Opinion: It’s Time to Reopen Belmont Schools

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Photo: One hundred years ago, New York City schools opened school building windows to effectively fight the “Spanish flu” pandemic. (Library of Congress)

In a recent survey of Belmont parents, 67 percent were in favor of opening the school in hybrid or in-person. Questions remain: Is the time now to reopen Belmont school in the hybrid? Is there a right way for opening Belmont schools?  

The case for reopening schools is simple. Kids learn better in schools; remote learning is less effective and is disproportionately felt by lower-income students and students with fewer resources. The CDC and mental health experts agree that schools should open this fall. The psychological toll on children is mounting, and school closing, quarantining and isolation are contributing to long-lasting effects on children. The data from Europe and Asia are encouraging. They reopened schools and, while they’ve seen cases of COVID, they haven’t seen schools as major vectors of infection.    These offer real-world evidence to inform our strategies for school opening.   In a recent analysis of the risk associated with school opening, the authors concluded that reopening schools will not significantly increase community-wide transmission, provided sufficient school-based interventions are implemented. Moreover, when the incidence rate in the community is at or below 20 per 100,000, Belmont is significantly lower than this threshold, the risk of infection in schools is less than one percent.

How we reopen schools matters. Florida is a great example of how NOT to reopen schools given its rising levels of infections. We support the risk assessment metrics set by Massachusetts Gov. Charlie Baker for school opening. The rate of infection in Massachusetts is low despite the fact that more people are socializing outdoors, going to restaurants and nail salons, driving to work, shopping, or leisure. While there will never be enough testing, we can’t let perfect be the enemy of the good. There has been an uptick in testing in Belmont and the State, and, importantly, the rate of infection remains low and stable since June (Figure 1). At the local level, Belmont and all the neighboring towns remain in “green” or “white” (see Table 1) further reducing the risk of infection at schools. These are all encouraging signs and if Belmont were to follow the DESE recommendation, schools would reopen now.  So why is Belmont not opening in hybrid?

It’s Time to Reopen Belmont Schools

Figure 1. (WCVB)
TownRisk based on average daily cases per 100,000Positive cases last 14 days% positive last 14 days% Trend
BelmontGreen90.66No change
WatertownGreen150.8Lower
CambridgeGreen340.88No change
WalthamGreen340.88No change
ArlingtonWhite50.21No change
LexingtonWhite30.24No change
Table 1: Average daily COVID-19 case rate per 100K over the past two weeks.(WCVB on Sept. 1)

It is not lost on us that assessing the risk-benefit of opening schools in the middle of a pandemic is as much a scientific and policy question, as it is personal. At the heart of it, advocates of opening the schools are looking at the data and are saying we are making the uncomfortable judgment that taking a risk with someone’s health is OK in order for us to have these benefits. In the middle of an acute crisis, history has taught us that there is a tendency to be overly conservative and want to institute extreme safety measures. On balance and with the benefit of retrospective analysis, extreme measures have rarely been effective at keeping us safe. The question is therefore how much risk are you willing to tolerate? Zero risks are not only unachievable, but it rarely makes for a good strategy or informed public policy.

As Belmontians, we make these calculations all the time. We allow our teenagers to drive cars, our pre-teens to walk to Belmont’s Underwood pool, ride their bikes to the town center, and partake in a variety of other activities that have some inherent risk. So in trying to answer how large are the potential health risks, we need to anchor the discussion in what the evidence above says, how large are the potential benefits, and the long-term impact on kids, in addition to the immediate impact on their parents, their teachers and the economy.  

We take the risk to teachers and staff seriously. To that effect, we want to end with a positive example that showcases the power of engagement with the Belmont parent community.  

Much of the discussion, especially in Belmont social media circles, has been productive, but understandably visceral when it comes to how much risk people are willing to take and how it affects teachers and staff. The school district, the Massachusetts Teachers Association, and the Belmont School Committee have identified air quality as an area of major concern for opening the school. This is not an unexpected request given that the District has already run similar analyses in the past. A solution that requires the building of new schools or upgrading all HVAC systems is costly and unrealistic options as preconditions for opening schools. Two Belmont parents authored a well researched white paper that suggested a simple, cost-effective solution to mitigate the air quality concern. To his credit, Belmont School Superintendent John Phelan met with the parents and ordered 150 portable commercial filters that can be deployed as early as next week. Further, the group highlighted the results of a study done by a group from Harvard University’s T.H. Chan School of Public Health that showed that opening a window as little as six inches can provide superior air exchange and be used as an effective strategy to augment mechanical-based solutions to air quality control. In listening to issues like air quality that are central to the School Committee, the superintendent, and the MTA decision to reopening schools, the community has demonstrated how it can act as an effective resource to solve critical problems and support the need for a resource-constrained school district.     

