Curriculum, Issues, Video

US history, honesty, pride and courage

I’ve had a few inquiries about CRT. Honestly, we as a family have not had any experience with CRT in this school district or any other. There are some in our community who are repeating talking points of political pundits. Unfortunately, such political pundits are more interested in creating red herrings to motivate their base than having honest discussions about important issues that impact our kids and communities. In this video, I discuss the importance of community involvement and some examples of the issues that I think are important to our shared history.

Our children need to learn from the past and know how to engage both civically and civilly in their present and future. To that end, I’ve been learning more about Educating for American Democracy. It is a set of guidelines endorsed by six former Secretaries of Education (three Republicans and three Democrats): Lamar Alexander, Arne Duncan, John King, Rod Paige, Richard Riley, and Margaret Spellings. I think it looks promising, at least as a place to start a civil conversation about civics and history.

covid-19, Issues, Video

Back to School, Smart and Strong

Everyone wants kids to attend school. Everyone wants to be safe and healthy. Back to school or staying safe is a false dilemma. We want both, and we can have both. Availability of vaccines is gradually increasing and hybrid school is already beginning for most students in our district. Nonetheless, there’s more to be done. In considering next steps, let’s take stock of where we are now, what we can learn from where we’ve been, and how to get where we’re going.

The Oregon Department of Education is already working on guidance to allow elementary schools to implement the Center for Disease Control’s recent guidance that three-foot spacing presents a manageable risk for elementary school. As of March 22, case rates in Clackamas County put us at the moderate-risk level on reopening metrics. At the same time, all our district’s K-12 schools are reopening under the hybrid system this month. Though there is more to be done, we are making progress.

Thankfully, we’re a long way from where we were a year ago, when all our students were at home, mostly doing asynchronous and ungraded learning. What did we learn? We learned that — as with many things in life — remote learning affects all students and all families differently. Families with young children, single parents, two working parents who cannot telecommute, students with challenges to learning, and others are not well served by remote learning. A few students and families do pretty well with remote learning. 

We also learned that not every aspect of education is affected the same way. While some classes sometimes lend themselves to remote learning, it really doesn’t work well for hands-on activities such as sports, arts, sciences, and vocational and technical learning. We learned that if someone cannot attend a class or meeting in-person, technology may offer an alternative, but not in all cases. In my previous life as a diplomat and working for our military, it was common for us to have meetings in which some participants were in the same room while others were participating in the same meeting in real-time while being located on far away bases, ships, or diplomatic posts. Some human interaction works just fine that way. Other interaction — especially sports, arts, and science — works better in person.

So, now what? How do we get to the point when all students who wish to do so — or at least with families who wish their kids to do so — can attend school in person? Vaccinate. Vaccinate. Vaccinate. I would encourage everyone in our community, who is eligible and can get an appointment, to vaccinate as soon you can. We do need to bear in mind that the virus is mutating and there may be setbacks. We’ve dealt with setbacks before and we can successfully navigate them again. 

And, don’t stop all the good behaviors we’ve learned so far: wear masks and practice social distancing as prescribed. Let’s be clear about the CDC’s latest guidance.  It says:

  • In elementary schools, CDC recommends all students remain at least 3 feet apart in classrooms where mask use is universal — regardless of whether community transmission is low, moderate, substantial, or high.
  • In middle and high schools, CDC also recommends students should be at least 3 feet apart in classrooms where mask use is universal and in communities where transmission is low, moderate, or substantial.
diversity, Issues

Inclusion Starts With Consideration

Friends and neighbors, you don’t have to agree with me on everything, but I feel compelled to share my perspective. And, I will listen respectfully to yours. Today I’m thinking about the letter Alisa and I signed along with 67 other community members asking our school board not to have the 2021-22 academic year — with kids and teachers returning from the COVID-19 struggle — begin on Rosh Hoshanah. I’m also thinking about how wonderfully American it was that the Jewish community’s efforts were supported by other faith communities, including the Islamic Society of Greater Portland, the Church of Jesus Christ of Latter-Day Saints, and Ecumenical Ministries of Oregon. 

I thought our school board and administration could have given more consideration to rethink this decision. The Board contends that the Establishment Clause prohibits changing the school calendar’s start date. This argument is specious at best. We are not asking Wilsonville schools and students to observe Rosh Hashanah. 

We are asking for the same common courtesy most of us give when knowing not to schedule an important business meeting, social event, or community activity on significant religious holidays, like Rosh Hoshanah, Easter, Eid-al-Adha, Diwali, or Christmas. I’m asking the Board to look at common-sense approaches such as the Eugene School Board’s recently-adopted policy on religious holidays. 

I’m grateful for all the recent talks about diversity, equity, and inclusion. So, folks, now let’s do more than just talk about it in the abstract.