Educators face early deadline to plan fall

If this were a school calendar, this week would have a red box around it with asterisks and exclamation points to ensure no one overlooks its significance. We have arrived at midterms, the 50-yard line between that unforgettable day in March when most schools were shuttered due to the pandemic and the potential start of the 2020-21 school year in September.

If those past 12 ½ weeks seem like they have lasted for years, watch how quickly the grains in the hourglass vanish as state and local officials and educators try to craft a strategy for opening schools and protocols for children as young as 4.

Just consider how challenging such decisions have been for those attempting to revive professional sports. Organizers are hoping to host the U.S. Open tennis tournament in New York, which dovetails with the start of school, but top players are already blanching at potential restrictions.

Consider some of the obstacles:

⏩ Many schools around the state are already at capacity, so they will run out of room quickly.

⏩ Some families will surely request — or need for health reasons — to continue distance learning. That could free up classroom space, but will fracture resources.

⏩ Should educators in an older, vulnerable, age group be guided toward virtual lessons?

⏩ Will timing of entrances and exits from classrooms have to be staggered to avoid packed hallways, or will they emulate supermarkets?

⏩ What are the resources for students who are using computers on loan, or who need more support to recover from this paralyzing event?

⏩ How will testing for the virus be administered? Schools could visually resemble hospitals, minus enough health experts.

⏩ There are a myriad of other issues, including managing students on buses and enhancing the cleaning of facilities after the bell rings at the end of the school day.

“Schools are going to look a lot different,” predicted Jeff Leake, president of the Connecticut Education Association, the state’s largest teachers union.

Educators are struggling to envision how to teach while wearing personal protective equipment and maintaining safe distances.

The unions have voices at the table of Gov. Ned Lamont’s task force, and municipalities have been advised by Connecticut Education Commissioner Miguel Cardona to create committees of their own. Both approaches are necessary, but coordination is urgent to ensure collaboration, as many towns are challenged by deep cuts to their school budgets.

The local planning meetings — and no town should avoid them — should include parents at the table, including those of special needs students.

Connecticut’s towns and cities have always embraced their independence, but this strategy needs to be more in line with that of a county government. There must be consistency across the state.

This is the ultimate evidence that education affects everyone in a community, as failure will only imperil the health of the general population.

The clock is ticking. State and local leaders can’t wait until the last minute to do this homework.

Connecticut’s towns and cities have always embraced their independence, but this strategy needs to more in line with that of a county government. There must be consistency across the state.