When it comes to career pathways and work-based learning experiences for students —Delaware occupies rarified air. We’re considered a national leader for our tight-knit partnerships between high schools, higher ed, and local businesses. Nearly 20,000 high schoolers are gaining in-class instruction along with real-world work experiences like internships, job shadowing, apprenticeships, and more, in areas that span from computer science to patient care to culinary arts.

But how exactly does work-based learning work during a pandemic?

Local partners are intrepidly exploring virtual work-based learning. We talked to three Delaware students about their (paid) summer internship with Diamond Technologies—a partnership facilitated by Strive, Dual School, Rodel, Delaware Tech’s Office of Work-Based Learning, and Delaware Futures, among others.

The students worked in groups via Zoom to identify and research a problem and then develop a project that would solve this problem. They did this with guidance and advice from a diverse group of IT professionals. Students spoke with the professional mentors “employers” and presented their finding and projects midway and at the end of the project in early August.

. . .

Ahmad Mays, junior, Brandywine HS

On the virtual internship experience:

It was a group project, so as soon as we introduced ourselves and got used to each other on Zoom, we increased our chemistry. We weren’t afraid to talk or ask for help.

Even though it was virtual, you still had to be professional, ask questions, assert yourself when you have trouble. It helped me speak up more in presentations.

Technically speaking…

I’m in the computer engineering pathway in school. Outside of school, I always used to code and make PCs for fun. I was 9 or 10 when I started coding. There was a school assignment that I had to do, and I actually enjoyed it, so I started learning more about it myself.

The internship culminated in a big presentation on data protection: How to keep your personal information safe, your social media, credit card numbers. I was happy with how it came out—once we put everything together.

Challenges and rewards:

It’s definitely possible to do internships online. One challenge was time management. You think, being at home, you’ll get a lot done, but you get caught up.

Getting paid and coming away with college credits—it was a big benefit. Especially since I want to go to a four-year college at the moment.

. . .

Keturah Belgrave, junior, Laurel HS

On the virtual internship experience:

I’m used to in-person meetings with Delaware Futures. It was kinda weird for me that I had to be online. Nobody knew what to expect, neither did the people I reported to. It turned out so much better than I thought it would. It might’ve even been better online.

Technically speaking…

Technology is always growing, it will always be around. I used to be obsessed with my mom’s Blackberry, now we have new iPhones coming out every year.

So that’s part of why my group decided to focus on iPhone security updates, how to identify and avoid scams.

Challenges and rewards:

They based the internship around us, what we wanted to do. The challenge was learning to work with different people’s learning styles—but once we got that, it was fun.

I’ve gained new skills, new knowledge, new sense of self. I also know how to find empathy for others and just in the community, how to face the problems we face and make them into solutions. This internship has helped me manage my time better, between school, practices.

I know how to do an interview. I know how to call out of work if I’m sick. How to present myself, be a professional. It’s not taught in school, but now I know at 16.

. . .

Dakota Wilkerson, junior, Laurel HS

On the virtual internship experience:

I was confused on how they were going to give job experience virtually. I wasn’t really tech savvy at all. But I learned so much that I didn’t know; I was so glad I did it.

The first week was a challenge because you’re meeting new people, learning new things. But it boosted my motivation to keep working. It wasn’t what I was expecting—it was better.

Technically speaking…

Our group was a little behind at first, but we learned from it. We did a lot of research, getting a lot of feedback. We built a website…the idea is to help people who are not tech savvy work around viruses, scams, security updates, and our audience was people over 55.

Challenges and rewards:

We learned a technique of saying, “Yes, and…” instead of “Yes, but…” so that we can keep building on ideas and not limiting your opportunities.

I feel like I’ve come a long way. This internship has really helped me. Getting paid for it is a bonus; it helps me learn to manage money as well.

It wasn’t easy. You had to put in the effort, your thoughts and ideas, and give feedback on other thoughts and ideas. It was a lot but it was a huge learning experience.

As Delaware and the nation inch closer to back-to-school time, local parents say they’re concerned for the health and safety of their children due to the COVID-19 pandemic.

