment advocate for each of the district’s 43 schools. They also put four new area adminis- trators in place to oversee parent involvement initiatives. Ervin also created a superintendent’s parent advisory council. The district began recruiting parents by making it clear that they would have a chance to participate in both their child’s education and district operations, says Dee Dee Harri- son, the coordinator for family and commu- nity engagement. ERA OF ENGAGEMENT—Bakersfield City School District events and activities are now a ended by hundreds of parents who also serve on The district further strengthened these rela- advisory councils. tionships by offering classes on parenting skills, technology, financial literacy and other areas of personal growth. promoting parent involvement and high achievement, Ervin These learning sessions end with a parent graduation cer- and Harrison say. emony that children can attend. Another crucial step in increasing family engagement is “Parents are able to have dialogues and realize they’re not making it a priority at every level of the district, from the in this alone, that they’re struggling with the same types of central office to school principals to classrooms, Harrison things,” she says. explains. These events—which also include parent cafes and parent “Just because we want parents there doesn’t mean they universities—have allowed families to make crucial connec- will come,” she says. “When you have the support of district tions with educators and with each other. This has, in turn, leadership, it trickles down and schools understand we have led to higher participations in PTAs, booster clubs and other to have parents on campus. Our people have to believe this is school organizations, Harrison says. good work.” The district also gathers parent feedback frequently. In a Since the initiative began in the 2014-15 school year, spring 2019 survey, for example, more than 90% of parents chronic absenteeism has dropped, from 15.85% to 12.5% said they feel welcome at their student’s school. Another 86% in 2018-19. said they were satisfied with the response they got when con- At the end of each meeting or event, Ervin says, educators tacting their school with questions or concerns. reinforce for parents four important concepts: “A lot of parents really want to be a part of the work we do,” 1. Parents are educational ambassadors. Harrison says. “There’s the excitement of getting involved, of 2. Parents are essential to building a culture of high expec- being empowered, and knowing their voices matters.” tations. 3. Parents are partners in the educational process. Principles of parent involvement 4. All decisions focus on the best interest of kids. The fact that 88% of Bakersfield’s students receive free or re- “Just because we’re a large urban district doesn’t mean we duced lunch doesn’t discourage the district’s educators from can’t operate as a high-performing district,” Ervin says. “We told parents, ‘You have to play a role.’ We cannot be the biggest elementary district in the state and be considered one of the lowest-performing.” —Superintendent Harry “Doc” Ervin, Bakers eld City School District DistrictAdministration.com October 2020 | 9

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Real-world ready Five ways the future of work is changing education BY MATT ZALAZNICK Students will need flexibility as they technology in the ever-changing high- first, says Scott W. Murphy, director of the face a future of work that will op- tech job market. Grants have allowed Department of Secondary Curriculum erate increasingly as a gig economy Compton USD leaders to create an ed and Districtwide Programs. “We want to and—since the COVID outbreak—as a tech feeder pattern that runs from ele- light a spark into IT and open access to remote economy, says one K-12 expert. mentary schools, where specialized coding students who may not have had these ex- coaches supplement STEM instruction periences before.” Gig economy-workers switch jobs and for the district’s youngest students, all the roles regularly, functioning more like free- way up to high school, Superintendent 2. Develop creators, not consumers lancers than long-term employees, says Darin Brawley says. “By the time they Teachers should create opportunities for Rachelle Dene Poth, a DA columnist and leave us, the opportunity gap related to productive struggle where students learn technology teacher at Riverview Junior brown and African-American students is to work independently and manage their Senior High School in Oakmont, Pa. eliminated so they can compete.” time, Poth says. This fosters a growth mindset that encourages students to “Students need to have varied skill- In Maryland’s Montgomery County brainstorm to solve problems sets and be able to market themselves,” Public Schools, building a local talent says Poth, who has also presented at DA’s pipeline for STEM fields was a key goal Over the summer, Compton USD Future of Education Technology© confer- of free coding camps offered this summer students in 3rd through 8th grade par- ence. “They also need to be able to self- to middle schoolers. The more than 900 ticipated in free virtual STEAM camps assess and ask: ‘What are my skills?’ and students in the Montgomery Can Code where they worked in teams to create ‘What do I need to work on?’” online courses—taught by Montgomery virtual Minecraft worlds and learned to College instructors—focused on app de- write Scratch code to map out COVID Here are five key changes educators velopment using Apple’s Swift platform. hotspots and food deserts. should consider making to better prepare students for the future of work. Administrators recruited students from Some students used IBM’s Watson underrepresented backgrounds and chil- to create “chatbots,” the technology that 1. Ensure equity begins early dren living in poverty to participate. In companies and other organizations use to Coding instruction begins in elementary fact, students from the district’s highest- automate life-like responses to customer school in California’s Compton USD to poverty school got the chance to sign up queries on their websites. prepare students to succeed with STEM DDIISSTTRINICCTTSIOONF CODE FOR SUCCESS—Madison County Schools in Mississippi built a career- focused STEM foundation for students by developing an in-house elementary school tech curriculum in the absence of state standards. 14 | October 2020 DistrictAdministration.com

