PAGE One May / June 2021

PROFESSIONAL ASSOCIATION OF GEORGIA EDUCATORS

MAY/JUNE 2021

BRIDGING THE GAP:

Mitigating Pandemic Learning Loss . .

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How Some Georgia Educators Are Meeting the Challenge

TO MENTOR Georgia Southern Education students get personal guidance and access to our world-class professors In the College of Education at Georgia Southern University, you’ll get more than a degree. Our faculty are experts in their fields — and they’re ready to mentor you. They’ll share their experiences. Share their knowledge. And make sure you’re ready to inspire generations of students.

But don’t take our word for it. Just listen to our professors...

“I urge them to create bridges between theory and practice, between worlds other than their own, to see themselves in the stories of others. As an educator and inquirer who has experienced upheavals and displacements in my own life, I urge my students to become sensitive to the emotional aspects of linguistic, cultural, and political concerns of the people with whom they work and live.”

— Ming Fang He, Ph.D. Professor of Curriculum, Foundations and Reading

“I want my students to learn to bring a thoughtful and thorough approach to the technical aspects of instruction while also investing deeply in the relationships and classroom community they build with their students.”

— Michelle Rediel, Ph.D. Professor of Middle and Secondary Education

“Teachers can change the world by working with our next generation day in, day out. I want to create the best teachers for my grandchildren.”

— Jackie Kim, Ed.D. Professor of Instructional Technology

Visit GeorgiaSouthern.edu/COE

Need to Contact PAGE? Here’s How:

Debuting this Summer Change is inevitable.

Let’s Lead through it.

General Inquiries 770-216-8555 (option 3); 800-334-6861 (option 3) info@pageinc.org

PAGE Attorneys 770-216-8555 (option 1) legal@pageinc.org Professional Learning 706-459-0302 pl@pageinc.org

PAGE Lobbyists 770-216-8555 legislative@pageinc.org Member Services 770-216-8555 (option 2) membership@pageinc.org

Visit www.pageinc.org/membership to find your membership services representative.

“What routines blind me? What do I need to let go of? Who do I surround myself with? The stories, facts, and questions in Lead. Learn. Change. will encourage you to take action. Not only will you be impressed with what PAGE does, you will be compelled to focus on making an even greater difference with those whose paths you cross.”

— Hannah Talley, Educator & Media Specialist

Stay tuned to PAGE social media channels for release date and availability.

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_Impact Book Quarter Page Vertical.indd 1 4/10/21 1:55 PM

4/15/21 9:38 AM

Earn your Graduate Degree in Education from Georgia College

Our online graduate programs give you the ability to further your education from wherever you may be.

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Educational Leadership (Ed.S. and M.Ed.)* Teacher Leadership (Ed.S.) Curriculum and Instruction (M.Ed.) Instructional Technology (M.Ed.) Early Childhood Education (M.Ed.) Library Media (M.Ed.) Middle Grades Education (M.A.T. and M.Ed.) Secondary Education (M.A.T.) Special Education (M.A.T., M.Ed. and Ed.S.) Certification Programs

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Our admission admiss criteria no longer require the GRE, MAT, or Georgia College Graduate Writing Assessment.

Think Independently.

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We are nationally accredited by the National Council for Accreditation of Teacher Education (NCATE) and approved by the Georgia Professional Standards Commission (GAPSC).

gcsu.edu/education

*For those who hold clear and renewable Leadership/Tier II certification at the master’s degree level, we offer the Specialist in Leadership degree only.

May/June 2021

Contents

May/June 2021

Vol. 42 No. 2

Feature Bridging the Gap: Perspectives on Mitigating Pandemic Learning Loss 20 How some Georgia Educators are Meeting the Challenge 29 Classroom Level Insights from Three Georgia Teachers

4 PAGE MSRs and CSRs: Who Are They and How Can They Help?

8 From The Executive Director

15 Student Programs

10 Legislative Report Card 11 Granting Opportunity: PAGE Awards More than $100,000 in Grant Funds this Calendar Year

32 Legal: Subpoenaed? Stay Calm, Take Action, and Call PAGE if You Need Us 5 In This Issue

34 From Dinosaurs and Barbies to a Personal Calling to Advocacy

6 From The President: Even Through the Learning Loss, There's Been No Love Loss

PAGE One Official Publication of the Professional Association of Georgia Educators Our core business is to provide professional learning for educators that will enhance professional competence and confidence, build leadership qualities and lead to higher academic achievement for students, while providing the best in membership, legal services and legislative support.

May/June 2021

EDITORIAL STAFF

NEW SOUTH PUBLISHING

Executive Director Craig Harper

President Larry Lebovitz

Production Coordinator Megan Willis

Executive Editor Ramona Mills

Publisher John Hanna

Graphic Designers LaTria Garnigan Dolly Purvis

Editor Cory Sekine-Pettite

Advertising/Sales Sherry Gasaway 770-650-1102, ext.145

Graphic Designer Jack Simonetta

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PAGE MSRs and CSRs: Who Are They and How Can They Help?

• Wondering who to reach out to when you have questions about your PAGE membership?

• Have an issue or concern that you need to bring to PAGE’s attention – but aren’t sure what department or staff member to contact?

• Interested in scheduling a Code of Ethics presentation at your school or district office?

• Looking for information about a Future Georgia Educators (FGE) program or event?

• Need to know the name of your PAGE building contact or how to subscribe to PAGE Capitol Reports?

For answers to these questions and more, call or email your PAGE Membership Services Representative (MSR) or College Services Representative (CSR). View the map below to locate the name and contact information of the MSR / CSR in your area, or send general inquiries to membership@pageinc.org.

Membership Services Representatives

College Services Representatives

Jo Breedlove-Johnson District 3a jbreedlove@ pageinc.org

North GeorGia

Nancy Ratcliffe District 7 nratcliffe@pageinc.org

Larrell Lewis District 4a llewis@pageinc.org

Laurie Provost District 3b lprovost@ pageinc.org

Diann Branch District 9 dbranch@pageinc.org Diane Ray dray@pageinc.org

Kathy Arena District 10 karena@pageinc.org

Shirley Wright District 5 swright@pageinc.org

APS

Gina Tucker District 4b (Clayton, APS) gtucker@pageinc.org

Peggy Brown District 11 pbrown@pageinc.org Linda Woods District 1 lwoods@pageinc.org

Jo Breedlove-Johnson jbreedlove@pageinc.org

South GeorGia

BJ Jenkins District 6 bjjenkins@pageinc.org Joey Kirkland District 12 jkirkland@pageinc.org

Dale Gillespie dgillespie@pageinc.org Laura Clements District 13 lclements@pageinc.org

Mary Ruth Ray maryruth@pageinc.org Gwen Desselle District 2 gdesselle@pageinc.org

Dale Gillespie District 8 dgillespie@pageinc.org

Visit https://www.pageinc.org/membership to access additional details about PAGE membership – including this MSR / CSR map.

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May/June 2021

In This Issue PAGE appreciates the opportunity to deliver relevant and interesting content to our members through PAGE One magazine. Among other topics, this issue provides insight into how districts throughout Georgia are preparing to address pandemic learning loss, how fellow educators are using their PAGE grants, and how PAGE lobbyists impacted education-focused legislation during the 2021 session of the General Assembly.

As this challenging school year comes to a close and we all think about student experiences, educators are developing plans to make sure students who have struggled or fallen behind will have opportunities to overcome learning loss. Our feature article highlights districts throughout the state that are addressing these issues in many ways, including some interventions that began during the year, some that provide summer support, and how all are committed to ensuring student success. PAGE President Lindsey Martin reflects on this year and how Georgia educators have unquestionably demonstrated kindness, compassion, and unwavering commitment to meeting students’ needs.

In these pages, you’ll learn how a few of the 220 recipients of a $500 PAGE Educator Grant are using their award to benefit students. More than 1,000 applications were submitted for this latest round of grants. The instructional challenges of virtual and hybrid teaching and resources to help educators be more effective and efficient were a consistent theme with applicants. It’s clear from reading these proposals that educators have been creative and innovative in their approach to best connect with students.

May/June 2021

PAGE members are well represented by the dedicated board members nominated and elected from each of our 15 membership services districts.

You’ll enjoy getting to know Melanie Lockett, our newest board member from District 6, a K-12 language arts specialist in Griffin-Spalding County Schools. Ms. Lockett’s association with PAGE began as a college student at Georgia Southern University.