In a survey conducted by Rodel and the Delaware Readiness Teams, more than 1,000 Delaware parents shared their thoughts on COVID-19, including appraisals of the just-concluded spring semester, as well as their concerns about returning to classrooms in the fall. Parents weighed in on topics ranging from childcare to health screenings to economic stress.

This summer, working groups convened by Governor John Carney and Secretary of Education Susan Bunting will release recommendations for reopening of Delaware schools in remote, in-person, or hybrid formats. Parents, meanwhile, said some of their biggest concerns for back-to-school include potential exposure to COVID-19, children grappling with guidelines for social distancing and masks, a lack of socialization for children, as well as balancing work and childcare responsibilities.

When asked what measures would make them feel more comfortable before sending their child(ren) to childcare, camp, or school, Delaware parents selected:

• Alerts for positive COVID-19 cases (85%)
• Daily cleaning routines (84%)
• Limiting group/classroom size (71%)
• Temperature checks and screenings (67%)
• Publicly available plans for instruction and services (54%)
• Educator trainings and supports (52%)
• Changes in transportation (20%)

 

Click here to explore the full results

 

“These are challenging times for parents,” said Diane Frentzel, director of the Delaware Readiness Teams. “And they show how pivotal our childcare community really is for families’ everyday lives. Hopefully schools and child care providers can use their perspectives to shape solutions to meet families’ needs.”

COVID-19, which forced Delaware to close its school buildings in March, has already left a stressful and disruptive spring semester in its wake.

An overwhelming 99 percent of survey respondents said that life changes brought about by COVID-19 have been very disruptive or somewhat disruptive to their family routine. Eighty-four percent said their stress levels were either somewhat or much higher than usual—with some calling the impacts on their family “severe.”

COVID-19 also caused economic hardships for families: 33 percent reported they or someone in their households have been working less or been laid-off or furloughed. Respondents who are considered essential workers reported being twice as likely to need help with food or housing.

Only three out of 10 parents agreed or strongly agreed that their child(ren) “received appropriate and sufficient specialized needs or accommodations” during the spring semester, which was conducted remotely. Several parents shared that standards for learning and expectations have been lowered. Others shared technical challenges with remote learning, and some wished for more interactive or “live” learning opportunities for kids.

“As a parent of a public school kid and a former teacher that works with a lot of educators, I know this hasn’t been easy,” said Paul Herdman, president and CEO of Rodel. “I’ve talked to teachers who were working 12-hour days retooling their content for a remote environment and tracking down kids to customize their support on top of helping their own kids get logged on. Folks are working hard, but what I hear most from parents is the fear of the unknown. Because frankly, no one has the answers yet.”

 

The coronavirus crisis has significantly changed parents’ childcare arrangements and other parenting duties.

Nearly half of survey respondents said they helped children learn while they worked, while other juggled babysitters or family members.

“Childcare is truly an employer and employee issue,” said Michael Quaranta, president of the Delaware State Chamber of Commerce, which collaborated with the U.S. Chamber of Commerce Foundation to learn more about childcare needs of employees during COVID-19. “It’s a community development issue, it’s an equity issue—and moving forward, it’s an area where Delaware really needs to focus its energy.”

When asked about the potential impact if childcare providers do not reopen when parents are expected back at work, many respondents said they would have to quit their jobs or take a leave of absence.

If there is a silver lining, parents are much more likely to be engaged in their children’s learning and demand more for their schools in the fall, with more than 70 percent indicating they will:

• Get a better understanding of what my child is expected to learn at his/her new grade level
• Find more time to talk to my children about their everyday assignments
• Seek a better understanding of where my child is academically
• Talk to the teacher about what I noticed regarding my child’s learning/schoolwork during the school closure
• Develop a stronger relationship with my child’s teacher(s) than I’ve had in the past

 

While parents want children to return to school for socialization, education, and childcare (so they can work), there are major concerns about health and safety—especially for young children and those with disabilities. Some parents zeroed in on their children’s transition into kindergarten as a major concern.