And in an introduction to esports, Should remote learning continue be- the-job electronic, artificial intelligence students competed in video gaming and yond COVID, teachers will need to de- and welding skills. Students learn in class- explored the rapidly growing indus- velop students’ self-reliance—. teaching rooms for two or three days, and spend the try’s other roles, such as broadcasting to them how to make personal and profes- rest of the time at an apprenticeship. streaming technology to marketing. sional connections, how to find credible information, and other DIY-type skills. “Businesses are saying to education, The district is now planning to build a these are the math skills we need and these studio where students can practice video- In Montgomery County, Maryland, are the lit skills we need, and it’s not basic game announcing, or “shoutcasting” as it’s teams of computer science campers fol- stuff,” Long says. “Students get to see how called in the esports world. lowed the Everyone Can Code curriculum the skills are applied the very next day.” to prototype an app to meet the needs of a “Did we want kids to play video games local company or nonprofit. The curricu- 5. Create your own curriculum 12 hours a day? No, but we wanted that to lum challenges students to solve puzzles Because Mississippi doesn’t offer an el- be the hook into that industry,” says Mi- to learn programming concepts. Students ementary school tech curriculum, educa- chele Dawson, Compton’s senior director then got to pitch their ideas to instructors tors at Madison County Schools devel- of educational technology. “We don’t only and local professionals, and then partici- oped their own. The goal: Get students want our students to be the consumers of pate in a showcase at the end of camp. comfortable with computers as early as technology, we want them to be the cre- possible to jumpstart their acquisition of ators. Creators make the decisions about Throughout this process, they not skills needed for the future of work, says how the world is going to run.” only learned programming but also prac- Nashandra James, instructional technol- ticed problem-solving, teamwork and ogy coordinator. The learning provides The diverse district views STEM and project management—skills that can be the foundation for computer science and coding through an equity lens. During applied to any career path, Murphy says. STEM classes in middle school. “We had computer science week, Compton USD to make sure they can keep up when they has hosted talks by tech professionals who 4. Develop on-the-job learners make the transition,” says James. comprise the small number of Black pro- Businesses are looking to K-12 education grammers in the industry. These talks give to provide workers who can be trained and Elementary students start with basics students insights into how Apple, Google retrained as their industries change, says such as keyboarding, drag-and-drop func- and other companies are recruiting stu- Long. In K-12, this requires educators to tions, managing files in the cloud, and dents of color, Dawson says. And at an an- connect learning to the real world. For ex- creating spreadsheets and presentations. In nual STEAM Fest, families explore career ample, students who are not captivated by later elementary, students use the internet opportunities with major tech employers a math lecture can become highly engaged for research and platforms such as Micro- such as Boeing, Raytheon and Verizon. in shop class when they have to calculate soft 365 to collaborate on projects. This 3. Stress COVID-era skills angles to measure and cut wood to build teamwork begins developing students’ To eventually start their own companies, something. “The future is not making it communication and collaboration skills. students would need to learn about every academically real, but real real,” he says. facet of the work environment. Educators The program was designed by a team of can facilitate this, with makerspaces, proj- U.S. schools have not, tradition- instructional and content specialists who ect- and placed-based learning programs, ally, taken advantage of a centuries-old studied curricula and grade-level learning and a strong focus on STEAM. They can model—the apprenticeship—that could standards designed by other districts. And, also ensure students have opportunities to develop more adaptable workers. Now, a like other future career-focused programs, shadow professionals, Poth says. “They many districts are working with local em- students emerge real-world ready. need a chance to explore the things that ployers and community colleges to create are happening in the real world and be CTE programs where students learn on- Matt Zalaznick is senior writer of DA. able to navigate their way through it.” Don’t force kids to go to college Students will require more than just technical skills in the future world of College has been emphasized leading public school advocacy work, adds Richard M. Long, executive to the point that many families organizations. director of the Learning First Alliance, a now see the alternatives—such partnership of public-school advocacy or- as a career in the trades—as “You have to present it so it ganizations. “Welders, for example, have second class. Educators have to doesn’t look like you’re say- to be able to read very complex charts and do a better job of detailing the ing these kids have no future, texts, and also to write instructions.” lifestyle potential of these op- when in reality they may have tions for students and families, a great future with a ton of SHARE: says Richard M. Long, execu- options,” Long says. “There’s a DAmag.me/realworld tive director of the Learning big demand for plumbers and First Alliance, a partnership of people in those types of trades are making solid wages.” DistrictAdministration.com October 2020 | 15