An unfortunate reality of responding to student challenges outside of school is the possibility of being subpoenaed to appear in a court proceeding. In this issue’s legal column, PAGE staff attorney Matthew Pence offers insight into the essential steps to take if you’re subpoenaed.

Student initiatives play a significant role in PAGE’s work to encourage high school students to pursue an education career, support learning through academic competitions, and honor Georgia’s top students and their most influential teachers. In this most unusual year, participation in Future Georgia Educators, STAR (Student Teacher Achievement Recognition), Georgia Academic Bowl, and Georgia Academic Decathlon continued in spite of the challenges of virtual events.

We hope you enjoy this issue of PAGE One. Thanks for all you do every day to ensure that students learn, thrive, and prepare for their future.  PAGE ONE 5

FROM THE PRESIDENT

Even Through the Learning Loss, There’s Been No Love Loss The final bell rings for summer break, and a teacher cheerfully waves goodbye to her students. She and the other educators at her school hope all of the students they have taught and loved so much during the school year will enjoy great summers filled with fun experiences, full bellies, safe environments, and meaningful learning opportunities. As the last child steps into the bus or hops in a car to go home, she, as most Georgia educators, has already begun to reflect on all that happened that school year — and all that is to come.

Each year, during the final days of school, I feel nostalgic at how much we have learned and grown together.

The positive memories of a year just completed are almost always accompanied by the worry of what students may endure over the break and how the ever-dreaded summer learning loss will affect each one. Students typically lose some of the academic knowledge and proficiency gained during the school year, especially if they’re fortunate enough to spend much of their summer water-logged, sun-dazed, and surrounded by friends. Yet, none of us

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could have imagined as the 2020-2021 school year began that we would actually combat learning loss during the year as we actively taught students every day and worked harder than ever before.

Effective teachers realize that relationships establish the foundation for learning and are absolutely necessary to reach our children. This year, the apprehension of diminished in-person interaction and the distance of artificial virtual environments caused concern for so many educators. How would we gauge comprehension? How would we know if a student was safe and well cared for? And, the hugs. How would we persevere without all the hugs that would no longer be possible as a result of virtual instruction and social distancing?

This year, the pandemic posed so many unique challenges and situations for schools and teachers alike. Educators missed being with their students in classrooms.

Yet, they simultaneously recognized the health risks involved with face-to-face learning until more data could

May/June 2021

“Never in my career have I witnessed educators and administrators working harder to provide an education to our students...The inspiration I have been given to move forward and love on students has been incredible.”

be collected, more CDC and DPH guidance supplied, and sufficient mitigation measures implemented. At the local level, school personnel utilized every possible method to meet students where they were. Never in my career have I witnessed educators and administrators working harder to provide an education to our students. And never before have I seen so much love being dispersed — albeit across a digital connection or through masks and face shields.

Stories of amazing perseverance and strength have been shared from so many that I cannot help but see a silver lining within the tragic cloud of this pandemic. The inspiration I have been given to move forward and love on students has been incredible.

In my role as instructional technology specialist, I am in awe at how teachers have used technology to convey love and hope to students. They’ve held video conferences with infinite amounts of endurance to get through the oft repeated “your camera is off ” and “you’re muted.” They’ve been caring when students did not want to turn on their cameras. They’ve witnessed sad home-life situations — and supported their students through them. And, they’ve created countless, innovative ways to design presentations to motivate and inspire. In spite of every difficulty, Georgia educators have taught with the most fervent spirit. I am proud of the challenges met, the new products and methods tested, and the innovative technology used to reach students. We participated in video meetings May/June 2021

to quarantined and virtual students, experienced more ‘firsts’ than we thought imaginable, and created new methods to teach students, all while buying more ‘blue light’ glasses than ever. We made exceptions to every principle — and created new ones — to meet students’ needs.

I am so thankful that even through a global pandemic, relationships with students remained at our core. And, as I reflect on this past year — although learning loss is a significant issue that we must continue to address — all I can focus on is that even through the learning loss, there was no love loss. 

Lindsey Martin was elected PAGE President in 2020.

She is Co-Director of Technology for Lowndes County Schools.

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From the Executive Director

EMBRACE OPPORTUNITIES FOR INNOVATION Not in my lifetime have I so looked forward to getting back to the best of what was considered normal just over a year ago. Primarily, getting together with others in social gatherings without the ever-present awareness of COVID-19, distancing, or wearing masks. Who knew that the simple act of shaking someone’s hand or a tap on the shoulder carried so much significance? As we wrap-up this school year and all its challenges, I’m hopeful that with vaccinations, recovered cases, and a continuing trend toward much lower rates of spread, that when school doors open next fall, they’ll be truly open for the full experience for educators, students, and the communities you serve.

I also hope that whenever that time comes that the resulting relief from all of the stress and fatigue doesn’t lead to a letup on the focus to address the learning challenges made more obvious during the pandemic. Meeting the needs of all students in a classroom requires intense effort and follow-up. We’ve always known this. As more educators utilized technology to connect with students virtually, those learning methods can and should be incorporated into regular instructional practices to enhance in-person learning, as well. And, perhaps we can leverage the flexibility of how and when we expect learning to take place to allow for opportunities for students to access content differently when it’s helpful to them due to events 8 PAGE ONE

and activities that would otherwise keep them from taking or completing a class. So many innovative instructional and student-focused support changes were born of necessity that should find a place in our day-to-day school experiences going forward for the long-term benefit of students.

Innovations occurred outside the instructional area, too. I’ve heard from numerous districts how they’ve adapted the structure of everything from student orientation to movement within buildings, class schedules, and student services. The necessity to think in new ways about the resources of time, space, and individual student supports should help make different more normal and more conducive to effective teaching and learning.

Additionally, people outside the education community are now much more aware that there are vast discrepancies in learning resources and support in our communities, even when schools have all the right tools. The best, most wellequipped device is nearly useless when it cannot be connected. Broadband connectivity issues have been a major barrier to doing school well. While we knew that was true in more remote, rural areas of Georgia, it is now evident to all that even more developed areas of the state often lack high-quality, reliable access. Fortunately, state and federal funding to address this have begun, but it will take more effort and a continued focus for us to see needed progress.

May/June 2021

ADVOCACY THROUGHOUT THE PANDEMIC PAGE worked diligently during this challenging time to support members by gathering data through surveys and conversations that then drove our advocacy with policymakers and leaders at the state and local level. Based on direct member feedback, your PAGE lobbyists advocated for health and safety measures that represented the most critical recommendations from the CDC for school districts that opened for in-person learning, for accommodations for at-risk educators, vaccine prioritization, salary supplements, and more. Visit www.pageinc.org/ advocating-for-you to view advocacy materials – including survey results, safety-focused recommendations, advocacy letters, and media statements. PAGE staff attorneys and membership services representatives also worked to resolve challenging issues or make difficult situations better. Thank you to all who reached out to us for assistance and support.

WE’LL SEE YOU SOON As schools become more open and we all get more comfortable with returning to face-to-face social interaction, all of us at PAGE look forward to returning to your schools, and resuming in-person events, conferences, and activities that allow us to connect with you. Our advocacy on behalf of educators and public education relies on the regular, ongoing relationships and conversations that we all have with you. While we’ve adapted and innovated during the past year – as have each of you – we’re ready to see you soon.

Regardless of how we do what we do and when we can get together, as always, let’s keep moving forward on behalf of Georgia’s children and our future. 

Executive Director Craig Harper joined PAGE in 2015 after more than 22 years in Georgia public school leadership positions. A certified trainer for Crucial Conversations and host of the PAGE Talks podcast, Harper holds a master’s in public administration from Valdosta State University.

May/June 2021

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PAGE Advocacy In the 2021 Session PAGE actively engages lawmakers throughout each session of the Georgia General Assembly on an array of issues that affect educators and students. Consistent focus areas of advocacy include school funding, teacher evaluation, assessment and accountability, the Teachers Retirement System, and preventing the expansion of private school vouchers.

Each year, the PAGE legislative team highlights specific issues within these areas and, with guidance from the PAGE Legislative Task Force as well as emerging information about political opportunities and challenges, adds to them as needed.

A summary of PAGE 2021 legislative priorities and corresponding advocacy highlights follow. To access the full slate of priorities and learn more about PAGE legislative advocacy, visit www.pagelegislative.org and www.pageinc.org/ advocating-for-you/.