The community is actively listening and wants to be part of the solution. The time is now to go to hybrid. We urge the school committee to accelerate the timetable for opening the school in hybrid. Let’s give our kids an opportunity to work together with their peers and their teachers, even if it were for a short time while Belmont is in the “green” zone. The benefits to their psychological well being and educational equity will be immeasurable. Let’s avoid creating obstacles that are red herrings, and keep the decision for opening the schools science-driven and anchored in the state guidelines and local data.

Jamal Saeh, Larry Schmidt, Martin Zwierlein, Kerry O’Grady, Maysoun Shomali, Patrick Whittemore, Christine McLaughlin, David Thesmar, Mikhail Zaslavsky, Ron Creamer, Carrie Bryan, Christine Regan, Liane Brecknock, Pamela Schmidt, Valerie Krempus, Robi Krempus, Danielle Lemack, Karl Ivester, Sonya Santos, Maíra Rejane Marques Samary, Alex Danahy, Olga Shyshko, Kelley Moriarty, and Alicia Dimitruk

District Reveals How StudentsWill Move Through The Four Learning Phases

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Photo: The title page of the Belmont School District’s presentation on the coming school year

After questions from parents and students on how and when Belmont schools would transition between the four learning phases established last week, the Belmont School District released a detailed blueprint on the health and safety criteria the community and each school building will need to meet to move from remote to hybrid and finally in-class learning.

In addition, the district produced the “earliest” date these changeovers can take place, which could occur as quickly as three weeks after entering each initial phase.

“The hope is that we have some clear understanding of what this presentation means for families and students so they can plan their lives and in their work as well,” said John Phelan, superintendent of Belmont schools last week before the School Committee. The district will start learning remotely on Sept. 16

The creation of the multi-stage approach was necessitated by the continued COVID-19 pandemic that is likely to stay active for the entire 2020-21 school year.

According to Phelan, the earliest possible dates that each transition could occur are:

  • Beginning of the school year in Phase 1: Sept. 16
  • The transition from Phase 1 to Phase 2 (Remote 2): Oct. 19
  • The transition from Phase 2 to Phase 3 (Hybrid): Nov. 9
  • The transition from Phase 3 to Phase 4 (In-person): TBD by state Department of Elementary and Secondary Education.

Phelan noted the dates provided are “best case” estimates involving a “three-week decision-making cycle.”

The district and the town’s Health Department will work closely in determining when the transitions can occur using a dual system of health measures, one issued by the state and the second a comprehensive test of air circulation in Belmont school buildings.

The first is one devised by DESE which uses a color-coded system – red, yellow, green and unshaded – that measures weekly the 14-day rolling average of daily cases of COVID-19 in each community.

If the average daily cases are less than eight or fewer (green and yellow), Belmont schools will be allowed to move to the next phase. Greater than eight will require the town to move to a remote system.

The latest data from the state puts Belmont in the green sector with 1.7 cases.

But before Belmont students prepare to move onward to “Remote 2” the town’s schools are undergoing a thorough examination of their facilities air exchange systems to determine if the machinery is working up to the manufactures standards and if they move the air at a sufficient rate to create a flow that will disrupt the concentration of coronavirus droplets in the air.

Phelan said that work, known as the Facilities Air Flow Assessment, will be completed around the time school begins and a report will be produced two weeks later in late September.

“That is why we will pause right now and not jump right into hybrid because we just don’t know that information yet and moving into a scenario without all the information,” said Phelan.

In anticipation that some areas and rooms will need to have an alternative , the district has purchased 100 filtration systems to add to the circulation of air in each room.

Only if the two safety measures are met will the district come before the school committee for discussion and a vote to move to the next phase.

The district has also committed to working towards the next phase as they prepare for the expected transition.

While the schools are in Phase 1, district officials will be reviewing data and decide on a timeline for entering Phase 2 and the air exchange assessment will be reviewed as well as the DESE metrics.