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Districts of Distinction finalists: Community and family engagement/business partnerships DA honors four K-12 school systems as Districts of Distinction runners-up for engagement and partnerships By Melissa Ezarik ALL IN ATTENDANCE CAMPAIGN on-duty police officers with the opportu- who now have many opportunities that Long Beach Unified School District nity to each lunch for free in elementary didn’t exist five years ago. Graduation is lbschools.net school cafeterias—engaging with stu- now considered the minimum accom- dents, faculty and staff while strengthen- plishment. CHALLENGE: Chronically absent stu- ing the relationships between school and dents in Long Beach are prone to low ac- community. READ TO SUCCEED – A LITERACY ademic achievement and are less likely to IMPACT: Eat On The Beat positively PARTNERSHIP WITH UNITED WAY graduate from high school. In addition, impacts students and school climate and OF THE PLAINS’ WOMEN UNITED daytime crime rates increase in neigh- culture, while being more cost-effective Wichita Public Schools (Kan.) borhood where chronic absenteeism is a than hiring full-time school resource of- usd259.org common problem. In adulthood, occu- ficers. The initiative is breaking barriers pational consequences include less stable and opening opportunities for others CHALLENGE: Students who are not career patterns and low-wage positions. from the community to engage with stu- proficient by the end of third grade are INITIATIVE: The district partnered dents in the school setting. four times less likely to graduate than in 2015-16 with the city, mental health their literate peers. When they live in agencies, the local department of health DISRUPTING THE STATUS QUO poverty the odds against them skyrocket. and human services, the housing author- Tuscaloosa City Schools (Ala.) Students from low-income homes are ity and community-based organizations tuscaloosacityschools.com also exposed to 30 million fewer words to launch a year-round attendance cam- by the time they enter kindergarten com- paign. “All In” takes a city-wide approach CHALLENGE: The report “Redefin- pared to their more affluent peers. to encouraging students to attend school ing the High School Graduate” commit- INITIATIVE: Read to Succeed (R2S) every day, using evidence-based, non- ted to looking beyond the minimum for was born of the community’s commit- punitive systems for a targeted group of students. TCS leaders were concerned the ment to increasing third-grade literacy students who missed over 3% of school. system was just trying to meet the mark and the graduation rate, as well as ulti- IMPACT: The four pilot schools showed of getting students to graduate, rather mately developing a higher-quality work- an average 9% decrease in chronic ab- than exceed it, and they started scaffold- force. The program was the vision of an sence rates in the first year, while over- ing exposure to workplace skills and post- advocacy group that’s part of the United all the district had a 3% increase in its secondary expectations through a partner- Way of the Plains’ Women United. Un- chronic absence rate. ship with the regional workforce council. like many reading programs where adults Career-technical education has shifted to read TO students, R2S maintains that EAT ON THE BEAT focus on helping students earn skills to students need to be the regular read- St. Charles Parish Public Schools launch a career rather than just hold a job. ers. The initiative brings together about (La.) INITIATIVE: The system partners with 400 third grade students and volunteers Stcharles.k12.la.us over 100 industries. A new course for weekly, with books selected based on seniors, Ready to Work, was developed. student reading level and interest. Volun- CHALLENGE: During new superin- TCS also has worked to change the im- teers are trained to know how to support, tendent Ken Oertling’s listening tour of pression that career and technical educa- encourage and correct growing readers. stakeholder groups, parents and employ- tion is for students who can’t go to college. The program fits into scheduled reading ees expressed concern regarding the ab- The approach has buy-in from teachers intervention time and focuses on stu- sence of resource officers at elementary and administrators, and TCS has worked dents who are close to proficient. schools. At the time they were only lo- side-by-side with industry partners to pro- IMPACT: A spring 2019 evaluation cated at middle and high schools. vide better opportunities for students. showed that 97% of reaching coaches INITIATIVE: A partnership with the St. IMPACT: Community engagement is at rated the program experience as positive; Charles Parish Sheriff ’s Office provided its highest and continued growth is ex- 92% would recommend volunteering pected. TCS initiatives have been instru- to others. Staff members also feel sup- DDIISSTTRINICCTTSIOONF mental in aligning focus areas across the ported, in a manner that doesn’t disrupt district to meet the needs of students, the school day. 18 | October 2020 DistrictAdministration.com

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THSHTEOREEPBSUS Nine logistical school bus realities on which to pause while planning for the remainder of this school year 20 | October 2020 DistrictAdministration.com

