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At Banks High School, teachers employ a variety of strategies to ensure that students don't log in and then tune out.

PMG PHOTO: JAIME VALDEZ - Schere Caufield, 27, teaches social studies, world history, personal finance and economics at Banks High School in Washington County, west of Portland. For the last nine months, Caufield has been teaching remotely due to the coronavirus pandemic.

It has been nine months since the coronavirus pandemic first started in the United States and Oregon students had to transition to online learning.

And yet, Schere Caufield is still adjusting to the challenges of teaching remotely.

Caufield, 27, teaches social studies, world history, personal finance and economics at Banks High School in Washington County, west of Portland. Caufield teaches three one-hour-long virtual classes per day, with about 25 students in each class.

Most teachers would say online learning is already a tough mountain to climb, but Caufield says rural schools have more challenges based on their geographical locations.

"Some of our kids still don't have Internet," she explained. "Some of our kids can't even get Internet from where they live because they live in such an isolated area that the only Internet they can even attempt to purchase is satellite Internet, which is awful."

Schools clear early technical hurdles

Caufield added that district-provided hotspots don't always work out in those areas.

There is also the issue of funding. Prior to the pandemic, some schools had laptops available for students to use in class, but Banks High School had to play catch-up this past summer to get students ready for distance learning in the fall, said Caufield.

So far, the district has given every student a Chromebook and students that need it have hotspots to help with their WiFi.

If students still have Internet issues, the high school provides them with printed materials. Caufield says staff has been driving directly to students once a week so they can have access to learning materials.

Students can then return the materials to teachers for grading and feedback. PMG PHOTO: JAIME VALDEZ - Banks High School teacher Schere Caufield shows where she teaches from at her home in Portland. Caufields cat Pippen also joins her.

"It truly has been a struggle to get in contact with some of these students," Caufield said. "You get into teaching because you want to be able to help all of the kids, right? Having these handful of students that are not communicating with you and you're struggling to get in contact with the parents has probably been the biggest struggle for me."

Teachers are not the only ones that are having a difficult time with distance learning.

At Banks High School, the number of students failing at least one class has jumped more than 25%, from 50 students in the fall of 2019 to 63 students this year. And, while Latino students make up just 7% of the school's student body, they represent 30% of the students who are failing classes.

The stark gaps in achievement across different student demographics aren't new, but they have been amplified by the COVID-19 pandemic. PMG PHOTO: JAIME VALDEZ - As a Banks High School teacher, Schere Caufield teaches three-one hour long virtual classes per day, with about 25 students in each class. Caufield says rural schools have more challenges based on their geographical locations.

"A lot of these kids were the students that any other time would be passing with like C (grades), but when they're at home and their parents are at work or whatever, they're struggling to complete the work independently or to come to class regularly to complete the work," said Caufield, who has seen a higher failure rate in her students this year.

At the state level, The Oregon Department of Education does not ask for periodic grade reports, instead relying on annual assessments to determine student achievement and success. That means solving such problems lies with the districts — any interventions must be deployed or coordinated at the district level.

What about attendance?

In accordance with Oregon's Ready Schools, Safe Learners state guidelines for education amid a pandemic, students need only log on to a remote class, email or send a text message to their teacher once within a 24-hour period to receive credit for attending that day. The guidelines allow flexibility for families who may not have adequate Internet access or may have other challenges with logging on to a class at the same time each day.

PMG PHOTO: JAIME VALDEZ - Schere Caufield is a teacher at Banks High School. Despite being nine months into remote learning, Caufield says some of her students, who live in rural areas, dont have access to the Internet.

For now, Caufield says attendance is an "OK" measure for engagement. However, she adds that a student could be marked as present and not have attended the live session for the day.

"A better measure for engagement would be if a student is attending live sessions and that's not really reported anywhere officially because of the guidance that the (Oregon) Department of Education has given us to report our attendance," noted Caufield.

As distance learning continues, Caufield has found her own way to investigate if a student is engaging in her class. First, she uses Google Docs, where she can track a student in real time to see where they are in an online document.

The social studies teacher also uses a free online program called Nearpod. Teachers can use the program to make interactive lessons that contain quizzes, polls and videos.

"(I'm) trying to leverage technology a lot better than I did in the spring to try and get kids engaged and talking to their teachers," said Caufield. "I'm not seeing them as much because I can't force them to turn the cameras on. So, [I'm] making sure they're learning and getting the material." PMG PHOTO: JAIME VALDEZ - Schere Caufield has found her own way to investigate if a student is engaging in her class. Caufield uses Google Docs and program called Nearpod to track student engagement in real time.

Caufield plans to continue trying new things, communicating better with families and breaking down assignments with clearer instructions for her students.

While focusing on ways to improve distance learning can be great, Caufield says she's mindful that students will be looking back at this year and all the things they've missed outside the classroom.

"As a teacher, it can be frustrating when you feel like you're putting in all of this work," she said. "But just remembering to take a step back and have empathy for what these kids are also going through [is important]. This is a weird time to be a high school student. You're losing out on all of these experiences."

This story is part of a collaborative reporting project called Lesson Plans: Rural schools grapple with COVID. It includes the Institute for Nonprofit News, Charlottesville Tomorrow, El Paso Matters, Iowa Watch, The Nevada Independent, New Mexico in Depth, Underscore News/Pamplin Media Group, and Wisconsin Watch/The Badger Project. The collaboration was made possible by a grant from the Walton Family Foundation.


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