As of October 6, 2020, the U.S. COVID-19 death toll reached 210,028, according to The New York Times. Cases continue to surge, and COVID-19 lockdowns have lasted over six months. Although the issue of public school reopening is frequently politicized, it is clear that schools must act swiftly and safely in their COVID-19 response to protect students, staff, and families during this public health crisis. MHS’s COVID-19 response was admirable, efficiently and effectively supporting the school community and addressing equity issues.
After the March school closures, MHS implemented MUSD’s EducatEverywhere flexible distance learning program, and the email messaging to students, parents, and staff was more clear and accessible. All updates were also available on MUSD’s website. Originally intended to only last until April 3, 2020, EducatEverywhere was eventually extended to the end of the 2019-2020 school year as the pandemic worsened.
During this period of time, MHS made decisions to support and update students, families, and staff. In an email sent on March 25, 2020, Principal Francis Rojas communicated expectations for EducatEverywhere distance learning for the second semester of the 2019-2020 school year. Because in-person classroom support could not be provided, Rojas encouraged teachers to be flexible with due dates for tasks, activities, and assignments in order to address equity concerns. Administration also changed how teachers took attendance; students were only required to demonstrate “minimum engagement,” defined as “making one connection with their teacher that week.” Rojas asked teachers to reach out to “unengaged” students, and counselors, assistant principals, and secretaries would follow up as needed. In addition, teachers would meet with classes once or twice a week, at the most, either live or pre-recorded, to provide instructions for the week. On April 20, 2020, Rojas announced via email that MHS students would either receive Credit or No Credit on their transcripts for the second semester of the 2019-2020 school year.
The EducatEverywhere distance learning expectations for the second semester of the 2019-2020 school year were commendable, although not all teachers followed them precisely. The administration demonstrated understanding of the severity of the public health crisis and the resulting economic downturn, as well as their effects on staff, students, and families. The flexibility with instruction, attendance, and grading showed empathy to those severely impacted by COVID-19, whether physically, financially, or emotionally. Although the decision to switch grading to Credit or No Credit may have upset some students who wanted a GPA boost from their weighted classes, the decision ultimately lifted burdens off those most severely affected by COVID-19, and it was the right call.
MUSD and MHS’s support for under-resourced students and families was also praiseworthy. Thousands of free meals were served to all youth under the age of 18, providing a necessary resource during the financial crisis. Starting March 17, 2020, MUSD provided free Chromebooks for all students who needed a device for distance learning, and further pick-ups were scheduled to replace Chromebooks that were malfunctioning or did not hold a charge well. On March 20, 2020, Assistant Principal Amanda Gross sent an email detailing low-cost resources for families needing internet access. In a Zoom interview in May 2020, Superintendent Cheryl Jordan said that 93 percent of secondary-level students were engaged in distance learning, a laudable achievement.
However, MUSD could have improved its support for special education students. According to a Milpitas Beat article, from the day that schools were closed to the time after spring break, a special education student at MHS did not receive the interactive therapy services from the school that she needed, and the aide that used to check in one-on-one with her had not been in touch since schools closed. When the virtual occupational therapy sessions began, the student was only sent a printout of “generic occupational therapy techniques” instead of having the opportunity to meet with a professional. Although difficulties with distance learning, especially for students with special needs, are not unique to MHS, greater communication and more check-ins would have been beneficial.
MUSD also could have improved the way it communicated 2020-2021 school year reopening plans during the spring and summer. Near the end of the Spring 2020 semester, MUSD sent many repetitive surveys and emails about complicated hybrid instruction plans, which were confusing and gave false hope of having any in-person instruction at all in August. And, the Chinese version of the reopening survey, which asked MUSD families what method of instruction their child should be placed in, was worded in a confusing manner that impacted the meaning of the answer choices.
Despite some confusion around reopening plans, MHS’s 2020-2021 school year reopening was equitable to both teachers and students. According to the MUSD 2020-2021 Phasing In Plan Guide, MUSD did not require teachers to have a medical reason for selecting 100% distance learning for the new school year. This semester, MHS implemented a block schedule with asynchronous learning on Wednesdays, which is appropriate given the lowered amount of required instructional minutes from the state and the more relaxed nature of block schedules, displaying understanding of the toll the COVID-19 pandemic has had on students, staff, and families.
MHS deserves praise for its response to the COVID-19 pandemic. MHS administration and staff demonstrated deep empathy and understanding of the crisis, making decisions to support the school community. However, MHS could have improved its support of under-resourced students and students with special needs and reduced confusion around hybrid instruction plans.