BY MELISSA EZARIK W hat individually does the work of 36 cars and col- GETTYIMAGES.COM/STEPHEN SIMPSON lectively transports nearly From where Hood and others involved 26 million kids a day? It’s in busing sit, the function is a crucial part the school bus, and like ev- of education. “Often it’s discussed as an erything else related to education in the ancillary service, and I don’t understand past six months, it has experienced major that perspective,” says Martin. “I’m hope- bumps in the road. ful that the superintendents and business officials understand that transportation is “You take the nation’s largest system indeed integral to education.” of mass transit and shut it down over- night—that’s going to have a ripple ef- With that assumption in the fore- fect,” says Mike Martin, executive direc- front, administrators leading districts tor of the National Association for Pupil must know the following nine realities Transportation. about bus transportation as decisions about this area, and others, are made. Martin was a co-administrator on a project that pulled the school bus trans- 1 An initial reopening plan is sim- portation industry together in an effort ply that—initial. to help school district leaders plan for For schools that opened full-time, if fall reopenings. a COVID flare-up occurs the district will likely need to decrease bus services, Formed in mid-May, the Student points out Tim Ammon, a STARTS Transportation Aligned for Return To report co-manager. Those that opened School (STARTS) Task Force released its under a hybrid model could pivot and 70-page report—featuring 27 guidelines wind up increasing or decreasing bus- and more than 250 individual tasks for ing. And others that decided not to consideration when determining how or open initially will at some point be whether to implement the guidelines for ramping back up, also impacting bus- a district’s operation—in July. ing, adds Ammon, a consultant to dis- tricts and student transportation op- The aim: Ensure transportation di- erations via his firm, Decision Support rectors know what their options are. Group. In other words, officials this “We tried to give them the broadest per- year will be “on this for all 180-ish days spective possible and the widest array of of school,” he says. choices,” says Martin. “We didn’t want to just create a report someone would 2 Nearly all policy decisions have a put in a pile. We wanted to create a trickle-down impact on busing. product that they will use and reuse as Although the STARTS team designed necessary.” its report to accommodate variations of policies such as face coverings and “They” need not mean only admin- contract tracing, transportation folks istrators responsible for transportation. know that decisions on such items will greatly impact busing. “We’ve said “My primary suggestion would be from day one that the social distancing that superintendents familiarize them- decision was the first domino effect,” selves with the report and discuss it says James P. Regan, a consultant and with their transportation administra- tors and staff,” says Charlie Hood, SHARE: executive director of the National As- DAmag.me/busstops sociation of State Directors of Pupil More online: Addressing spe- Transportation Services, as well as an- cial needs transportation issues, other STARTS co-administrator. “It DAmag.me/spedbus might provide them with a greater un- derstanding of how they can help trans- porters be more successful in fulfilling their duties associated with resumption of on-site learning.” DistrictAdministration.com October 2020 | 21

THE BUS STOPS HERE managing partner with Capital Works 3 Transportation pivots can’t hap- 4 Pivots requiring extra buses Consulting Group, who works with pen overnight. would likely take even longer. transportation and other industries The typical summer-long bus route de- “Even if busing is a contracted service, and co-managed the task force report velopment process was compressed sig- it’s not as if people have 100 extra buses project with Ammon. Once social dis- nificantly this year, and in some cases and they’re just waiting for a phone call,” tancing in the classroom was decided had to be redone again when the dis- says Curt Macysyn, executive director of upon, the practice had to work on the trict’s reopening plan shifted. The pace the National School Transportation Asso- bus as well. That might mean 10 kids of change, which has continued into ciation and a task force co-administrator. with no masks, or 24 or 36 kids wear- the new school year, is nerve-wracking The procurement process, even in an in- ing face coverings. for all, Ammon says. “People are going stance where the decision to spend the to have to be patient with the systems. money is made quickly or where buying BUILDING A TOOL FOR These are very big ships that need some used buses is the plan, is sure to take time. TRANSPORTATION time to turn. And I’m not 100% certain DURING A PANDEMIC that patience is in a great surplus at the Staffing is also an issue. “It’s not like moment.” you can take somebody off the street and The Student Transportation Aligned say tomorrow, go drive a bus,” says Macy- for Return to School (STARTS) Task Just how much time do these big syn. “It can take up to 12 weeks to train Force is a collaboration between ships need to turn? While that answer of and license a driver.” the National Association for Pupil course varies, Regan gives an example of Transportation, the National Asso- an Ohio district that outsources trans- 5 Transportation staffing levels ciation of State Directors of Pupil portation and has said it needs an eight- could fall to a point where busing Transportation and the National week lead time when the district wants to can’t operate. School Transportation Association. pivot from his hybrid model to 100% in The STARTS Task Force kept staff And in about two months’ time, person. Districts requiring a smaller fleet safety top-of-mind when doing its work the group compiled information may be able to work with four to five this summer. After all, at some point op- and ideas for a report containing weeks, and large urban districts could be erations would halt if too many staff got 27 guidelines and more than 250 looking at 12 weeks. Going from full dis- sick or didn’t feel comfortable continu- individual tasks. Since the report’s tance learning to full operations would be ing in their work. “There’s a threshold publication in July, the team has a much bigger step than from hybrid to where transportation cannot fulfill its been working with districts to cre- full, he adds. mission anymore,” says Regan. So su- ate standard operating procedures perintendents should be aware of what based on the guidelines, says Re-establishing bus routes and stops— that threshold is and whether it’s inch- James P. Regan, a consultant and even with routing software in use—re- ing closer. managing partner with Capital quires a constant eye for safety, and