As part of Delaware’s official framework for reopening schools, school districts and charters must each make plans for the fall school year, including contingencies for various scenarios that could unfold due to the increased spread of COVID-19. Many districts are conducting surveys of their own parents and families.

In late June, the American Academy of Pediatrics updated its guidance on school reopenings, “strongly” advocating “that all policy considerations for the coming school year should start with a goal of having students physically present in school.” The AAP cites the “fundamental role of schools in providing academic instruction, social and emotional skills, safety, nutrition, physical activity, and mental health therapy” in its recommendation.

 

About the survey. Just over 1,000 Delaware parents of children 0-21 responded, with most (60 percent) having young children under the age of five. Twenty percent reported having a child with special needs. The survey was conducted online between May 26 and June 22.

Data collected will be shared with state leaders, including but not exclusive to, the Delaware Department of Education, its Reopening Schools Task Force, Resurgence Advisory committee, as well as district and charter leaders, legislators, and the Delaware Early Childhood Council.

BY THE NUMBERS

• 60% of families have missed health checkups, medical services, medications, or home visiting services either for the parent, child or both
  • Parents of students with disabilities were more than 50% more likely to report that their child(ren) missed these services
• 60% of respondents reported having 3 weeks or less paid leave
• 60% have had no time off from their employer to care for their family during COVID-19
• 68% of parents want to know what material their child is missing at the end of this year and how their school plans to make up that material.
• Only 3 out of 10 parents agree or strongly agree that their child(ren) have received appropriate and sufficient specialized needs or accommodations.
• When responding to what accommodations would be helpful to support their child’s development at home going forward, 74% of parents said providing resources to support child development and learning.

Click here to explore the full results

PARENT SURVEY: WHAT’S NEEDED MOST DURING COVID-19?

Parents, caregivers and families are dealing with a lot during the COVID-19 crisis, and many questions remain about the summer and fall. Rodel and the Delaware Readiness Teams want to hear from you by Wednesday, June 10. 

• How is your family dealing with stress? Childcare? Homeschooling?
• What are your biggest concerns about returning to school or childcare programs? What about summer camps?
• How can school and community leaders and lawmakers help families most?

*Who should complete this survey?*

Parents, caregivers, or families with children birth to grade 12

*How long will it take?*

No more than 10 minutes

*Who will the results be shared with?*

Your responses will help inform state and national private, philanthropic, and public leaders on how to direct relief efforts. Responses will be summarized and made public on our website, and specifically shared with groups such as Delaware COVID-19 Emergency Response Initiative, Delaware Business Roundtable Education Committee (DBREC), Vision Coalition of Delaware, the Office of the Governor and the Department of Education, and various media outlets.

Click Here To Share Your Thoughts

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NEED HELP? WANT TO SHARE?

Join the Delaware Readiness Teams via Zoom on Wednesday, June 3 at any of THREE webinars:

9:30 a.m., 12:30 p.m., 6:30 p.m.

Meeting ID: 884 2532 0847
Password: 356284

Ask the Delaware Readiness Teams about completing the survey, or share anything else that’s on your mind.

As Delaware and the world continue to respond to the effects of the COVID-19 pandemic, Delawareans identified Wi-Fi solutions for students as one of the key short-term education relief priorities.

In a survey conducted by Rodel, 859 Delawareans prioritized the immediate, short-term needs in the wake of COVID-19, as well as the longer-term needs for when students and teachers resume class. Respondents gave insights into categories such as student learning, family communication, educator support, and wraparound/non-instructional services.

Among the most critical needs, respondents recommended:

• Wi-Fi/broadband infrastructure to support remote learning (53% response)
• Clear communication to families and educators about what to expect and how to navigate the crisis (53% response)
• Guidance and support to meeting specific special learning needs for students, such as Individualized Education Program (IEPs) and translation services for non-English speaking families (50% response)
• Access to mental health supports such as school counselors, social workers, and school psychologists (74% response)

Click here to explore the full findings. 

As many researchers and advocates have pointed out, students with special needs—including low-income students, English learners, students with disabilities, and those experiencing homelessness—are especially vulnerable during a prolonged emergency.