Highlights: 2021 PAGE Legislative Priorities ♦ Invest in broadband and technology that facilitates learning; Fund interventions that address pandemic-related learning loss; Ensure adequate support staff are available to serve students, allowing teachers to focus on teaching. ♦ Increase funding to provide school counselors for all students; Enhance access to external mental health supports; Support the development of hubs in schools, which

leverage resources to meet students’ needs; Ensure educator well-being by protecting planning time and duty-free lunches, and providing mental health supports. ♦ Eliminate the $1 billion austerity cut implemented in the Fiscal Year 2021 budget; Prevent expansion of Georgia’s two private school voucher programs or establishment of a third program; Institute transparency and accountability measures on Georgia’s tuition tax credit voucher program.

Highlights: 2021 PAGE Legislative Advocacy ♦ Supported salary enhancements — including a $1,000 bonus — for educators and staff, and successfully advocated to include Pre-K teachers. (Because they are federally funded, supplements moved though the SBOE and administrative process, rather than the appropriations process in the state legislature.) ♦ Advocated against legislation seeking to create a third private school voucher program and expand two others. ♦ Successfully encouraged passage of two bills aimed at bolstering teacher pipeline: SB 88 enables U.S. Mil10 PAGE ONE

itary veterans to more readily earn teacher certification, enhances partnerships with HBCUs to increase the number of teachers of color, and adds the Teacher of the Year as an advisory member to the State Board of Education. HB 385 allows retired educators to return to work fulltime in specified high needs areas, while continuing to draw TRS benefits. (As a fiscal retirement bill, HB 385 is required to undergo a two-year legislative process and is eligible to pass in 2022.) ♦ Supported HB 32 — a bill that provides a $3,000 tax credit for teachers new to certain rural and underperforming schools.

May/June 2021

GRANTING OPPORTUNITY PAGE Awards More than $100,000 in Grant Funds this Calendar Year As PAGE members throughout the state have responded to unprecedented challenges both inside and outside the classroom, we’ve been continually inspired by the passion and innovation with which you are meeting student needs.

You are doing incredible work – often with fewer resources than before the pandemic. And, as you’ve innovated to teach and inspire students, PAGE is pleased to have awarded $500 to 220 members in the form of reimbursement grants to secure those resources.

“Georgia educators are all in for their students,” says PAGE Executive Director Craig Harper, “but obtaining ample supplies and supplemental learning materials is challenging. That’s why we introduced PAGE educator

grants. In 2020, we awarded $75,000 in grant funds. This year, more than $100,000.”

“We created the program to support our members in this very difficult time by providing resources of their choosing to be more effective with students,” Harper continues. Applications were open January 4, 2021 to January 31, 2021, with winners notified on February 12, 2021.

On the following pages, you’ll hear from a few 2021 recipients as they describe, in their own words, the impact PAGE educator grants are making. For the full list of recipients, visit https://www.pageinc.org/ pageawardsgrants/.

“We are so thankful, grateful, and blessed!”

“With this grant, the South Tattnall Middle School Band Program was able to purchase eight new pieces of music for our program. Music is created based on student ability of what notes and rhythms each student can play as well as techniques that students gain over time. The students were so very excited and thankful when I told them that we were chosen. We cannot wait to begin working on new music!”

Amelia Parker, Tattnall County

May/June 2021

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“How I’m using the equipment purchased with my PAGE grant:” “I teach audio production. I grade about 75 audio production mix projects approximately every other week. Each project is about 3-5 minutes of listening before I add written commentary and critique, with the virtual students taking even longer to grade due to multiple screenshots of their work that must be accounted for. I can now effectively listen and grade at home using these new Yamaha Reference Monitors with my home audio production setup!”

Michael Walsh, Fulton County

“Thank you! The PAGE Educator Grant allowed me to purchase 40 camping/bag chairs for the entire school to use!”

“Teachers can sign up to check out a cart with the chairs in order to have class outside. With the beautiful spring weather we’ve been having the last few weeks, they are quickly becoming very popular!”

Erin Turner, Bryan County

“Thank you so much to PAGE for investing into teachers’ classrooms!”

“With the PAGE Educator grant, I was able to better equip my classroom.

I was able to purchase light rings, a slate for writing and solving math problems, 10 pairs of headphones for students, a document camera to see scratch work and a USB extender. I’m beyond thankful for this new equipment to enhance my virtual classroom as we continue the online learning experience.”

Kera Davis, Monroe County “I am using all of the hands-on materials that I purchased with the PAGE grant to give students something to do with their hands during a counseling session.”

“So far the Brick Based Counseling book and Legos are my favorite! I have introduced the Zones of Regulation to my students but will begin using it school-wide for my monthly Counselor Class lessons in the fall.”

Kati Hunter, Decatur County 12 PAGE ONE

May/June 2021

“I would like to thank PAGE for giving teachers the opportunities to apply for grants to help fund needed resources for our students.”

“We were able to create a multisensory learning station that helps develop sight word fluency. Multisensory teaching techniques are valuable not only for students who struggle with reading and writing skills, but for all students’ development.”

Darniele Scarpinato, Cobb County “Thanks PAGE! With your support, our students were able to expand COVID-19 safety awareness to first, second, and third graders.”

“Students used the funds for publication of their book. The proceeds from the sale of the books will be divided by 20 percent returning to project-based learning and 80 percent will go to help local families that have been adversely affected by COVID-19. We have also sent copies of our book to President Biden and Governor Kemp.”

Clayton Moon, Pike County

“As a kindergarten teacher, I desire to provide virtual students every opportunity to gain and retain mathematical skills.

PAGE definitely helped me push forward in making sure this desire became reality.”

“With the help of the Page Educator Grant, I purchased and created a math manipulative learning tool kit. With this kit, I plan to provide learners with the tools they need to engage and grasp the concepts of math through the use of manipulatives. The goal is to reduce some of the psychological and emotional stress students possibly experience while learning math virtually.”

Nicole Burkes, Muscogee County

“We are grateful for PAGE’s generosity!”

“The items purchased with the PAGE grant are directly benefiting students who are struggling with social/emotional needs. We have created calm-down kits to use with students in Pre-K through 1st grade who need emotional support. The kits include tactile devices and weighted stuffed animals that help students better regulate their emotions. Our students are able to personalize their calm down kits so that the kits include the items that work best for each student.”

Ben Pitchford, Colquitt County May/June 2021

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Ignite your ambition.

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May/June 2021

Adapting to the Challenges And Thriving for Georgia Students

PAGE student programs enrich academics, recognize achievement, and promote education as a rewarding career path. Adapting to the many challenges of the COVID-19 pandemic, PAGE and the PAGE Foundation leveraged digital platforms to host this year’s student program events.

Turn the page for a behind-the-scenes glimpse of virtual Academic Bowl for Middle Grades, virtual Georgia Academic Decathlon (GAD), virtual Future Georgia Educators Day (FGE), and virtual Student Teacher Achievement Recognition program (STAR).

May/June 2021

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PAGE Academic Bowl for Middle Grades Designed to develop critical thinking skills, broaden factual knowledge, and build confidence, PAGE Academic Bowl for Middle Grades is a statewide quiz-based competition for teams of students in grades 6–8.

In December 2020, 64 teams competed in virtual Regionals – with 24 of those teams advancing to the Jan. 23 virtual State Championship. Eight teams emerged as finalists and competed in a singleelimination session. All eight teams earned medals and awards. David T. Howard Middle School (Atlanta Public Schools) garnered the state championship.

2021 State Champion: David T. Howard Middle School.

For program information and a complete winners list, visit: www.pageinc.org/academicbowl.

PAGE Georgia Academic Decathlon (GAD)

2021 State Champion: Elite Scholars Academy.

For more than 30 years, the PAGE Georgia Academic Decathlon (GAD) has enabled high school students of all academic levels to compete, individually and in teams, based on an intense curriculum.

Participants develop interview and public speaking skills, strengthen study habits, and gain an appreciation for intellectual pursuits.

In a two-day virtual event held Feb. 26 and 27, Elite Scholars Academy (Clayton County) scored the highest points overall in Division I and II to secure the state championship.

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In the virtual USAD Nationals event, held April 28 - May 1, more than 400 students from throughout the U.S. competed for top honors.

Elite Scholars Academy garnered 11 individual medals and took 4th place in Division III as well as ‘Rookie of the Year.’ Parkview secured two individual medals.