Works Consulting Group, who co- last-minute information often requires 6 Managing transportation, especially managed the project. modifications. “This is all while ensuing now, requires a lot of collaboration. health protocols are in place for employees “I have not seen evidence of a lot of Developing a comprehensive and students, and that they are trained and collaboration between stakeholders at list of action items involved gather- familiar with them,” says Hood. ing information from state and corporate reopening plans. “We TRANSPORTATION APPRECIATION pulled from Starbucks, Walmart, McDonald’s, Amtrak, United and School transportation officials see a major positive side to the pandemic: others—any that had action A greater level of awareness. “Folks have a broader sense of the various items,” says Regan. “Then there impacts that transportation has within the overall education realm,” says Curt was a parting of the Red Sea— Macysyn, executive director of the National School Transportation Associa- anything that was a ‘what’ became tion. “People have a greater level of empathy for how seamless the process a guideline, and any ‘how’ became is. There are a lot of moving parts.” a task.” The STARTS report and related Mike Martin, executive director of the National Association for Pupil Trans- tools can be downloaded at portation, sees the school bus as an “equalizer.” During shutdowns, buses napt.org/starts. brought WiFi hotspots and meals to neighborhoods and as schools have reopened the bus gets kids to school, many of whom have no other way to get there. Bus transportation, he says, “really is integral to education.” 22 | October 2020 DistrictAdministration.com

this point,” says Regan, who notes that “It’s the perpetual uncertainty that has for a superintendent or business official in many districts decisions were made made this so difficult for everyone,” says to forecast their administrative require- without union input. Ammon. ments and then work to set up the data collection infrastructure.” With any aspect of school operations, 7 Delayed reopenings may kill including busing, “the pandemic has transportation funding. 9 Transportation officials and driv- made it more critical than ever to listen to Most districts receiving state transporta- ers are ready to step up. employees and stakeholders at all levels,” tion support report how many kids are Regan’s message for district leaders is says Hood. riding on buses using an October count, this: “Make the policy decisions you says Ammon. “If we’re hybrid with 30% want, and transportation can respond. As Ammon puts it, “easy left the of kids out, does that mean we’re going We’ve given you a tool to be able to re- building a long time ago.” to lose 30% of the funding? There are spond.” massive implications from an opera- Transportation experts agree that tional and financial standpoint.” Macysyn is just as confident. “We’ve district thresholds for moving between been doing this a long time. We’re well- opening tiers are a must-communicate- 8 COVID-related data reporting trained professionals,” he says. widely factor. If operational leaders requirements are approaching. know that, for example, a 7% infection “Funding for anything that was pan- That goes for both busing leaders and rate would cause the district to pivot, demic-related could be covered under drivers. “For the most part, drivers are they can start preparing as the rate the CARES Act, which means account- looking forward to getting back to work,” creeps toward that, says Regan. And if ing for new activity,” says Regan. “You says Martin. “They enjoy kids and like all stakeholders know the situation will almost need a separate balance sheet for to serve their communities. I think they be re-evaluated every 30 days, the tim- the whole COVID side.” With transpor- take great pride in their work. They miss ing of an announcement would not be tation and other operational areas, he their kids.” a surprise. adds, “it would probably be beneficial Melissa Ezarik is senior managing editor Setting thresholds creates a level of of DA. certainty for a certain period of time, and that’s comforting in an uncertain world. eie.org STEM Goes Virtual. Get Minds-on, Hands-on. EiE’s PreK-8 STEM and computer science solutions get students ready for the future with virtual learning and hands-on challenges that promote STEM thinking. CU RI OSITY. I MAG I NATI O N. CO LLABO RATI O N. ACCELERATE STEM LEARN I N G. DistrictAdministration.com October 2020 | 23

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A SUB-OPTIMAL BYCHRISBURT SITUATION Districts large and small have been working to bolster their pool of substitutes in preparation for expected teacher shortages during the coronavirus pandemic. Will it be enough? They are the “cadre of the willing,” blanket policy changes from govern- the unsung heroes in every district. ment aren’t forthcoming, school admin- Substitute teachers are so valued by istrators constructed plans—some com- one school system that they are referred plex, some more streamlined—to ensure to as “guest teachers.” classroom coverage. From Los Angeles to Henry County, Bring on the subs. Ga., the need for quality subs this year As long as the pandemic ebbs and is critical, with COVID-19 still lurking flows, there will be full-time teacher ab- throughout communities. Facing the al- sences. And that will mean a heavy lean ready steep challenge of getting students on those pinch-hitters and relievers. back safely, many district leaders spent “They’re so valuable to the district,” the summer coping with the potential says Micky Savage, director of human for instructional shortages this fall. resources and labor relations for Grand Rapids Public Schools in Michigan. Understanding that remote learning “People get sick. People need to take a is not a permanent solution and that GET T Y I M AGE S.COM/RU N E ER 26 | October 2020 DistrictAdministration.com