It will be during this time that parents and guardians will receive a notice of whether their children will wish to enter the hybrid phase and those who will stay in a remote-only cohort. Finally, schedules will be created for those kindergarteners and first graders which will enter the hybrid in-person learning under Phase 2.

For more information on the transition of phases and the work being that the district will conduct during each phase to prepare to move between stages, a link to the district’s charts can be found here.

Discussion among the School Committee members ranged from concerns on understanding on the extent of the interior assessments – some schools (the nearly decade-old Wellington) are in better shape than others. So far, the district has paid $25,000 in labor and parts to prepare the schools, $15,000 will go to repairing all screens and window repairs, $42,000 on HVAC updated and $100,000 to purchase 100 air purifying units.

The School Committee’s Tara Donner, who is also a teacher in Winchester, voice an issue with the focus on “plowing ahead as fast as possible” into the hybrid phase when there hasn’t been much discussion on effectively staffing that step. Speaking from her own experience, Donner said “these models are frankly fairly incompatible to good teaching” until the district has a quality educational model in mind.

“I want to make sure we’re not putting the cart before the horse,” he added.

Will Belmont High Be Playing Sports In 2020? Here’s The Q&As

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Photo: Belmont High Football will be delayed until 2021.

It’ll be Thanksgiving without the turkey this year.

The annual Belmont vs Watertown Turkey Day football rivalry, which would be marking its centennial contest in 2020, will have to wait until sometime next year to settle its annual grudge match after the state and the athletic governing body for high school athletics decided the quintessential fall sport is deemed too high risk to play while the COVID-19 pandemic continues to plague the US.

The postponement of the football season statewide was just one of several outcomes with the release of a joint sports guidance for the 2020-2021 school year from the Department of Secondary and Elementary Education (DESE), the Massachusetts Executive Office of Energy and Environmental Affairs, and the Massachusetts Interscholastic Athletic Association (MIAA) .

The blueprint for the resumption of high school sports – which took months to hammer out between the state agencies and the governing body of athletics in secondary education – was approved by the MIAA on Wednesday, Aug. 19.

With several questions remaining, here are the answers for sports in the new school year:

Q: So will sports be played this fall and the rest of the year?

Yes, the guidance has identified the sports deemed safe to play – either low or moderate risk – and the few which would be “practice only” activities.

The most striking element to come out of the recommendations is the creation of a fourth “season” dubbed Fall II or the Floating season to be played in late winter and into early spring. It was created to allow sports deemed too risky to be played at the beginning of the season and those school districts which has high community infection rates or which decide to pass on the first fall season a chance to compete when there is clearer evidence on the risk factors in participating in the sport.

Here is the list of sports and the time of year they will be played:

Sept 18 – Nov. 20, Fall Sports: Boys and Girls Soccer, Fall Gymnastics, Cross Country, Field Hockey, Girls Volleyball, Swim & Dive, Golf and Dance.

Nov. 30 – Feb. 21, Winter Sports: Boys and Girls Basketball, Boys and Girls Hockey, Wrestling, Winter Gymnastics, Boys and Girls Indoor Track & Field; Alpine Ski, Nordic Ski, Winter Cheer, Dance, Swim & Dive

Feb. 22 – April 25, Fall Sports II (“Floating Season”): Football, Fall Cheer, Unified Basketball, sports not played in fall season because of remote learning model or a decision made to wait until the spring.

April 26 – July 3, Spring Sports– Baseball, Softball, Boys and Girls Lacrosse, Boys and Girls Tennis; Boys Volleyball; Boys, Girls and Unified Outdoor Track & Field, Boys and Girls Rugby, Sailing, Girls’ Golf, and Crew.

Q: So are these dates for each season set in stone?

No. The start and finish dates are flexible due to circumstances such as moving sports between seasons. The date for the spring season ending could extend to mid-July.

Q: What else was approved by the MIAA?

The , there will be no state championship to contend in the fall; only league titles will be on the line. Out of season coaching will be allowed for the entire year and students can play in all four seasons. Also “Captain practices” – in which senior players hold un-sponsored training sessions during the off-season – are being discouraged by the MIAA.

Q: Are districts that choose to begin the school year remotely effected by the new guidance?

Under the DESE guidelines accepted by the MIAA, districts such as Belmont which starts the school year in a remote only setup are currently prohibited along with districts in communities with high COVID-19 rates from playing any sports – whether they are considered low risk such as cross country or moderate risk like soccer and field hockey – until late February when a newly created “floating season” begins.