For a complete listing of all state-level awards and individual medal winners, visit www.pageinc.org/gad/gadstatewinners.

For comprehensive USAD Nationals results, visit www.usad.org.

May/June 2021

PAGE Future Georgia Educators (FGE) PAGE Future Georgia Educators (FGE) provides high school students with opportunities to explore teaching as a profession. Dedicated to the development, preparation, and retention of present and future Georgia educators, PAGE supports local FGE chapters through curriculum support resources and presentations to education pathway classes on topics such as ethics and contemporary issues in education.

From left, Gov. Brian Kemp and 2014 Georgia Teacher of the Year Jemelleh Coes.

Below, PAGE College Services Representative Mary Ruth Ray during a Virtual FGE Day planning meeting.

PAGE also hosts networking and career exploration events known as FGE Days.

In a statewide virtual event held April 21, more than 700 students joined Gov. Brian Kemp and 2014 Georgia Teacher of the Year Jemelleh Coes for a morning of information and inspiration.

To learn more about FGE and upcoming events, visit: www.pageinc.org/fge.

PAGE Student Teacher Achievement Recognition (STAR) PAGE Student Teacher Achievement Recognition (STAR) program honors Georgia’s highest-achieving high school seniors and the educators they designate as most instrumental to their academic development and success.

Since its inception in 1958, the program has recognized more than 28,000 exceptional STAR students and the extraordinary teachers who have encouraged and inspired them.

This year’s virtual STAR state competition took place on May 17.

Visit our website for the STAR 2021 regional and state winners lists: www.pageinc.org/star.

PAGE STAR Program Coordinator Veronica Sims is planning the virtual competition.

May/June 2021

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Protection AdvocAcy Growth economy

We’ve Got You Covered.

PROTECTION

• $1 million liability coverage

• $10,000 coverage policy for legal defense of employment, criminal, and ethics cases with the Georgia Professional Standards Commission • All coverage is “win or lose” with no reimbursements, deductibles, or up-front costs • Direct access to one-on-one, privileged, and confidential guidance from an expert legal team with more than 75 years combined educator-specific experience • Interactive Code of Ethics presentations, FAQs, and informative resources. Access the COVID-19 FAQ at https://bit.ly/3nxydHy • See page 32 for this month’s legal column

ADVOCACY

• Your voice at the Capitol — and with policymakers at the local, state, and national level • Safety-focused advocacy and recommendations during the COVID-19 pandemic to protect educator health and well-being. Visit www.pageinc.org/advocating-for-you for details • Lobbying lawmakers and administrators to improve benefits and work environment, protect TRS, reduce high-stakes testing, and more • Providing testimony, media interviews, legislative reports, and coordination of member advocacy events. Visit www.pagelegislative.org to learn more • See 2021 General Assembly advocacy highlights on page 10

GROWTH

• Professional learning opportunities throughout the state — PAGE Engage! and Transformational Principal Institute • Grants to support your classroom and growth as a Georgia educator — more than $175,000 awarded since last spring.

See 2021 grant recipient highlights on page 11 • Scholarships to support your continuing education and career goals — more than $40,000 awarded annually • Teacher and student recognition programs and academic competitions — PAGE STAR, Georgia Academic Decathlon, and more. Visit page 15 for information on spring 2021 virtual programs • Future Georgia Educators initiatives support Georgia’s teacher pipeline •

PAGE One magazine, annual New Teacher Guide, educator resource materials, and more to keep you informed

ECONOMY

• More benefits than any other Georgia educator association • Your best value: — Less than $15 monthly for certified personnel — Less than $8 monthly for support staff • Dues support you — not political action committees; local, state, or national candidates; national organizations; or non-education issues • Dues stay in Georgia to work for you • See page 4 to learn more about membership services and how to contact the PAGE representative in your area

PAGE is the state’s largest educator association – with members serving in every Georgia school district – and the best option for your professional future. Membership is available to all Georgia educators and school employees, as well as college and high school students enrolled in education courses. Learn more at www.pageinc.org.

BRIDGING THE GAP: Perspectives on Mitigating Pandemic Learning Loss How some Georgia Educators are Meeting the Challenge

By Scotty Brewington

M

ore than a year after the pandemic shuttered schools across Georgia, many students have returned to the classroom. Overall, the situation has improved greatly since initial school closures last spring. Across the state, more students now have schoolissued devices, attempts have been made to close the digital divide, and remote learning has significantly improved as teachers have mastered and implemented new instructional technologies.

but the MAP assessment tools we use don’t show an irrecoverable gap in learning,” said Henry County Schools Superintendent Dr. Mary Elizabeth Davis. “Our students have had some effective remote learning in addition to in-person learning. We also have a Care team for students.

Anyone not logging-in or staying logged-in gets a contact or a social worker home visit. We have been very aggressive in keeping kids engaged, but we know for sure that not every single student has learned at grade level.”

But despite these gains, extended stretches of virtual learning, combined with the social-emotional strain of these uncertain times, have taken a toll on student learning and achievement.

In Henry County, all students in the district’s 11 high schools, 10 middle schools, and 29 elementary schools have had devices since last spring with the exception of students in grades K-2, who received their devices in August. While the county has good broadband internet access overall, there are still pockets with limited or spotty access, Davis said. To help combat this challenge, the district has

How are Georgia’s school districts and educators addressing the missed learning opportunities and cumulative student learning gaps resulting from COVID-19’s impact on K-12 education? What is the plan to help our students catch-up and thrive?

We reached out to districts throughout the state to ask them what effect pandemic closures have had on education and how they plan to recoup what was lost.

Leaving it All on the Mat in Henry County

Students in Henry County Schools began the academic year virtually. In late September, families were given a choice to have students return to face-to-face or continue learning remotely. In the beginning, only 36 percent of students returned to campus across the district. By March of this year, though the hybrid system was still in place, nearly half of all students had returned to the physical classroom.

“There is no doubt that disruption to the instructional environment is causing imperfect learning experiences, 20 PAGE ONE

“There is no doubt that disruption to the instructional environment is causing imperfect learning experiences, but the MAP assessment tools we use don’t show an irrecoverable gap."

May/June 2021

summer school for some students or access to summer parent learning support resources for families to use with students at home, Davis said. Other available resources include summer transition programming for grades two to three, five to six, and eight to nine — as well as an invitation to participate in early first and second- grade summer programming.

In nearby Social Circle City Schools in Dr. Mary Elizabeth Davis, Superintendent, Henry County Schools Walton County, which, this spring had around 15 percent of its 1,800 stuissued 1,000 wireless hotspots and even offered financial dents still virtual, MAP assessments have also uncovered gaps in both math and reading — especially in the younger grades. support for families to get access in their homes.

The district has also launched a comprehensive learning loss recovery plan that kicked-off in January that includes a proactive strategy to assess and monitor student reading proficiency. The goal is to intervene now through classroom interventions and reading support classes to accelerate learning for those students who are showing gaps.

“We will know the reading proficiency of every student by May and any student 12 or more months behind will have an individualized reading plan going into next year,” said Davis.

The district will also offer an Early first and second-grade program for those students with gaps who would like to start these grades early. The new inperson program will provide six to seven weeks of on-grade learning instruction and is aimed at students who were remote for kindergarten and first graders exhibiting learning loss as a result of the disruption.

The plan also includes using MAP assessments to identify essential skill gaps in ELA and math and to build recovery plans for students who have fallen behind. These plans may include May/June 2021

“Our biggest challenge is the younger students who have missed reading instruction time that was difficult to replicate in a virtual environment,” said Dr. Carrie Booher, assistant superintendent. “But our primary school teachers have really rolled up their sleeves to get kids caught up.”

The district is identifying students with the biggest gaps and offering a two-week, all-day summer school program to help remediate those gaps in addition to currently offering after-school tutoring to help students before they need to take advantage of the summer school option.

Social Circle City Schools: "Our kids are hungry to learn and excel, and we know if we are consistent and clear, we're confident we can get them there."

PAGE ONE 21

high school course recovery and a K-5 Learning Academy for on-grade level instruction and behavior replacement strategies for elementary school students needing support.

“One of the silver linings has been how dedicated our leadership teams have been to the quality of instruction,” said Davis. “There has been a demand to figure this out and it has actually put a laser focus on future preparation and student learning. None of this has been easy and educators have been absolutely heroic. We have worked tirelessly every minute of every day for our kids not to lose anything more than what they already lost. We have left it all on the mat every day.”

