Education Week - April 29, 2020 - 14

Students Are Going Missing
In Shift to Remote Learning
Some districts step up outreach efforts
By Stephen Sawchuk
& Christina A. Samuels
A few weeks into his district's distance learning program, high school
English teacher James MacIndoe and
his colleagues telephoned the families of every student they hadn't yet
heard from.
What they found was sobering:
voicemail prompts, full mailboxes,
wrong numbers, disconnections, busy
signals.
"I called 12 sets of parents on Friday and I got to speak to one mom,"
said MacIndoe, who works in the Jefferson County, Colo., district. "I have
some students I legitimately haven't
seen since March 13," the last day of
in-person classes.
"I don't want anything bad to happen to my students, and I feel protective of them, and I want them to be
fine," he said. "And it's distressing
not to have any idea where they are
and not to be able to get in touch with
them."
In the upheaval created by the coronavirus, district administrators and
teachers are struggling to answer some
of the most basic questions about their
students: Where are they? How do
schools go about finding them?
Are the students who aren't participating in distance learning merely
checked out-or are they in some kind
of peril wrought by the pandemic?
There have long been gaps in the
contact information districts maintain
on students and their parents, particularly for vulnerable children, but never
before has that information proved
so critical on such a large scale. The
cracks in the formal systems meant to
protect children have become chasms.
Some students have disappeared into
them, and educators have limited resources to find out where these children and their families might be.
Plus, the informal check-ins that
schools rely on-a teacher, coach,
bus driver or cafeteria worker who
would normally be alert to a child in
distress-have been disrupted. There
are fewer eyes on children right now.
"We take for granted the hundreds
of thousands of points of contact we
have with students on a normal day,"
said Chad E. Gestson, the superintendent of the Phoenix Union High
School district in Arizona., which recently rolled out a plan to reach all its
students as it moves to distance learning. "In a virtual setting, the only way
to get personal contact and connection with kids is to say to them: 'We
will contact you every day.'"

Fractured Information
Keeping tabs on a dispersed student body is a daunting task for most
school districts, its challenges only
now becoming clear as districts have
teed up their remote learning plans.

All over social media, teachers are
sharing stories tinged with frustration
and fear for students who haven't
logged into learning platforms, participated in threaded discussions,
completed an assignment, or returned
texts and emails.
There's little research explicitly on
the state of district communications,
primarily because they are usually
multilayered-a combination of formal and informal calls home, parentteacher conferences, home visits,
emails, robocalls, and report cards,
as well as the informal lines of sight
that bus drivers, cafeteria staff, and
coaches have on students.
The fractured state of formal contact information has been a subtext
in studies of student absenteeism.
In a 2019 study, for example, three
graduate research assistants at Georgia State University used a randomassignment study in four districts to
see whether personalized "nudges"
sent by email and text messages by
districts to parents could improve attendance among students at risk of
chronic absenteeism.

"

... it's distressing not
to have any idea
where they are and
not to be able to get
in touch with them."
JAMES MACINDOE
Teacher
Jefferson County, Colo., schools

The study's good news: The nudges
did help. The bad news? Only 55 percent of grade K-8 students' parents
and 49 percent of grade 9-12 students'
parents had a valid email or number
where they could receive texts, and
the students with the most absences
tended to have parents who were the
hardest to reach.
Some student groups are especially
vulnerable during the coronavirus crisis, most notably the nation's approximately 1.5 million students identified
as homeless.
Take a situation that Sherrice Roness, the homeless liaison for the Bismarck, N.D., school system, recently
encountered.
A single father struggling with
chronic homelessness moved into the
district, just as the system was shifting to remote learning. He tried to
pick up two Chromebooks for his children that the district was offering for
home use. The school staff said that
he wasn't registered, and he should
come back.