leave of absence. When that happens, \"I think we will see an Such concerns are real for many dis- we have to have someone with a passion increased rate of attrition of tricts, says Nathan Burroughs, senior re- for teaching and educating students that full-time teachers.What has search associate at Michigan State Uni- can step in.” become a temporary solu- versity, who has done several studies on tion in terms of substitute substitute teacher shortages—including Officials in districts such as Grand teachers ... has now become one survey of district leaders in his state Rapids (with 11,000 students) all the a permanent solution.” that showed 86% reporting a decline in way up to Chesterfield County Public supply of subs over a five-year period. In Schools in Virginia (60,000 students) —Nicola Soares, fact, 64% said their districts are short on note the importance of those being called Kelly Education subs several times per week. on to replace those on the front lines. could be “problematic because it takes a “The substitute teacher problem “All systems in the next 12 to 24 specialized skill.” is the first area where you’re seeing an months will be judged on their ability to emerging crisis in staffing,” says Bur- pivot between the face-to-face and vir- Taylor at Chesterfield Schools has felt roughs, who also notes a lack of data and tual learning space,” says Thomas Tay- the pinch of substitute shortages over research to track substitute staffing and lor, deputy superintendent of schools in the past few months. In August, he says wages. “I’ve got real questions about a Chesterfield. “The quality of your pro- his pool of subs should have been 1,000 small- and medium-sized district being grams, the quality of your educational but was hovering around 700. The lofty able to address this because as the short- experience, is all going to hinge on your sweet spot many districts reach for is es- age becomes more severe, the compe- ability to be flexible and pivot from sentially half of the number of teachers tition between neighboring districts one learning experience to the other. If they have—so his district should have a becomes that much more intense. The substitutes are not a critical part of that pool of 2,500 subs. least resourced districts who have the strategy, you’re missing the boat.” most need may lose out.” “I think that’s a luxury. I’ve never How vital are subs? Kelly Education worked in a system that has had even Taylor is worried about a specific co- president Nicola Soares says her staffing remotely close to that,” he says. hort of his substitute teachers in Ches- agency handles approximately 80,000 terfield. assignments per day in 41 states. More Taylor’s situation isn’t unique. Simi- than 20% of those are for subs alone, lar-sized districts such as Wichita Pub- “If there’s a disproportion representa- and the number has grown since the lic Schools, which have a stable pool of tion anywhere in that pool, it is of re- pandemic began. subs now, could be left scrambling dur- tired persons, and of course, they’re in ing certain periods—holidays and flu the [COVID] risk category,” he says. “The last four or five years, the in- season—and may be forced to consider “That is of grave concern to us because crease of the full-time teacher vacancy longer-term measures such as a nine- should we return to a face-to-face envi- openings that we were asked to service week remote period from December ronment, we want to put our employ- was increasing from 25% to 30%,” into January. ees in a place where they are safest. For Soares explains. “I think we will see an many of our substitutes, they may look increased rate of attrition of full-time “I just don’t know if we’re going to be at us and say, it’s just not worth it.” teachers. What has become a temporary able to pull it off,” says Wichita superin- solution in terms of substitute teachers tendent Alicia Thompson. “What hap- Though school districts often turn ... has now become a permanent solu- pens if a nurse contracts this? What hap- to retirees to fill substitute gaps, they are tion.” pens if clerical folks need to come out, or becoming less of the makeup of those the principal, or the whole administrative available at staffing agencies like Kelly. Here’s what districts are faced with team? What happens if there are no lead- and what some are doing to proactively ers in the building? Those are the spaces “People tend to think that the major- address an even greater subs shortage where we feel like we’re vulnerable, per se.” ity of our talent pool is retirees from the than usual. SHARE: Budget and staffing challenges DAmag.me/subsituation Tight budgets, traditionally low wages More online: Case study of a dis- for subs, and teacher shortages have put trict using tiers of subsitutes to district leaders in a challenging position, better target potential hires, plus especially during a pandemic. Valerie a graphic of substitute statistics Suessmith, chief human resources offi- and states that stand out cer for Henry County Schools south of Atlanta, notes staffing is strong but says curriculum areas such as science and math and especially special education DistrictAdministration.com October 2020 | 27

A SUB-OPTIMAL SITUATION profession, but that’s not the case,” says 5 WAYS TO RETAIN AND Soares. “Less than 10% opt for a sub- BUILD SUB POOLS stitute teacher position post-retirement. DURING A PANDEMIC Given the health issues and barriers, we’re probably not going to be recruit- 1. Call on nontraditional ing a lot of those folks in the near term.” instructors, such as Pressing on with plans professionals who may Leaders at Shelby County Schools in have lost their jobs. Memphis, Tenn., a district that relies heavily on retirees in its pool of 1,400 2. Partner with local colleges substitutes, recognized they would have to be more aggressive about hiring subs. and universities and military bases to find potential subs. “We typically have windows where we open up our sub pool, but we just 3. Consider college students opened the floodgates,” says Yolanda Martin, chief of human resources. who are only home in the area “We’ve hired 76 new subs since March. because their courses are virtual And we’re actively recruiting more. We this semester. wanted to be very proactive.” 