In a Better Place in Rabun County Flora Richards-Anderson, teacher at Wesley Lakes Elementary.

“Our kids are hungry to learn and excel and we know if we are consistent and clear, we’re confident we can get them there,” said Booher. “It’s easier for kids who have participated in the face-to-face option. Those who have participated in the virtual option have bigger gaps and we know we will have to apply more intervention.”

In Henry County, the third prong of the district’s plan is aimed at course recovery for high school students. This includes the opportunity for students to address failures in courses required for graduation through access to online programs. Plans are also underway for an expanded virtual 2021 summer school for full course recovery or acceleration.

“In high school, it’s all about earning course credit. Every school has to get their credit recovery program approved so that we have some accountability around that,” said Davis.

“We will offer summer school for students to make that credit back up.”

Some other strategies in the district include a blended virtual and face-to-face K-12 program, a fully virtual option next year for students at all levels K-12 who want to remain virtual, as well as an enhanced virtual K-5 evening academy with dedicated virtual teachers.

The district has also expanded its Excel Academy extended learning offerings to include prevention programs for students in grades 6-12, as well as a high school graduation recovery program for over-age and under-credited students to earn a high school diploma.

There will also be a new evening program focused on 22 PAGE ONE

Rabun County Schools returned face-to-face at the beginning of the school year, but families still had the flexibility to choose a virtual option. In August, around 20 percent of students had chosen to remain virtual. By March, that had decreased to just around 6 percent.

Though Rabun County is now a 1:1 district K-12, when schools closed last spring, only high school students had full access to devices. In other grades, there were not enough devices to go around. Lack of reliable internet access remains a problem in some parts of the county.

“We quickly became aware that we were not prepared,” said Rabun County Assistant Superintendent Kelly McKay. “During the forced closure last spring, our teachers didn’t have the training they needed to teach virtually and there were not enough devices. We were doing a lot of copying packets and using bus drivers to run routes and drop them off at students’ homes.”

This school year, to combat connectivity issues, the district has created partnerships with several local businesses to offer Wi-Fi to students. Wireless units have also been installed on top of the county’s board of education building and the local recreation department to help provide free internet access in the parking lots for those who need it. Buses are also outfitted with units and parked at various locations throughout the community where there is no reliable internet service. Despite these improvements, May/June 2021

there have still been missed learning opportunities.

“Last spring, with the best of intentions and our people working as hard as they could, there were still missed opportunities,” said McKay. “We all did the best we could to get our kids as much as possible, but it was still not close to adequate.”

This school year, they are in a much better place, McKay said. Teachers went through extensive training over the summer to become more competent in offering instruction online and schools were able to start the year strong.

“With students being out while quarantining or as a result of contract tracing, many have had to go in and out of virtual learning, which is not ideal, but it’s 100 times better than what happened in the spring,” McKay said.

Even during COVID, students at Rabun County High are given opportunities for hands-on STEM activities.

The district has added a transitional counselor to help students with the social-emotional aspect of what they lost from being out of school, as well as what they continue to lose moving in and out of a virtual environment.

Also, because every student now has a device, computer labs — where prior to COVID-19, students went once a week for a specials class — have been converted into STEM labs. Students attend STEM labs once a week for hands-on activities.

“Because students are inundated with technology and now have a device with them at all times, it seemed like a waste to spend more time in a computer lab,” said McKay. “Switching to a STEM lab was a way to respond to the circumstances we have been dealt and to provide something better for students than just additional screen time.”

Though summer school has not been offered in Rabun County in the past, this summer there will be an invitation-

“Switching to a STEM lab was a way to respond to the circumstances we have been dealt and to provide something better for students than just additional screen time.”

May/June 2021

only three-week program in June for a targeted group of students that have been identified as having significant learning gaps. The free program will be held at the district’s primary, elementary, middle, and high school and will include transportation and meals.

“We will keep class size to two adults to 15 students so we can focus on the deficits and on filling those gaps so they can get as caught-up as possible,” said McKay. Staff for the summer school program has been secured and discussions with eligible families have begun. The summer school program will be offered to students PK-12 both this summer and next, maybe longer if needed. A Saturday School option is also underway for middle and high school students who have fallen behind and need additional support.

An additional interventionist was added to serve kindergarten through sixth-grade students, working with them in small groups to address targeted needs. After-school tutoring has also been added to these grades, which allows students to work on gaps that have been created over the past year.

“We have been through something we didn’t see coming and it has taught us to expect the unexpected and to always be thinking about the what-ifs,” said McKay. “Our teachers are the heroes in all of this. It has forced us to do some new things with technology — to go out of our comfort zone.”

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Closing the Gaps in Lowndes County

In Lowndes County, since the beginning of the school year, students have been given the choice to attend fully inperson or fully remotely. In August, around 20-25 percent of students were virtual. By March that had dropped to between 10-15 percent.

The district — with seven elementary schools, three middle schools, and one high school — is 1:1 in grades 2 through 12, with every student having access to a device.

Reliable internet access is a challenge in the more rural parts of the county. In order to “qualify” for virtual learning this year, students were screened to see if they had a reliable internet connection at home.

“There have absolutely been missed learning opportunities, but our teachers have embraced the use of instructional technology and so has our district,” said Assistant Superintendent Rodney Green.

“When we talk about virtual learning, we have to understand that it takes a totally different skill set. I hate that it happened under these circumstances, but I’m glad students and parents have now experienced virtual learning and can see that it’s a lot more than sitting in front of a computer all day. It takes a much more disciplined student to be an engaged and effective learner in a virtual environment.”

Students were impacted with lost learning opportunities across the board and at

“There have absolutely been missed learning opportunities, but our teachers have embraced the use of instructional technology and so has our district.” every grade level, Green said, but the gaps are most evident in the early elementary grades.

“Some of the first things you cover in the classroom are the basics, and those foundational skills and behaviors were not installed in many instances,” said Green. “We will recover these skills; it will just take some time to get there.”

Since the beginning of the school year, the district has incorporated flexible grouping in many elementary and middle school classes and this summer, the district has planned a transition program for its early elementary school students. A credit repair session will also be offered to high school students over the summer.

“Testing has always been a part of our normal instructional process and we have continued to assess students throughout the school year,” said Green. “We know where the gaps are, and we use that data to target student weaknesses.”

When schools closed last March, Lowndes — like the rest of the state — was caught off guard. To ensure that doesn’t happen again and that everyone knows how to access and operate within a virtual environment if they had to, the district held Digital Learning Days this year — even for its face-to-face learners.

Fourth grade students at Lake Park Elementary School are practicing their coding skills using Dash and Dot robots.

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“Even for students faceto-face in the buildings, teachers posted assignments in Google Classroom and students were responsible for interacting in the classroom like they were in a May/June 2021

virtual setting,” said Green. “It was a drill primarily for our face-to-face learners so that we could pick right up instructionally and continue to move forward if needed.”

Though there have been learning gaps over the past 12 months, Green said he knows they will be overcome.

“Kids are resilient. Adults are resilient.

And I have no doubt that once we get on the other side of this pandemic, we will look back and do some Monday morning quarterbacking like we do for everything, but there will be no doubt that we made the best decisions that made the biggest impact for our kids,” said Green.

Focusing on SocialEmotional health in South Georgia

In Pelham City Schools, also in south Georgia, students had the option at the beginning of the school year to attend 100 percent remotely. For those who chose faceto-face instruction, students are divided in half — one half comes in Mondays and Tuesdays and the other half on Thursdays and Fridays. Wednesdays are disinfecting and “catch-up” days for students, said Floyd Fort, Pelham City Schools Superintendent.

Every other Wednesday, students at all grade levels can come in for extra help, which gives teachers extra time to work with students in small groups. Those who have been identified as falling behind — across all grade levels — are able to attend in-person classes all four days. The plan is to eventually offer every parent the opportunity to send their child back four days a week if they haven’t already. As of March, only around 10 percent of the district’s students remained fully remote.

“We have stayed on that schedule all school year,” said Fort. “When not in May/June 2021

school, students have virtual options and there are paper packets for those who struggle with devices.”

The most significant learning gaps have been in Pre-K, kindergarten, and first grade, Fort said. Many students in the district do not attend private daycare programs and, therefore, when they start Pre-K, it is their first introduction to formal school. The system plans to add another reading interventionist and another math interventionist to its elementary school next year to help fill in those gaps.