Q: So, no sports for Belmont athletes until after the winter break?

Not all is lost for the fall and winter athletes as the new rules gives the district an “out”; remote learning districts can get back into competition if they gain the approval of their School Committee. In addition, in his weekly memo to the community on Thursday, Aug. 20, Belmont Superintendent John Phelan noted that “Belmont is able to participate in these sports with our given Phased Plan with a remote start in Phase One.”

Q: So with the general guidance approved, what’s next?

A: With health and safety for the students and coaches paramount, the next issue is how to play each sport under the guidelines set forth by the EED and DESE. And this is all about the MIAA modifying the sports to meet these state goals.

Q: What are modifications?

The modification is just that, altering the rules of the game to either eliminate or significantly reduce encounters that pose an opportunity for the Coronavirus to be transmitted. These changes are becoming a point of contention for both student and coaches.

While some sports will see little change – swimming in a pool with lane markers follows most of the social distancing; cross country will likely use a staggered start – others, such as football, are played in close quarters with constant contact as an integral part of the game.

For many sports, the changes are still being developed while other youth sports associations have already issued new rules. Take, fore instance, soccer. The Massachusetts Youth Soccer Association has just released its modified rules to comply with EEA guidance. There are changes that will effect some of the sports’ bedrock skills include:

  • No heading the ball
  • Shoulder tackles are prohibited
  • Slide tackles within 6 feet of a player are not allowed.
  • Throw-ins and corner kicks will be replaced with a “kick-in” which can not be played directly into the opponents’ penalty area.
  • A restart after a foul will require all players to stay 6 feet from each other and the opposition to stay 10 yards from the ball.
  • The “defensive wall” is suspended.

By Monday, Aug. 25, the MIAA will identify and put the modification guidance in place for each sport, which will be reviewed by each school district, said Phelan.

Q: So will the schools decide after Aug. 24 whether to play in the fall?

A: Well, yes but there is a caveat. Schools are joining their respective athletic leagues – for Belmont that’s the Middlesex League – to discuss the modifications and new rules with the idea of voting as a group on their future playing fall sports.

“The superintendents and athletic directors in the Middlesex League are meeting on Monday, Aug. 24, to discuss these latest guidelines,” said Phelan.

Q: Why would a league or school decide not to play in the fall and wait until the floating year?

A: Simply, there will be sports in which coaches and athletes believe the changes to the rules alters the play to such an extent that student athletes are forced to learn essentially a new sport. Since the MIAA will not decide whether the modifications will be used in the floating or spring season, leagues may take their chances that the development of effective therapeutic or a vaccine which will move the sport to a return to pre-COVID rules.

In addition, by working together on their positions to participate or not, the leagues will secure a schedule of traditional opponents and not have to seek teams to play possibly in far flung locations.

Jim Davis, the district’s athletic director, said that he “will be speaking with Phelan to talk through the District’s options.”

“[It’s a] [w]ork in progress,” said Davis.

Belmont Likely To Start School Year With Hybrid Learning Option

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Photo: Burbank Elementary School

The doors will be opening at Belmont’s six public schools in approximately 45 days and according to the educators in charge, the hows and whys of beginning the new school year remain, in two words, quite fluid.

With the COVID-19 pandemic in the US continuing unabated, the idea that simply ringing the bell and teachers welcoming school children into the building is a faded memory.

“These are going to be late decisions. These are going to be hard decisions,” said School Superintendent John Phelan at last week’s Belmont School Committee meeting.

Interest on how learning will take place in Belmont is sky high. A parents survey sent out last month by the school district had 880 respondents with 2,100 comments. And more than 100 residents swore off a beautiful summer afternoon to attend the remote committee meeting on Wednesday, July 16.

Opening day planning by the Belmont School District is about a third of the way through a feasibility study that will be sent to the state by Aug. 10 that will determine which of three models – in person, hybrid and remote – will use when the student’s first day of the 2020-1 school terms begins on Wednesday, Sept. 3.

While many parents and students can’t wait to have all students go back to a “regular school year,” more recently say they are “very nervous” about returning, said Phelan.

But as of mid-July, Phelan said all three options remain in the running. And “it’s very clear to us … that the year that we face in ’20/21 could quite frankly involve all three models,” said Phelan.

A June parents survey found that 70 percent of residents would prefer the traditional in-person school opening, many of those same residents also acknowledge that a full-day education is not be in the cards come the fall.