4. Listen to subs and praise Many school leaders say they have solid strategies for handling substitutes them, making them feel part of the team. this year, even with myriad issues swirl- ing around them. 5. When all else fails, leverage existing staff—coaches, facilitators, LA Unified, Henry County and counselors, interventionists and librarians—to serve as a part of most other districts began by polling the school-based sub team. their pool of subs to find out if they’re returning. MORE ONLINE: Details on each of the above ideas, DAmag.me/subsituation Districts can go further, by providing professional development opportuni- “The short-term kinds of fixes of in- without education? None of those are ties, including virtual instruction, while creasing the hourly pay rate, particularly acceptable answers to us.” boosting pay for veteran subs. Some for subs that are meeting the need, it’s have tabbed specific substitute leaders at not sustainable,” says Soares of Kelly Instead, value that pool of subs and every site. Education. “I think it’s really important stay connected to them, especially in that we need to start shifting the con- this unique environment. “We’ve got a designated person that versation and understand and recognize will help facilitate this whole process in and agree that the workforce model is “We have no baseline data to really each school site,” says Martin at Shelby changing.” forecast [the near future and staffing]. County Schools. “Whether it needs There probably wasn’t data in 1918 with to be: deploy this person from the sub Taylor cautions taking a cavalier ap- the last pandemic,” Martin says. “A big team; facilitate splitting the class; assign proach. When absences happen, don’t part of work in education space is re- technology; ... or provide backup lessons be left asking, “Does the responsibility cruitment, but it’s more about retention, and videos, those things are organized fall on their grade level or department because you lose at a much higher rate and ready to go.” chair, or the assistant principal or prin- than you gain staff.” cipal supervising them? Do we just go Chris Burt is associate editor of DA. One of the most important strate- gies districts is creating larger pools of permanent subs. Burroughs at Michi- gan State believes that’s a smart strategy moving forward as long as “you’ve got the resources to do it. Because you can offer them some job stability.” Other solutions may not have the same kind of impact, especially long- term. 28 | October 2020 DistrictAdministration.com

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ProfessionalOpinion 5 ways to create a great esports space for your school Key physical space considerations for setting up your program, and students, for success By Elliott Levine and Bryan Shark Esports is a hot topic right now in It’s important to build a culture rating and discussing with their peers, today’s educational environment, that promotes digital citizenship sponsors and/or coaches. Whiteboard where the vast majority of stu- table surfaces and/or mobile whiteboards dents have never been part an extracur- and sportsmanship. can support gaming brainstorming and ricular program previously. When these strategizing in meeting areas. Large mon- students log in and start playing games example, chairs should reinforce healthy itors in these areas will also allow players online, their GPAs go up by an average computing habits and tables should to review film and strategy. of 1.7 points and their school atten- offer height adjustability. dance records increase by 10 percent. 5. Safe, inclusive environment. Give 2. Appropriate, inclusive furniture. careful consideration to what infrastruc- These are significant numbers in a Schools must provide a learning space ture is necessary to maintain a safe and world where engagement is seen as a that supports a diverse range of learn- inclusive environment. Go beyond hard- leading indicator of academic success. ers. Students could be 4- to 6-feet-tall ware, considering technology to monitor With the rapid growth in gaming, K-12 and weigh 80 to 200+ pounds. Working for symptoms that includes a mechanism schools and higher ed are responding with a furniture manufacture like MiEN to alert you when a student is being ha- with esports programs and getting their Environments, spaces can be developed rassed. It’s important to build a culture physical spaces set up to accommodate to accommodate all and promote a very that promotes digital citizenship and this emerging educational program. diverse and inclusive environment. sportsmanship. Realizing it’s not enough to simply 3. Space to play. As popularity and A space where students can thrive join a workshop, invest in computers participation grows for esports, schools Rapid growth for video gaming in both and purchase a few chairs for students should gradually establish and invest in K–12 and higher ed is helping schools to to sit on, districts are benefitting from space where the team can meet, discuss improve student engagement and boost professional development and an expe- strategy, plan practices, scrimmage and recruitment. With the fall 2020 athletic rienced consultant to get their esports bond. Start with a multipurpose space, calendar tabled for the foreseeable future, programs set up and operating. such as a makerspace that can also flex schools may be looking at esports as a vi- to a gaming room or be utilized by CTE able alternative. In fact, amidst COVID- Here are five key considerations when programs. An effective gaming room has 19 this is now the one competitive activ- implementing an esports program: ergonomic player seating. Old computer ity that students can remain part of, and and science labs may be ideal esports are- if necessary, compete from home. 1. One size does not fit all. Think nas. Creating gaming space in a high area about ergonomics before buying fur- of visibility, such as a media center or To design the best space, follow the niture, desks and other components. common space, will encourage participa- above tips and work to create a flexible, Avoid the “coolest” options and think tion and offer a fun spectator experience. ergonomic, multifunctional environment about the learner who will be sitting at where students