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NYC Education Department Can't Say How Many Students Are Getting Live Instruction Through Remote Learning
By
Jessica Gould
Published May 28, 2020
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By
Jessica Gould
Published May 28, 2020
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The New York City Council’s oversight hearing on remote learning on Wednesday began the same way many classes that have shifted to virtual learning start--with technical difficulties.
At first, a student’s video testimony was inaudible. But his message, when it finally came through, reflected what many have said over the past few months.
“Remote learning…it’s not for me,” said Joshua Applewhite, a student at Liberation Diploma Plus High School, a transfer school in Coney Island. “Doing the same work I was doing just without the interactiveness; I feel like a robot. And, matter of fact, I feel like this whole situation is handled as if we’re robots, and we’re not humans with different feelings and different circumstances.”
Applewhite added, “Remote learning, the way it’s being executed is so flawed.”
In a hearing that stretched some six hours, officials with the New York City Department of Education described the “Herculean” effort to bring online instruction to 1.1 million public school students. They ticked off achievements--training thousands of teachers in remote learning, acquiring and delivering 300,000 tablets, on top of 175,000 devices, which included laptops, that were distributed from schools, and finding new ways to support vulnerable students.
But officials couldn’t answer how much live instruction students are getting.
"We don't have exact data in terms of how many students are receiving it for how long," chief academic officer Linda Chen said. Ursulina Ramirez, chief operating officer, said teachers are making an “ongoing effort” to increase live instruction.
It remains unclear how many students still don't have devices.
Ramirez said the department’s estimate of 300,000 students in need of devices was not “hard and fast,” but that the agency has reached out to find students who need access to technology every way they can.
“We knew from the beginning that the transition to remote learning would be extremely difficult,” Chen said. “But we are proud of the work we have done to make remote learning a reality across the city for every student. We are incredibly thankful to our staff and families who provided critical feedback, and we are continually working to adapt our practices to meet the needs of our students during these times.”
The remote learning experience hasn't quite worked out for Anna Fridman, a parent of three students in special education, who said her children have “regressed tremendously due to a lack of appropriate services and none of their [Individualized Education Program]s are being met.”
She said her twin five-year-olds with severe developmental delays don’t understand how to use computers and can’t sit for more than a few seconds. “The related services, speech, occupational therapy, ADA therapy and [physical therapy] are expected to be implemented by me. I’m a single parent and cannot be a teacher, occupational therapist, or speech therapist for remote learning.”
Chen said schools have developed individual online plans for students with disabilities. But she acknowledged the transition for special education students has been especially hard. “Our teachers and providers, with the support of our paraprofessionals, are continuing to adapt and modify materials to ensure they are accessible and tailored to the individual needs of each student.”
Ted Leather, a parent on the Citywide Council of High Schools, said he felt remote learning is lacking. “I see a lack of consistency in live instruction. Some students don’t have any or not enough. Some teachers pile on homework. I see a lack of a plan for students’ emotional health, their mental health, their physical health.”
“Remote learning leaves a lot to be desired,” he added. “So the question is what will be enacted in the few weeks so the fall is not lacking because the way we have constructed remote learning is not viable as a long-term plan.”
Community Education Council 26 president Adriana Aviles quoted her ten year-old son: “Remote learning sucks.”
To be sure, New Yorkers are not alone in their struggle to manage the challenges posed by remote learning. A nationwide survey of 500 parents by the American Enterprise Institute, a right wing policy think tank, found 40 percent of parents believe children are doing less school work while 46 of parents say their children also learning less.
Meanwhile, council members pressed officials on how many teachers participated in the in-person training the week before remote learning began. They asked whether keyboards should be made available to each student, and whether the Regional Enrichment Centers for the children of essential workers should open up to students in shelters.
United Federation of Teachers Michael Mulgrew, who testified at the hearing, celebrated how hard teachers have worked to reach students during this time, including a pre-K teacher who organizes virtual playdates for her students and a social worker who is up all night answering texts from anxious students.
But he cautioned that these last two months demonstrate the need to plan for the fall now. “We launched distance learning with little planning -- September 2020 cannot be a repeat of that.”
“We need a safe and clear reopening plan for schools,” agreed Councilmember Mark Treyger, chair of the council’s education committee. “Because without that there is no plan for reopening New York.”
Tagged
COVID-19
remote learning
new york city council
Jessica Gould
Jessica is the education reporter for WNYC and Gothamist. During the Covid-19 pandemic, Jessica reported on the shutdown and reopening of the nation’s largest school system, highlighting the unprecedented impacts on learning, health and mental health for students, staff and families. Got a tip? Email [email protected]
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Gothamist is funded by sponsors and member donations
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