14 | EDUCATION WEEK | April 29, 2020 | www.edweek.org

The registration snafu has now
been resolved on the district's side,
Roness said, but the family is now
unreachable. The district has tried
last known addresses and phone
numbers for the family without success. Even "do you need any help"
texts to the phone numbers on record
have gone unanswered.
"With my job, I think, sometimes
you should have to have a [private
investigator's] license," Roness said.

A Growing Population
The 1.5 million homeless students
in 2017-18 marked a record, data
from earlier this year show, and could
grow as unemployment rises and the
economy stumbles.
Barbara Duffield, the executive director of SchoolHouse Connection,
a national advocacy organization for
homeless youth, said that students
losing touch with trusted adults is one
of the biggest issues her organization
faces now.
And the concern is not just with the
families schools already know. "We
have students who are newly becoming homeless," Duffield said. "They're
not going to be on anybody's list."
Even for students who are not facing homelessness, the virus has effectively made it tougher to communicate in other ways. No notes can be
sent home in backpacks. Counselors
and truancy officers can't do their jobs
in traditional ways. Even committed
teachers say they don't know what to
do now in the face of absenteeism.
"Normally if a kid racks up a few
absences I know what to do-I need
to document it with a counselor, and
reach out to a family, and ultimately I
know it's highly likely the student will
come back at some point. I can do all
that and be a good professional and
employee and lay the groundwork for
the intervention," said MacIndoe, the
Colorado teacher. "What makes this
so much worse and different is, I just
don't have that. I don't know when
I'm going to see those kids again."
Faced with limited information,
some districts have tried to tap other
sources, including their free and
reduced-price meal programs, which
serve low-income families who are
probably more likely to move frequently or are unable to access the
internet. But that also poses multiple
obstacles for administrators.
Children whose families receive
food stamps are directly certified for
school meal programs, which means
the families don't need to fill out annual applications for school meals.
Beyond that, the U.S. Department of
Agriculture's privacy rules are quite
strict, raising difficult legal issues for
districts about sharing information.
Districts' food-service employees
can potentially share child-eligibility
information with colleagues to help

Reaching Out to Students
The EdWeek Research Center finds that a growing
percentage of teachers say they are making regular
contact with their students, compared to in the
early weeks of the pandemic-sparked closures. Even
so, teachers report that substantial percentages of
students are turning up "truant" from schools' remote
instruction efforts.

What percentage of your students are essentially
"truant" during Coronavirus closures?
19%

Elementary

27

Middle

22

High

Public
school
Private
school

22%
3

Note: This nationally representative online survey was

administered April 7 and 8 to 1,720 educators (624 district
leaders and 1,096 teachers).
SOURCE: EdWeek Research Center survey, 2020

provide some services, like those
funded through federal Title I aid,
for example. But generally, the data
they can release doesn't include parent contact information, according to
USDA guidance.

'Every Student, Every Day'
In the end, school administrators
said, nothing can really replace ongoing efforts to build relationships with
each student before an emergency.
Every staff member in Cleveland
County, N.C., has been involved with
the effort to connect with and support
families, said Nellie Aspel, the director of exceptional children for the
district. In addition to working with
special education, Aspel oversees a
social-emotional support program in
the district.
Some students who are still in touch
with school staff are already showing
stress, Aspel said-sharing writing,
for example, that says they're afraid
of dying from the coronavirus, or that
their parents are fighting.
"This is where relationships are so
important," she said. "If they had a
good relationship with one person
before school let out...they view the
school as some place that will help
them."
Cleveland County administrators
are also recognizing that the process
of keeping track of students is ongoing. Families are reachable one week
and difficult to find the next. They run
out of cellphone minutes and are unable to buy more. Children are sent to
live with relatives somewhere else.
The Phoenix Union district, meanwhile, is pioneering a program that
equips staff and teachers with tools
for building those relationships as
they track down each student.
The district, which serves more
than 27,000 high school students
from 13 K-8 districts, had already created a student and family services di-