can thrive. a desk for three to four hours. Schools 4. Meeting areas. While gaming is may buy equipment after reading not intended to be played on the couch, Elliott Levine is co-founder of Healthy about the benefits of esportss but pos- comfortable collaborative meeting areas Player One, and chief academic o cer for sibly have not considered the potential allow athletes and coaches to plan and STS Education, a national ed tech services pitfalls with that approach. Thinking debrief are necessary. These areas can be proactively about the right technology, outfitted with soft seating because players rm. Bryan Shark has been a leader in as well as the furniture and its flex- are not live on a computer, but collabo- the PK-12 education industry for nearly ibility and functionality is critical. For 20 years. Currently he leads the sales and customer success teams at STS Education. SHARE: DAmag.me/esport Bryan previously focused on esports initiatives.  30 | October 2020 DistrictAdministration.com

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LastWord Building habits: The foundation of effective teams Building effective teams tops the list of critical responsibilities of school and district leaders in today’s interconnected world. A ll of us are trying to build and shared accountability for outcomes. By Amy E. Miller and Jenny McGown capacity, confidence and Through this balance, teams are safe potential within our teams to failing forward and discussing the causes and contributed to psychological safety. create big ripple effects. behind such failures without feeling of One way to develop these two skills is In today’s increasingly collaborative shamed, incompetent and disappointed. and interconnected world, building ef- In a psychologically safe environ- to begin meetings with a check-in. This fective teams, not surprisingly, tops the ment, team members can be vulnerable is a small habit that can have a much list of critical responsibilities of educa- and share learning experiences to avoid larger ripple effect. A check-in is an op- tion leaders. In the quest to unlock the replicating those mistakes or use those portunity for everyone to share and for magic of effective teams, Google con- lessons to predict where future failure others to listen. We use check-ins in our ducted Project Aristotle, a study revealing might appear. Anthony Kim, co-author district to develop relationships, focus that the success of a team had little to do of The New Team Habits and CEO on specific items affiliated with work, or with personalities, expertise or years of of Education Elements, describes the provide leaders with insight on how peo- experience. Rather, individual talent and creation of such learning habits as the ple are feeling. This has been especially intellect repeatedly took a back-seat to “process of sharing mistakes [that] allows critical in our virtual meetings for people what author Shawn Achor calls “collec- us to grow and transfer learning.” to continue to feel connected to one tive intelligence”—the synergy and suc- Individuals then become accountable another and the new work streams affili- cess that comes from nurturing and capi- to each other in advancing the orga- ated with at-home learning. Examples of talizing on the sum talent of the team. nization’s shared vision. To deepen the check-in questions include: In our district, we describe the psychological safety needed to cultivate culture and mindset of effective teams learning habits, leaders can follow rec- • Get-to-Know-You-Better: If you as “we not me” and recognize that the ommendations from Amy Edmonson, could present a TED Talk (professional precursor to unleashing collective intelli- author of The Fearless Organization: or personal) what would you present? gence is psychological safety. To ensure a • Frame the work as a learning ques- team’s ecosystem flourishes, certain hab- tion, rather than an execution question. • Project Based: What are you its—learning and meeting habits—must • Acknowledge your own fallibility. seeking to learn or contribute today? be constructed. Habit-building fosters • Model curiosity to create a necessity a symbiotic relationship between team for other’s voices. • How Are You: What color repre- members that ensures success and pre- sents how you are feeling today? vents large-scale failure. Considering our Meeting habits current reality, psychological safety needs All of us have been in meetings where As you assess the current health of to be at the core of everything we do to one or two people take the conversation your team(s), reflect on whether or support students, teachers, and families. hostage or decisions are made prior to not psychological safety is part of your the meeting yet input is requested to ecosystem and consider how a simple Learning habits make people feel like they have “owner- meeting habit like the “check-in” might enhance team connectivity and success. So, how do leaders develop new learning ship.” These ineffective meeting habits Ultimately, all of us are trying to build habits and avoid creating a culture that is often result in disengagement and the capacity, confidence, and potential apathetic, anxious or resistant to change? destruction of “we not me.” within our teams to create big ripple First, leaders must recognize that a team’s Although Project Aristotle proved effects. As leaders, our investment in ecosystem should include a symbiotic there was no “magical formula” in team cultivating the learning and meeting relationship between psychological safety composition, two team meeting habits, habits of effective teams will unleash ostentatious listening and equality our collective intelligence and garner SHARE: DAmag.me/buildinghabits in conversational turn-taking, did better results for the students and com- result in increased team effectiveness munities we serve. Amy E. Miller is the executive director for curriculum and delivery, and the New Team Habits Champion, at Klein Independent School District in Texas. Jenny McGown is superintendent of the Klein ISD. 32 | October 2020 DistrictAdministration.com



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