Over the summer, the district ordered Chromebooks for every student in grades 4 through 12. They were issued to students in January. Though students now have the option to check-out devices, internet connectivity barriers remain — especially in the district’s more rural areas. Even for those with internet access in their area, the cost is insurmountable for many families, Fort said. To help expand access, the district has set-up hot spots at schools and throughout the city where students can use the free Wi-Fi. Fort says the focus this year has mostly been on the social-emotional health of both students and teachers.

Pelham City Schools teachers and administrators emphasize hope and positivity for students and families.

PAGE ONE 25

“Our area was one of the hardest hit with COVID-19 numbers early on. By dividing our students in half, we created an environment more conducive to building relationships and dealing with the anxieties children face on a daily basis,” he said. “With the lower teacher-student ratio, everyone gets to know each other better.

Students get to know each other better and teachers work better together.”

In nearby Thomas County Schools, students were offered traditional in-person learning, remote learning, or a virtual program through Georgia Virtual School, a third-party vendor. In September, around 70 percent of the district’s 5,860 students chose to come back to the classroom. As of March, nearly 90 percent are in-person.

Pre-K students at Hand-In-Hand Primary School use their iPads to practice handwriting and learn language skills.

“There were some gaps — especially with students who were not successful with remote and virtual programs — but traditional students were, for the most part, able to come every day,” said Thomas County Schools Superintendent Dr. Lisa Williams. “For those students who were not successful the first semester, we have doubled-up on math and ELA classes to provide support and are also offering four weeks of summer school systemwide.”

The district also plans to offer an academic “boot camp” during the summer before the new school year begins for elementary school students who need additional help filling in some of the learning gaps and becoming acclimated to returning to school. There will also be a summer school

“We created an environment more conducive to building relationships and dealing with the anxieties children face on a daily basis. Everyone gets to know each other better. Students get to know each other better and teachers work better together.”

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“We have tried to be very proactive in keeping students in class, as well as keeping safety measures in place – making sure that when students are quarantined, they still have access to their courses and teachers.” program opportunity for students who are struggling at all grade levels.

“We have tried to be very proactive in keeping students in class, as well as keeping safety measures in place — making sure that when students are quarantined, they still have access to their courses and teachers,” said Dr. Williams. “We are also trying to provide the social and emotional balance they need. We have therapists on campus, as well as telehealth providers for remote students who need it. We’re trying to meet their needs at all levels.”

Lessons Learned in Columbia County

In Columbia County, students had the option to start the year fully virtual at the elementary, middle and high school level. Students in middle and high school could also choose a rotation model, attending every other day in-person. At the May/June 2021

elementary level, students could choose fully virtual or face-to-face five days a week.

Last spring, the county was not a 1:1 district, though remote students did have the ability to check out a device from their school. The district ordered an additional 1,800 devices, which finally arrived in November. Now there are enough for both remote and in-person learners.

In August, about 25 percent of students across the board chose the virtual option. By March, only around 10 percent of students are still virtual with everyone else fully inperson.

One advantage Columbia County had was that they already had an established process in place to help teachers become Google-certified well before the shutdown in the spring. The “Google Level Up Challenge” was introduced around four years ago and allows teachers to work at their own pace to “level up” and become Google-certified educators, demonstrating their ability to use instructional technology successfully in the classroom.

During the first year of the program, only about 20 teachers leveled up, but between the fall of 2018 and spring of 2019, there have been 400 Google-certified Level 1 educators, 150 Level 2 educators, and 20 fully Google-certified trainers in Columbia County.

“Are you ever prepared for something like we experienced in the spring? I don’t know that you can be, but I feel that we were better prepared than many districts,” said Nic Carroll, director of digital learning for Columbia County Schools. “Our teachers had proven proficiency using some of the tools and we had started using Google a lot in the fall before the pandemic. We had teacher leaders all over the county who could help their peers get into Google Classroom and get started.”

One big lesson from the spring was the need for a consistent learning and communication platform, Carroll said.

“We surveyed our parents and teachers and tried to listen to our community the best we could. We realized that we needed a more consistent platform where students at every level could go to access instructional tools and resources,” said Carroll. “Before, if you had an elementary, middle, and high school student, they were all using different tools. This year, we have our chosen tools to communicate with parents, so they know where to go to find everything.”

Though face-to-face is the most effective learning method for most students, other students were successful in the virtual environment, Carroll said.

“There’s a portion of the student population that can be and is successful in an online learning environment,” said Carroll, a former teacher at the Georgia Virtual School. “In some ways, the online environment can offer a more individualized and personalized experience, but online learning is not for every student and we recognize that. At the end of the day, for the majority of students, the face-to-face model is the most effective and a blended environment is even more effective.”

By blending in-person learning with effective instructional technology both in the classroom and virtually, students are able to be more efficient and creative, said Carroll. One of the ways Columbia County has used this blended model is through teachers using technology to tutor students after school and from home, which allows everyone to be more flexible.

"By blending in-person learning with effective instructional technology both in the classroom and virtually, students are able to be more efficient and creative."

May/June 2021

“Those limits and boundaries aren’t there anymore,” said Carroll. “We are breaking down the barriers and experiencing the modern era of education.”

Despite these advances — and the fact that most students are back in the classroom PAGE ONE 27

full-time — Carroll acknowledges there have been learning gaps this year, especially at the elementary school level.

Carroll said the district is evaluating its benchmark data now and deciding next steps.

“Before, if you had an elementary, middle, and high school student, they were all using different tools.

This year, we have our chosen tools to communicate with parents, so they know where to go to find everything.”

“We are looking at what are the most essential things we need to teach students to fill those gaps through the end of this year and in the first nine weeks of school,” he said.

The district is also looking into the option of offering students summer school, as well as access to tutoring over the summer from teachers, as well as third-party providers.

“With elementary and middle school, it’s easier to look at year-to-year gaps. It’s harder to identify gaps in high school because the content is different — it’s not as sequential,” said Carroll. “At the high school level, students may have some gaps in coursework, and we will do our best to fill those gaps before the end of the year.”

Currently, the district is offering after-school tutoring, credit repair programs, and interventions during the school day to help high school students catch-up before summer break.

The biggest issue, Carroll said, is the elementary school students who missed fundamental reading skills.

“The students to be most concerned about are elementary school students learning to read,” he said. “We know what the data says about kids who can’t read by the third grade and we have to really focus on those students and our interventions to catch them up. I think we can get kids back on track, it just may not be as quickly as we want it to be — but kids are resilient. They can overcome. I do believe that.” n

School of Social Sciences and Humanities

Teacher Education The Teacher Education pathway at AMSC is designed to provide the foundational knowledge required to prepare future educators to transfer or enter the certification program of their choice in the State of Georgia.

Courses • EDUC 2110 Investigating Critical and Contemporary Issues in Education • EDUC 2120 Exploring Socio-Cultural Perspectives on Diversity in Education • EDUC 2130 Exploring Learning and Teaching • ECE 2250 Child Development and Early Learning • ECE 2590 Families Communities and Schools • ECE 2540 Health, Wellness, and the Young Child Contacts Dr. Harry Akoh Interim Dean School of Social Sciences and Humanities hakoh@atlm.edu (404) 756-4033

Dr. Hazel Smith-Mays Coordinator, Teacher Education hmays@atlm.edu (404) 756-4824

ATLM.edu 28 PAGE ONE

May/June 2021

Classroom-Level Insights from Three Georgia Teachers Louis Alexander Butcher III Second Grade Teacher, Idlewood ES DeKalb County School District

U

nlike most Georgia school districts, which have steadily brought students back to the classroom since the beginning of the academic year, DeKalb County just welcomed its first students back to face-to-face instruction in March.

For Louis Butcher, though all of his students have devices and internet access, he acknowledges there have been missed learning opportunities this year.

“The kids are used to being in school, making friends and associating with people — and it’s easier for us, too, because if they have an issue with something, we can see what they’re doing and help them,” said Butcher. “A lot of things we were able to do face-to-face like manipulatives and other hands-on activities have been compromised. But as teachers, we are some of the most resilient, creative people in the world. We have come up with ways — especially with technology — to bridge that gap as much as possible.”

While some students can remain focused in a virtual setting, others struggle — and parents aren’t always available or comfortable enough with the material to help.