Since receiving the state’s guidelines on reopening schools on June 25, each principal created a master schedule – class and teaching and student – for in-person schooling with all the state restrictions including three to six feet social distancing, moving furniture, providing space for teachers, and how to create lunchroom distancing.

While telling the school committee he has not discounted any of the three options, Phelan did say that due to the district’s over-enrollment – accepting between 700-800 students in the district over the past five years – and limited class space, attempting to fit all students into the building under the state’s social distancing limitations and other restrictions would be “very challenging.”

“The class sizes just don’t fit [an in-person opening],” said Phelan.

The space constraints of the in-person option is leading the district to focus its efforts on a hybrid plan in which half of the students will attend school while the other half are schooled remotely in a digital classroom setting.

In a hybrid option, it’s easier to achieve social distancing since only half the number of pupils are in the building, which allows for better circulation of students between classes and airflow. The district has also purchased $200,000 of personal protection equipment for teachers and staff when schools are opened.

Sometime in the week ahead, a decision on which hybrid schedule will be used; one which students alternate days in school versus a week in school and a week at home. In the parent’s survey, both schedules were equally supported by parents.

With the likelihood the remote option will be used, the district is distributing computers or tablets to all students to allow for true synchronous learning which will allow for students and teachers to collaborate and learn in real time in virtual classrooms. A major complaint from parents when the district shut down in mid-March during the initial wave of the coronavirus was that students were unable to interact with classmates and teachers, which Phelan attributed to a lack of computers to each pupil.

When the doors do open, the first few days could be for “teachers only” so they can prepare rooms for the new health protocols, accommodate social distancing requirements and to set up new technical equipment.

By Aug. 10, the district must pick one of the three options and get ready to move forward but there remains plenty of unknowns that haven’t been addressed by the state such as the use of buses, utilize outdoors and large indoor space such as cafeteria or gymnasium.

And the district will need the help from volunteers in Belmont such as the PTOs and PTAs, the Foundation for Belmont Education and the various Friends groups to assist in material and educational needs.

“As the Commissioner of Education Jeff Riley has said to all the superintendents … is we need to be flexible,” said Phelan.

“So we’re trying to plan flexibly in where we’re trying to communicate with our community as well as we can so when we get back to making decisions in August that people are up to date and feel like we’re making decisions … preparing for a safe entry to school.”

With State’s Guidance In Hand, Belmont Schools Writing An Opening Day Scenario

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Photo: The cover page of the Massachusetts DESE guide to reopening public schools in September.

With guidance from the state now in hand, the Belmont School District is beginning in earnest to put together a blueprint for opening the school year in less than two months.

But no one should believe this will be an easy process in a world dominated by COVID-19.

“This will be unlike any September that school systems have ever faced with trying to open school under a pandemic,” said School Superintendent John Phelan at a virtual Zoom meeting of the Belmont School Committee recently.

Belmont joins districts and systems across the country determine the optimum playbook to follow in the coming school year, as “families are ready to fall into that familiar ‘back to school’ routine where parents go back to work and students are in front of teaching and developing their own social emotional growth and development,” said Phelan.

The district with guidance from the state’s Department of Elementary and Secondary Education (DESE) is currently creating three learning options for educating students in the 2020-1 school year:

  • a traditional in-school model,
  • the hybrid system which students participate both in class and learn from home, and
  • an on-line remote setup similar to the final weeks of the previous school year.

For Phelan, it doesn’t appear Belmont will be picking one option and sticking with it for for the 2020-1 school year.

“It is our potential expectation that next school year we could run the range of having all three of those option be put in play,” said Phelan, attempting to service the district’s pupils well “but also with safety in mind.”

One of the first things principals, educators and staff are doing during this feasibility phase is measuring every available inch of space in the district’s six schools to determine how many students can be safely taught in each building which will decide which option(s) the district will use to educate its approximate 5,000 students beginning Sept. 2.

“We will set up a schedule where we could try to limit contact between students,” said Phelan as the schools prioritize in-person learning.

The answer is far from certain. “Can it be done with existing staff, do we need more space, will extra buses be needed, can students pass safely between classes, where will lunch take place?”

“Are our class sizes just too big with 26 students in a classroom and still keep the minimum separation in social distancing?” said Phelan.

As the traditional opening is being tested, the district will also provide a more detailed blueprint on a hybrid option with a remote learning portion.

