Commentary authors
Margaret Olmos
Ali Bloomgarden
Summary

The COVID-19 pandemic worsened the educational challenges for homeless students, disproportionately impacting Black and Latinx youth. Despite efforts like Project Roomkey providing temporary shelter, transitional-age students faced barriers accessing education and support services. Collaboration between schools and expanded learning partners offers a path forward. Recommendations include developing trust-based multigenerational support, addressing educational gaps among homeless youth, and creating personalized learning hubs. Centralized support programs, such as Berkeley Unified School District's HOPE, and leveraging expanded learning staff to identify and support homeless students are crucial. Reimagining student transportation and fostering inter-agency collaborations are key steps toward providing comprehensive and equitable support to homeless students and families. Strengthening partnerships between schools and expanded learning programs remains essential to redefine educational support for homeless students beyond traditional classroom settings.

Opportunities for Expanded Learning Partnerships
Commentary authors
Amy Andersen
Tamara Clay
Heather DiFede
Summary

COVID-19 amplified the challenges for students with learning differences during distance learning, prompting the implementation of in-person or hybrid special education services. Yet, these adaptations diverge from conventional methods, necessitating innovative solutions. Collaborating with expanded learning partners offers a broader approach beyond crisis teaching, aiming for comprehensive support. Key strategies involve sharing training resources, prioritizing universally accessible learning environments, and restructuring the school day to better suit individual needs. However, barriers to collaboration persist, including funding misalignments and compliance concerns within existing regulations like the Individuals with Disabilities Education Act (IDEA). Addressing these challenges requires policy adjustments, collaborative platforms, and interagency agreements to ensure cohesive support for students with disabilities across different learning environments.

Commentary authors
Robert Canosa-Carr
Brad Lupien
Summary

In response to the educational challenges posed by COVID-19, a partnership between The Accelerated Schools (TAS) and the expanded learning provider, arc, aimed to revamp learning strategies for older students in South Los Angeles. Recognizing the inadequacy of a one-size-fits-all model, they reimagined a student-centered approach tailored to address the complex needs of older students in a virtual learning setting. Amidst pandemic disruptions, they observed that older students, often juggling familial and economic responsibilities, struggled with remote learning. The collaboration utilized a mix of synchronous and asynchronous models, leveraging community-based organizations (CBOs) to reinforce instructional content, support student needs, and enhance engagement. Lessons highlighted the need for robust collaboration between schools and CBOs, shared grading systems for consistency, and ongoing student input in shaping educational strategies. Their experience underscored the value of this partnership in creating innovative, adaptable learning approaches that better serve students during unprecedented times.

The Role of Expanded Learning
Commentary authors
Michelle Francois
Margaret Olmos
Summary

The commentary is a guidebook for districts, schools, and expanded learning providers in better serving California's 60,000 foster care youth amid the pandemic. For these vulnerable youth, COVID-19 worsened existing trauma, isolation, and educational disruptions due to frequent home and school changes. Collaboration among public systems and community partners is crucial to create caring systems acknowledging individual strengths and needs. To bolster pandemic recovery, the approach should prioritize tailored programs by consulting foster youth about their needs, amplifying community expertise, employing staff knowledgeable about schools, and ensuring accessible health services and multilingual resources. Creativity, flexibility, and continuous learning are vital in addressing the immediate and long-term needs of foster care youth, emphasizing constant evaluation through their perspectives for effective support.

January 22, 2021 | Education Week

As districts, schools, and families navigate a new normal following the abrupt end of in-person schooling this spring, students’ learning opportunities vary enormously across the nation. Access to devices and broadband internet and a secure learning environment are just a...

November 13, 2020 | KQED

As coronavirus cases spike across California, Bay Area school districts continue to weigh when and how to reopen. San Jose Unified School District recently announced plans to open classrooms in January; Oakland Unified has yet to set a date. But...