“I also have an inclusion class, so some students need extra help,” said Butcher. “When we are face-to-face, we’re able to sit at a back table and work with them one on one, but it’s not the same virtually. We have to rely on them and hope they are going to remain focused and do the work.”

Despite the challenges, Butcher doesn’t let the fact that he has had to teach his students virtually for most of the school year diminish his enthusiasm. To help bridge the deficits of the virtual classroom and help students focus, Butcher uses music to teach students about everything May/June 2021

Louis Butcher

from science to history and math. “This really helps bridge the gap because my students love it,” he said.

Butcher’s creative teaching method, which combines his love of music and teaching, led to the creation of Groove Elementary (grooveelementary.com) five years ago. Today, his extensive catalog of original songs is available for parents and fellow educators to download on his website, as well as on iTunes, Spotify, and Amazon.

“It has helped me get to know my students,” said Butcher.

“I sing good morning to them and they have to unmute their mics and sing back to me. Just that by itself gets them awake and ready to go. They are awake and already having fun. n

"As teachers, we are some of the most resilient, creative people in the world."

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Allen Edwards Director of K-12 Gifted Education and 3-12 ELA Curriculum Colquitt County Schools

W

hen Colquitt County Schools closed last spring, the focus quickly became survival: covering the most essential standards and providing meals to students who needed them. Support services like gifted programs, ESOL, and math interventions were drastically reduced.

So, when schools reopened in the fall, the district made it a priority to bring those services back.

“In our first benchmark of the year, we saw that kids who were back on campus were behind where they were last year,” said Allen Edwards, director of K-12 gifted education and 3-12 ELA curriculum. “It had a huge impact on our younger students, especially. A good part of this year has been about digging out of the hole and we’ve made some significant gains.”

To help students get back on track, special education teachers meet with parents and students regularly to create individual plans for remote learners. Elementary gifted resource teachers provide weekly enrichment assignments for gifted remote learners, and ESOL teachers check in regularly with their remote English students.

“Teachers meet with students on a daily basis so that they don’t lose the gains they made over the past couple of years,” said Edwards.

The biggest deficits, he said, are with the early elementary school students.

“It’s hard to teach reading skills online and when we shut down in the spring, we missed almost two full months with the kids,” said Edwards. “A lot of those students are without internet, so they went from mid-March to mid-August without anything.”

To help catch them up, there will be a week-long summer camp for struggling elementary students. Each day will focus on a different subject. There are also discussions about starting a mentoring program for students at all grade levels, Edwards said.

For Edwards, now in his 18th year of education, it has been a year like no other.

“Nothing in your experience prepares you for a shutdown like we had in March or a year like this,” he said. “I think everyone in our district is trying to make sure it’s not a missed year. We know we won’t be able to make the same gains we would have if we had finished last year strong and had no disruptions in instruction this school year. We probably won’t see the full effects for a decade — when students who have missed those early literacy years are in middle and high school.” n

“We probably won’t see the full effects for a decade — when students who have missed those early literacy years are in middle and high school.”

Read Across America Day at Okapilco Elementary.

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May/June 2021

Caitlin Robinson Lithia Springs ES, Interrelated Special Education Teacher, K-3 Douglas County Schools

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s a teacher of students with exceptionalities, battling the learning gap is nothing new for Caitlin Robinson. Unfortunately, COVID-19 has widened the gap even further between Robinson’s students and their peers.

“From last March until now, I would say I have had about three kids come out of that gap, but all of my kids are behind,” said Robinson, an interrelated special education teacher at Lithia Springs Elementary School.

In Douglas County, students began the year virtually, but by early spring — at Robinson’s school — almost 80 percent of students were back in the classroom full-time. Robinson’s students are in a general classroom during the school day and come to her classroom throughout the day for help. Of her 30 students, only six are still virtual.

“Virtual is not the same as face-to-face because we are limited with what we can do virtually,” Robinson said. “A lot of the deficits came from that.”

Robinson said she tries to be intentional with her learning practices to help bridge some of the gaps, analyzing data for each student with an IEP and using it to intentionally guide lessons. Strategies include small-group guided reading, explicit instruction, modeling, writing manipulatives, and multiple math strategies and resources.

“The way my class runs, I work off of IEP goals. I use the Georgia curriculum, but also adapt it,” said Robinson. “We target the skills students are missing until they catch up.

We’re doing that now — repetition and changing strategies to try to bridge that gap.”

Douglas County offers after-school impact services to students who qualify, providing extra instructional time to help close some of the learning gaps that resulted from the past year. There are also plans underway for some kind of summer program, though details for that are still being worked out, Robinson said.

In the meantime, Robinson focuses on using data to drive instruction with her students. She uses a variety of May/June 2021

Caitlin Robinson

diagnostic and intervention programs for math and reading to identify and target individual skill gaps and create a unique plan for her students.

“Even in a non-COVID year, I can use data to go back and hit a skill with different strategies. I try to look at how students learn and constantly adjust the strategy while keeping the classroom structured,” she said. “I have seen a lot of kids make a lot of progress.” n

“We target the skills students are missing until they catch up.

We’re doing that now — repetition and changing strategies to try to bridge that gap.”

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LEGAL Subpoenaed? Stay Calm, Take Action, and Call PAGE if You Need Us

It is a nice morning in a PAGE member’s home, and he is going through a stack of mail. There’s an odd envelope in the stack; one sent certified mail. He opens the envelope and finds that it is a subpoena to appear in court next week regarding the child abuse report he made last year.

What is he to do? – Stay calm, take action, and call PAGE if needed.

Stay Calm: Subpoenas are part of our legal system and without them the justice system would not function properly.

A subpoena is an order, usually issued by a lawyer, requiring a person to appear in a proceeding at a specified date and time. It may also require the production of documents. In short, it means that a lawyer before the court believes that a witness has pertinent information related to the pending case. In their professional capacity, educators are most often subpoenaed in custody matters and criminal matters involving their duty to report child abuse.

This article addresses those instances.

Take Action: ♦ As soon as possible after receiving a subpoena, it is important to put the school system on notice that you are under subpoena and will most likely be out of school on the date summoned. Appearing in court to provide testimony on matters per your professional obligations results in no deduction of leave or pay.

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♦ Review the subpoena to determine if it encompasses any documents. If so, notify the principal and board office administrators. The school board’s attorney may need to be involved in determining which documents need to be produced. Only in the rarest of cases will a classroom teacher make a decision on the production of documents. In some instances, the school board attorney or district administrator may actually manage the process – inclusive of document delivery to the court – on an educator’s behalf. ♦ Scheduling conflicts: In this instance, notify the lawyer who issued the subpoena to see if the schedule can be changed. If it cannot be changed, then honor the subpoena. Even though a subpoena is issued by a lawyer, it is issued under the authority of the court.

Failure to appear creates enormous problems for the educator, in addition to the underlying issue before the court. Failure to appear is contempt of court. The judge may issue a bench warrant (for arrest) or order the sheriff to bring the educator to court. Avoid this nightmare and show up! ♦ While educators are usually aware of the matter, there are instances, usually in custody cases, where the subpoena comes as a surprise. Sometimes, educators have nothing of value for the court. It is perfectly acceptable in these instances to notify the subpoenaing attorney that this is the case. It most often results in a release from the subpoena.

May/June 2021

If you’ve been subpoenaed in your professional capacity and would like to speak with a PAGE attorney, call 770-216-8555 (option 1) or send an email to legal@pageinc.org. ♦ To prepare for court, it is best to review pertinent documents or memory aids in order to assist in providing clear, reliable testimony. Do not discuss the subpoena or underlying issue with anyone at school except those on a right or need-to-know basis. Remember, the issue before the court is not the educator. Your evaluations, employment history, and personnel file are not admissible unless those are pertinent to the inquiry (and they most likely are not). ♦ When arriving at court, don’t be surprised if you are placed in a room by yourself. This common practice is designed to ensure that witnesses do not hear each other’s testimony. When the court is prepared to hear your testimony, you’ll be summoned to the courtroom, placed under oath, and asked questions by the party who issued the subpoena. This is called direct examination.

At the conclusion of direct examination, the opposing party may cross examine. It is imperative to answer all questions honestly regardless of which party asks them.

If the answer is “I don’t know” then that is the answer. ♦ Once testimony is complete, you’ll be released from the subpoena unless the judge indicates otherwise.

Upon returning to school, it is appropriate to debrief May/June 2021

with your principal. This is generally the conclusion of the matter.