After the three models are completed in the next weeks, the district will return to the state “the data with our assessment” of the options, showing DESE the challenges and pointing out the resources the schools will need to mitigate those challenges” as well as demonstrating the situations that can’t be resolved.

An example is that a teacher with 29-33 students can not run a class under the regulations imposed by the state. “[the class] would need to be split up and a teacher brought in. if not that’s an un-achievable challenge,” said Phelan.

The Superintendent revealed that the state said ‘out loud’ there could be dollars for each district to find added classroom space and to purchase equipment so each student can be equip with computer for hybrid or remote learning.

But Phelan said he found it “concerning” that funds can not be used to add personnel to assist in educating students.

Not Now: Belmont Schools Decline Virtual Classroom In Remote Learning Program

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Photo: First slide in the Belmont School District’s overview of its Phase II remote learning program.

While a sizable number of Belmont parents – in online message boards, text communications and emails – are pushing the school district to employ a more traditional teacher/students learning experience via a virtual classroom, it appears, for now, Belmont’s educators will be staying with its current remote learning plan.

That was the conclusion of a wide-ranging Town Hall-styled forum held by the Belmont School Committee via video conferencing on Tuesday, April 7.

Approximately 85 residents “attended” the session, which allowed the committee and the school district to update the rollout of Phase II of the district’s Remote Learning curriculum that began on Monday, April 5.

The key components in this teacher-led phase are creating direct learning that includes social-emotional learning, maintenance of previously learned skills and contents as well as meaningful learning opportunities as students advance the curriculum in both skills and content.

On Tuesday, the school committee heard from Belmont Superintendent John Phelan and members of the district’s central office presented a step-by-step outline of the Phase II plan while answering a harvest load of questions on how the schools have been handling the school closures and remote learning.

You can see the answers to parents’ questions as well as the district’s Phase II plan here.

But what has been a bone of contention for many parents is a growing disappointment across the grade spectrum that Belmont has not implemented a remote program that centers on classroom-style learning in which teachers would spend some part of their day “in front” of their students.

“Hopefully, phase II will include some virtual classroom learning for students which will assist with curriculum instruction allow students to see each other and learn together. Some schools who are doing virtual classrooms have used a modified schedule which has been great for teachers, student and parents,” said “Patrick” at the meeting.

In addition, parents were frustrated that Belmont schools spent the initial two weeks under Phase I which focused on “enrichment” of the studies that students had learned during the school year. They point to school districts such as Natick as committing to a virtual concept of educating its students.

“My first grader has gone from approximately 30 hours per week of seeing his first-grade teacher and peers to about 40 minutes per week maximum,” said Lindsay Doherty in a note to the meeting.

“K-4 teachers should be holding morning meetings 3-5 times per week if you are actually dedicated to [Social Emotional Learning]. That’s what is being required in other districts on top of at least [four] small group online meeting per week to check-in. Twice per week is not enough for these young kids.” said Doherty.

But despite parents’ advocacy, “[w]e do not have a plan right now for substantive changes to Phase II,” said Janice Darius, assistant superintendent.

John Phelan, Belmont’s superintendent, reminded the public that Phase II – which goes beyond what the state has asked of districts in doing remote learning – has only been up and running for two days.

“I reserve the right to say, ‘let’s let the teachers do their work for the next two weeks and then let’s assess it, let’s talk about what … is going well and … what might not be going well’.”

And at least for the near term, Phelan effectively put to rest any opportunity the district will set up an interactive lecture hall even if schools remain off-limits to students for the remainder of not just the school year but 2020.

“I can’t predict what next week or what next month holds but doing a straight online virtual classroom every day across the high school, middle school and elementary schools I don’t see happening this year,” he said.

The constraints preventing the implementation of a district-wide remote classroom program lies in two areas. The first is the need to ramp up the infrastructure and technology to create an effective and seamless teaching environment. In addition to the connectivity issues, there are significant security and privacy concerns that will need to be resolved as well as equity and access for all students.

The second hindrance to virtual lectures came from the working teacher on the School Committee. Tara Donner is an elementary school teacher in Winchester who acknowledged that many parents had been hoping that teachers and students would be “meeting” on a regular basis to conduct

“On one hand, yes, I totally agree that it’s not enough facetime but there so much about our situation right now that is not right for everyone,” said Donner. She told the meeting of her own experience in the classroom with kids how “there are so many things you can do all at one time” talking to a student, passing out assignments, monitoring homework.