The survey aimed to gather information from the community so that Delaware’s philanthropic, nonprofit, business, advocacy, and government partners can better serve their constituents during and after the COVID-19 crisis.

“These are unprecedented times in public education,” said Rodel president and CEO Paul Herdman. “We have nearly 140,000 students in Delaware not attending traditional K–12 schools, and thousands more attempting to learn remotely from our early learning centers, our colleges and universities. If we do not act aggressively, the “gaps” in opportunity for our most vulnerable young people will become chasms. We risk losing a generation of young people if we don’t collectively listen and respond to the needs of our communities and educators.”

Most Delaware public schools shifted to remote, online learning by April, and they will operate this way for the remainder of the school year. By fall, many students will have gone the better part of six months without regularly scheduled, in-person coursework.

Forty-three percent of survey respondents identified themselves as classroom teachers, 18 percent identified themselves as parents, and more than 50 percent said they worked with either students with disabilities, low-income students, and/or English learners. This non-scientific survey was distributed through email and social media. Responses were collected between April 8 and April 22, almost four weeks after Gov. Carney’s initial Declaration of a State of Emergency on March 12.

The survey results illuminate challenges unique subsets of our population are facing. For instance, respondents who are serving English learner students said “access to certified English learner teachers, programs, tutors, and translator services” are a top priority. While those representing rural students said “access to consistent and reliable internet and transportation” is a key challenge. Survey results are organized by student sub-groups, as well as by county.

What Did Delaware Teachers Say?

• “Having a difficult time getting families to consistently participate in the learning opportunities being provided. What is the expectation on the part of the teachers and families, and what is the best way to ensure that kids are getting the same opportunities?”​
• “This Schoology thing is WAY too much and we have to do lessons. We hardly had training and I have tech issues daily. Either through parents or files not uploading and Zoom freezes during instruction.​”
• “My neediest kids are not being helped at home. They have the Wi-Fi and the devices. They just don’t have an adult to work with them.​”

 

In Delaware:

• 17% of households in Delaware don’t have access to internet
• 9% of households do not have a device such as a computer, smartphone, or tablet
• 83% of Delaware households access the Internet at home by paying a cell phone company or internet service provider (NCES Data based on Census, 2016)

 

State officials have urged families to contact their district or charter school to discuss internet and computer access needs. The state lists a number of free and low-cost internet options on its COVID-19 resources webpage. Some districts and charter schools are also providing families with technology to assist remote learning. Federal stimulus money as well as the support of DDOE and the Delaware Department of Technology and Information will help to increase access to internet access and devices across the state.

Districts and charter schools have developed remote learning plans that take into consideration students who may not have internet or computer access. For specific district and charter school plans, view the remote learning plans.

What’s Underway Now?

 Much of the immediate response effort focused on providing devices and meals to students, with some districts surpassing 100,000 meals served by mid-April. Districts and the state are also providing mindfulness and wellness supports; one example is DDOE’s partnership with Pure Edge for a 3-week webinar series for educators on Self-Care and Social and Emotional Learning.

Delaware districts use an online platform called Schoology, where educators post learning resources, assignments, and assessments—and communicate with students and families electronically, in addition to other tools.

What ideas did Delawareans share to meet the needs of public school students?

• Social workers delivering school supplies and basic needs to families
• Utilizing telehealth to deliver check-ups, meetings with medical professionals
• Using whatever means necessary to connect with students, such as text messaging
• Setting up social online activities for students
• Creating a way for teachers to be in touch with students one-on-one while maintaining privacy
• Leveraging specialists—teachers of music, art, library, and physical education—who aren’t as regularly connected with students
• Drop-in online help sessions or Q&A opportunities for parents working with their children

What’s Next?

• Stay connected to Rodel’s COVID-19 resources page, updated regularly.
• Apply for COVID-19 grants through the Delaware Community Foundation
• Find volunteer opportunities from Delaware 2-1-1, the state’s referral hotline, and Volunteer Delaware.

To view the full results of the community survey, visit this link.