Call PAGE if You Have Questions or Concerns: Though subpoenas are a normal and essential part of the judicial process, educators may, at times, have questions or concerns beyond the scope of those addressed here. As a PAGE member, you have access to one-on-one, privileged and confidential legal consultation with a PAGE attorney. If you’ve been subpoenaed in your professional capacity and would like to speak with a PAGE attorney, call 770-216-8555 (option 1) or send an email to legal@pageinc.org. 

Matthew Pence is a PAGE staff attorney. A former high school history teacher and graduate of Emory University School of Law, Matthew has served PAGE members for eight years.

PAGE ONE 33

Melanie Lockett: PAGE Board Member for District 6

From Dinosaurs anD BarBies

To a Personal Calling to Advocacy

By Noelle Walker Melanie Lockett’s teaching career began when she was 5 years old with a chalkboard and a classroom full of dinosaurs and Barbies. Iconic members of her class also included Nala, Simba, and Barney. It was an early experience of differentiated instruction, and one that led her to pursue education as a profession.

“You’ve got to be the change you wish to see in the world,” says Locket. “And I realized that the 34 PAGE ONE

change I want to see begins with teachers.”

In high school, Lockett completed an apprenticeship with Bibb County Schools that affirmed teaching is what she was destined to do.

She went on to hold a variety of teaching positions before her current role as English language arts coordinator with Griffin-Spalding County School System.

May/June 2021

Recognition as the Teacher of the Year for Monroe County stands as Lockett’s proudest career accomplishment to date. The pivotal experience revealed to her the deeper meaning of the work, which was more significant to her than the title or the accolades. When she was announced as the district honoree, she walked on stage in front of her class – hearing all the students cheering her on, including three young girls in particular. As the principal shook Lockett’s hand, she whispered in her ear: “Look at those girls out there watching you.”

And there, Lockett’s second calling was born: “In that moment, it was brought to my mind, ‘you’re doing this for these children, for all children. There are always going to be students who need a role model to look up to, and they’re watching everything I do and say.’ And since that day, in the back of my mind, I’m always thinking, 'in the decisions that I make, who’s watching and what lessons are they learning?'”

Advocacy is being a voice – both for students and fellow educators, Lockett said. “You’re the voice. You’re the agent of change. You’re the person who can get those words, thoughts, and emotions through that get the job done – and that’s what an advocate has to do.” And that is exactly what being on the PAGE board, sworn in amid the myriad challenges of a global pandemic, enables Lockett to do.

PAGE has been a touchstone in Lockett’s life throughout her career – even before her official entry into teaching.

She joined as a student member while in college at Georgia Southern University, where she served as president of SPAGE (Student PAGE as it was known then). She also was on the cover of the PAGE New Teacher Guide in 2009.

As she later transitioned from a teacher to an instructional coach, she served the organization as a building level representative and member of the Legislative Task Force. Now, as PAGE’s newest board member, Lockett is passionate about the role.

“I’m most excited about being able to be a voice for

May/June 2021

our teachers in the state of Georgia, being able to really do what PAGE is asking us to do: advocate. Through my position, I’ll represent the needs and desires of the people from our region,” she says.

Advocacy in this time of uncertainty is more important than ever, observes Lockett, noting three important areas in which educators can continue to make a vast, positive difference: Increased engagement with families: The virtual space educators have occupied during the pandemic has provided the opportunity to interact with parents who, perhaps, may have been unable to engage previously. To mitigate learning loss as we return to in-person instruction, it is important to ensure that this engagement continue.

Enhanced relationships with peers: From a leadership standpoint, Lockett saw teachers reach out to one another to learn and share best practices. We all had to lean on each other to identify how we ensure student success in this unprecedented time, says Lockett. And it is essential that we maintain this depth of connection.

Closing the gaps: During the pandemic, it became more evident than ever how equity and access impact students.

These gaps must be addressed, says Lockett.

Lockett notes that, as teachers, we now have the opportunity to decide to either continue doing things as they have always been done in education, or apply the new tools, realizations, and lessons learned during the pandemic.

And, looking back over her own career to date, Lockett acknowledges that transitioning from one challenge to another has always brought her great joy – and will continue to do so.

“My path started with dinosaurs and Barbies,” she observes, “and it has brought me here, right now, to this place.” n

PAGE ONE 35

Professional Association of Georgia Educators Legal Defense Inc Consolidating Statements of Activities For Fiscal Year Ending June 30, 2020 Unrestricted Net Assets Revenues, Gains and Other Support PAGE Contribution for Legal Defense Claims...............$1,000,000 PAGE Contribution for Legal Defense Reserve Fund.........$354,167 Interest Income.......................................................................$14,938 Total.............................................................................................$1,369,105 Expense Legal Expenses........................................................................$1,052,697 License Renewal.....................................................................$500 Total Expenses.........................................................................$1,053,197 Increase (Decrease) Unrestricted Net Assets..........$315,908 Beginning Unrestricted Unrestricted Net Assets ........$2,740,225 Ending Net Assets Unrestricted Net Assets.............$3,056,133 Professional Association of Georgia Educators Legal Defense Inc Balance Sheet For June 30, 2020 Assets Cash, Cash Equivalents, Short-Term Investments and Legal Reserve Fund.......................................................$3,856,589 Total Assets.............................................................................$3,856,589 Liabilities & Equities Legal Claims Payable.............................................................$47,260 Legal Claims Loss Reserve...................................................$711,941 Taxes Payable...........................................................................$41,255 Total Liabilities......................................................................$800,456 Unrestricted Net Assets........................................................$3,056,133 Total Liabitities and Net Assets.....................................$3,856,589

PAGE Earns Honor For Second Consecutive Year “We take care of one another and our members like family. And, while this past year has brought enormous challenges, it has also brought great reward – as the PAGE family has supported one another and the exceptional teachers and school staff we serve every day.”

— PAGE Executive Director Craig Harper

_Top Workplaces Quarter Page Vertical.indd 1

OFFICERS President: Lindsey Martin President-Elect: Megan King Treasurer: Lamar Scott Past President: Nick Zomer Secretary: Dr. Susan Mullins DIRECTORS

District 1 District 8 Dr. Oatanisha Dawson Joy Robinson

District 2 District 9

Brecca Pope Jennie Persinger

District 3 District 10

Mary Case Khrista Henry

District 4 District 11 Rochelle Lofstrand Amy Carter

District 5 District 12 Dr. Shannon Watkins TaKera Harris

District 6 District 13

Melanie Lockett Daerzio Harris

District 7

Lance James

4/26/21 10:27 AM

The articles published in PAGE One represent the views of the contributors and do not necessarily represent the views of the Professional Association of Georgia Educators, except where clearly stated.

To submit a topic for consideration, visit https://bit.ly/3oh86DM Contributions/gifts to the PAGE Foundation are deductible as charitable contributions by federal law. Costs for PAGE lobbying on behalf of members are not deductible. PAGE estimates that 7 percent of the nondeductible portion of your dues is allocated to lobbying.

PAGE One (ISSN 1523-6188) is mailed to all PAGE members, selected higher education units, and other school-related professionals. An annual subscription is included in PAGE membership dues. A subscription for others is $10 annually. Periodicals class nonprofit postage paid at Atlanta, GA, and additional mailing offices. (USPS 017-347) Postmaster: Send address changes to PAGE One, P.O. Box 942270, Atlanta, GA 31141–2270.

PAGE One is published three times a year (January, May, and August) by New South Publishing Inc., 9040 Roswell Road, Suite 210, Atlanta, GA 30350; 770-650-1102. Copyright ©2021.

DIRECTORS REPRESENTING RETIRED MEMBERS Vickie Hammond Dr. Sheryl Holmes

36 PAGE ONE

May/June 2021

Education leaders choose UNG. For more than 140 years, the University of North Georgia has been developing education leaders who are highly sought after for their skills and experience. Our innovative graduate degrees and endorsement programs help educators advance their education and their careers.

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Learn More UNG.EDU/COLLEGE-OF-EDUCATION Email coeundergrads@ung.edu or coegrads@ung.edu UNDERGRADUATE PROGRAMS

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English for Speakers of Other Languages Endorsement Gifted Education Endorsement Reading Endorsement International Baccalaureate Certificate Diversity Certificate

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Post Master’s Certificate in Transfer Leadership and Practice

Tier II Educational Leadership Educational Specialist Degree Program or Certification-Only Program

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