vision out of a sense that rising levels
of poverty, mental-health needs, and
suicidal ideation among adolescents
demanded a coordinated approach.
The coronavirus has been its first test.
As the specter of the pandemic grew,
Gestson, the superintendent, and his
team devised a case management system called Every Student, Every Day.
Each student's advisory teacher, along
with one other district employee-a
counselor, principal, paraprofessional,
or central office staffer-are tasked
with checking in by phone each day
with 20-30 students.
"If this was already a generation in
crisis, how do we know they are going
to be well during the shutdown? Because most abuse and neglect in our
nation happens at home, and now
we are sending kids home for four
months, essentially," said Gestson.
"The only way we can guarantee our
kids are well is if we're in touch with
them every day.
Participating teachers and staff
have scripts for initial conversations
with parents, and then students. For
example, when talking with students,
the scripts begin with an affirmation
telling them they're missed, and then
contain prompts about how to ask
about supports they might need to
stay engaged in school.
The educator logs notes of the call
in a secure database-for example,
if a student is having problems connecting to online learning or if a family member lost a job. Counselors,
principals, and case managers use the
notes to connect families to resources.
For students it can't initially reach,
the district will also use emergency
contacts to track down families, and
send someone to make home visits.
It's difficult work, but also a fundamental duty, the superintendent says.
"People [in the district] ask, 'What
if we can never make contact?' And
we tell them, one phone call can save
a life," Gestson said.


http://www.edweek.org

Education Week - April 29, 2020

Table of Contents for the Digital Edition of Education Week - April 29, 2020

Education Week - April 29, 2020
Exhausted and Grieving: Teaching During the Coronavirus
Briefly Stated
Remembering Flint’s First Black Superintendent
Grading During the Pandemic? It’s a Tough Call
Pandemic a High-Stakes Test For DeVos’ Leadership
Remote Teaching: ‘I Started to Have a Panic Attack’
The Disparities in Remote Learning Under Coronavirus
Students Are Going Missing In Shift to Remote Learning
Schools Struggle to Meet Rising Demand For Food
Why the Coronavirus Crisis Hits Teenagers Particularly Hard
Schools Are Staring Down A Fiscal Tsunami
Letters to the Editor
EdWeek Top School Jobs
The Best Research on Online Learning
Education Week - April 29, 2020 - CW1
Education Week - April 29, 2020 - CW2
Education Week - April 29, 2020 - Exhausted and Grieving: Teaching During the Coronavirus
Education Week - April 29, 2020 - 2
Education Week - April 29, 2020 - Briefly Stated
Education Week - April 29, 2020 - 4
Education Week - April 29, 2020 - Remembering Flint’s First Black Superintendent
Education Week - April 29, 2020 - Grading During the Pandemic? It’s a Tough Call
Education Week - April 29, 2020 - 7
Education Week - April 29, 2020 - Pandemic a High-Stakes Test For DeVos’ Leadership
Education Week - April 29, 2020 - 9
Education Week - April 29, 2020 - Remote Teaching: ‘I Started to Have a Panic Attack’
Education Week - April 29, 2020 - 11
Education Week - April 29, 2020 - The Disparities in Remote Learning Under Coronavirus
Education Week - April 29, 2020 - 13
Education Week - April 29, 2020 - Students Are Going Missing In Shift to Remote Learning
Education Week - April 29, 2020 - Schools Struggle to Meet Rising Demand For Food
Education Week - April 29, 2020 - Why the Coronavirus Crisis Hits Teenagers Particularly Hard
Education Week - April 29, 2020 - Schools Are Staring Down A Fiscal Tsunami
Education Week - April 29, 2020 - Letters to the Editor
Education Week - April 29, 2020 - EdWeek Top School Jobs
Education Week - April 29, 2020 - The Best Research on Online Learning
Education Week - April 29, 2020 - CW3
Education Week - April 29, 2020 - CW4
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