“You can do five things at once, that in this home environment, each one of those things takes so much more time,” she said. “I think [increased facetime] is important for the kids to be able to see and connect, but it’s not the same as teaching.”

“So doing [virtual classroom] five times a week for however long does not accomplish the same thing and I think it can cause stress for some students,” said Donner.

The district is floating the idea of a survey to receive feedback from parents on their experiences and how to improve Phase II. But that would not be sent out until the last days of April.

While the current return to school date set by Gov. Baker is May 4, Phelan said students, teachers, and parents “must be a little more nimble with how we approach to school” with the knowledge there is a possibility social distancing will be reintroduced sometime during the 2020-2021 school year.

“Our goal is to try to create a dual learning environment where were we can be flexible if we have to open school for a few months and may be closed for several days or weeks and try to keep the momentum of the learning moving forward for the entire school year

Breaking: Belmont Schools Closed For Two Weeks Due To Pandemic Concerns, Joining Neighboring Towns

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Photo: The Belmont School Administration Building

In an extraordinary action to stem the spreading Coronavirus pandemic in the Boston area, the Belmont School District is joining with five towns in the Middlesex County in closing their public schools for two weeks beginning Friday, March 13.

Belmont is collaborating with superintendents from Arlington, Bedford, Burlington, Lexington and Winchester after being “informed by our local boards of health, as well by expert epidemiologists who recognize that the time to act is now,” said a joint press release from the superintendents dated March 12

“We know we can have a greater and more positive impact on public health and safety if we do this together,” the release said.

The superintendents noted the joint closure may be extended or shortened at the direction of state authorities.

Belmont and the other schools are joining the rapidly growing “social distancing” movement “a term that epidemiologists are using to refer to a conscious effort to reduce close contact between people and hopefully stymie community transmission of the virus,” as described in The Atlantic.

Examples of “community mitigation strategies” include nearly all Boston area colleges and universities sending student home for the remainder of the school year, a growing number of businesses are asking employees to work from home and the cancellation of large gatherings from classical music concerts, lectures to sporting events from the professional level to high school championships.

“We do this out of an abundance of caution, particularly out of sensitivity to families and staff who have underlying conditions that make them more vulnerable to complications should they become infected,” said the superintendents.

“We also do not do this lightly, as we know that this will impose a hardship on families who do not have childcare options,” said the release.

The “timely and unified decision” to shut down public education for the fortnight comes a day after the first confirmed case of a Belmont resident infected with the Coronavirus was made public by the Belmont Health Department.

Breaking: Schools Cancelling ‘Large Events’ Due To CoronaVirus Emergency; Musical’s Fate Up In The Air

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Photo: BHS-PAC’s spring musical “Shrek The Musical” is one event that will be decided on a case-by-case basis.

The Belmont Public Schools is canceling ‘large’ school-sanctioned events due to the spreading CoronaVirus pandemic, according to Superintendent John Phelan.

Speaking before the School Committee on Tuesday, March 10, hours after Gov. Charlie Baker declared a state of emergency for Massachusetts after the number of suspected virus patients doubled in one day, Phelan said the district will email a public statement on Wednesday, March 11, detailing the district’s decision and how it will impact the community.

Phelan said the school district’s action was done in coordination with the town’s Health Department and the Town Administrator Patrice Garvin. It also follows Baker’s declaration Tuesday in which he urged large organizations “[to] limit or eliminate large events where possible.”

Examples of “large public gatherings” include the 7th and 8th grade band concert on Thursday, fundraisers such as the Wellington Carnival, public lectures and field trips.

“We’ve had a lot of feedback from our families that they were worried about larger events,” said Phelan.

Phelan also said principals will “have at their discretion” the ability to cancel smaller events at the schools. Those could include a PTO meeting where a few dozen parents and school administrators are attending in a classroom or a “Meet the Kindergarten teacher” event, said Phelan.

Phelan would not comment on the possible cancellation or delay of the Belmont High School Performing Arts Company’s annual spring musical, this year “Shrek The Musical.” The popular yearly event fills the high school auditorium during three or four performances.

“We have to talk about the play,” said Phelan saying he is in discussions with Arto Asadoorian, the district’s director of fine & performing arts on the show’s future. “There is a substantial amount of money that it takes in and a substantial amount that’s put out to support it. We are taking some of these events on a case-by-case basis.”

