The whole world had changed since last April. It became more aware that our interconnected world was to be impacted by a novel pandemic of the Coronavirus, also known to us as COVID19. Most schools closed before their school calendars and started remote learning.
Everyone is an educational stakeholder from the taxpayers with no children, to families, municipalities, colleges, faith-based and community-based organizations, and future employers. There is hope for everyone in neighborhoods and communities across nations and states to adjust behaviors and pay attention to problems directly with recommended group and individual habits, media and technology support, and adherence to experts.
Example: New York State has the Largest School system in the Nation
“Creating a framework to reopen New York’s schools has been an undertaking of paramount effort, made even more difficult by the devastating impact the pandemic has had here in New York State,” said Board of Regents Chancellor Betty A. Rosa. “This framework and the guidance that will follow allow schools to plan for the upcoming school year under three different scenarios that aim to keep our children, educators, and school personnel safe and encourage equitable access to high-quality services for all students.”
The framework was informed by four virtual Regional School Reopening Task Force meetings as well as a student forum hosted by the Board of Regents and Department last month to gather input. Each regional meeting included more than 350 experts and stakeholders from the health and education fields. In all, more than 1,650 parents, students, teachers, administrators, school board members and stakeholders, representing New York’s diversity, attended and provided valuable feedback.
Here is the New York State Board of Regents guidelines for Reopening Schools to give you some ideas about all the considerations
U.S. organizational planners and educational systems as far back as the 1970’s and ’80s paid educational policymakers to plan for “educational futures” through their “unified action plans”. Educational administrators can usually anticipate what will happen to their school in any eventuality based on their yearly plans. The educational futures, regarding student achievement, college acceptance, safe and drug-free campuses, sport and arts offerings, drop-out rates, student civil disobedience, weather emergency management, and gun violence is anticipated. So, local experts need to network with global and national intelligence about possible trends that can impact neighborhood school communities in these areas.
Today most public regional, district or neighborhood schools are working with “comprehensive educational plan or school improvement plans” mandated by their states from year to year. These plans for each year include emergency management plans, student inoculations, school nurse activities, and parent and community involvement activities specific to the regional community districts and local neighborhood schools.
A Critical Note from NYS Board of Regents’ Chancellor Rosa
Here is how the general public can look at the education performance standards for students in New York
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W. Calvin Anderson, M.Ed is a former regional coordinator for School Leadership Teams in New York City Department of Education’s Region Six (Brooklyn) serving three combined districts or 122 schools.