“But we also want to be safe and be prudent so we’ll decide that in the upcoming days,” said Phelan.

Phelan told the committee the district has not joined other public schools or several nearby colleges and universities in permitting home learning or virtual classrooms to prevent the virus from spreading in Belmont schools.

But Phelan noted that the district will be realistic that distance learning may become an option as the effect of the virus on communities “changes by the day.”

While no Belmont resident or public school student have been diagnosed with the coronavirus as of March 10, “it will come here,” he said.

Principal McAllister Leaving Chenery For Central Office [Video]

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Photo: Mike McAllister.

Micheal McAllister, the popular principal of the Chenery Middle School, will be heading to the Belmont School District’s Central Office to become the director of the newly named Office of Human Capital.

Entering his 20th year in the Belmont Schools, McAllister has been the Chenery principal for the past four years after spending seven years as principal of the Butler Elementary School in the Waverley neighborhood. He began his career as a sixth-grade social studies teacher at the Chenery in 2000.

McAllister earned his BA from Northeastern and a master’s in education from Harvard. He lives with his family in his hometown of Bedford where he served on the School Committee for six years (2013-2019) and was Chair from 2015 until 2018.

“We will welcome Principal McAllister to his new role after we post and search for an interim principal to replace him for the remainder of the 2019/20 school year,” said Belmont District Superintendent John Phelan announcing the news on Tuesday, Jan. 28.

The district will post for the permanent principal position for the Chenery that would start on July 1.

“I think that the district is about to undergo a lot of change, to be able to have a hand in helping steer that in a good direction is an amazing opportunity,” McAllister told the Belmontonian. He noted that bringing the new Belmont Middle and High School “online” in the next five years will require a great deal of time and effort on his part.

McAllister will handle the district’s human resources duties, including the recruitment and hiring staff and educators, negotiating contracts, benefits, professional development opportunities, retirement, and other related employment issues. 

After 20 years as a classroom teacher and a school leader, this will be McAllister’s first time working in the central office.

“When I saw the job description, one of the things that struck me was that I’ve done a lot of those duties already, so I think I can parlay the skills and experiences that I’ve had,” he said.

“I think the central office is really closely connected to the schools, and I think that I can help do that. I am one of those rare people that has experienced at the elementary, middle and high schools, and I have relationships at all those schools and I’m hoping that we can build on this,” McAllister said.

McAllister said it will be a major adjustment to go from daily managing hundreds of students and educators to an office on Pleasant Street.

“I get fired up by the interaction. I love being in a place where 1,500 people know me and I know 1,500 people, I love that, you know, so it’ll be a big, but it’s just a different type of leadership. You know, and I think that as a leader, you’re always trying to move into a place where you’re being challenged. And this is this will definitely be a challenge.”

School Committee OKs ‘20-‘21 School Year Opening Before Labor Day

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Photo: The calendar for the coming school year.

Despite past complaints by parents fearing squashed holiday plans and previous votes, the Belmont School Committee approved the 2020-2021 calendar in which the first day of school will occur the week before Labor Day.

The official opening day for 1st to 12th graders will be Wednesday, Sept. 2. Half of kindergarteners will begin classes on Sept. 3 and the remainder on Sept. 4. The last scheduled day of school will be Tuesday, June 22 but could be shortened as that date includes five “snow” days.

And parents should be prepared to have their late summer holiday plans reflect a pre-Labor Day opening day of school for the next three school years ending in 2023-2024.

The earlier start is due to language added to district policy authorized by the school committee in June 2017: “When Labor Day occurs on or before September 3 , the start date for students will be the first Wednesday after Labor Day. When Labor Day occurs later than September 3 , the start date for students will be the Wednesday before Labor Day.“

The wording came into effect after the 2017-18 school year that began on Wednesday, Sept. 6, one of the latest opening in many years as Labor Day was celebrated on Monday, Sept. 4. The late start resulted in kindergarteners not having a full day in classes until Monday, Sept. 11.

The committee voted to approve the late date in January 2017 but with a proviso to revisit the question.

The pre-Labor Day opening has long been advocated by Belmont Superintendent John Phelan who in 2016 told the committee holding two full days of classes on the Wednesday and Thursday before the holiday allows students “to get all the hot air” out of their systems before the long holiday weekend.

Psychologically, the “first-day worries” experienced by students and teachers are out of the way, and the students are “in school” during the first full week in September, said Phelan.