JACKSON – Superintendent Nicole Pormilli provided an update on several COVID-19 issues that were brought up by parents, including a “breathing chair” that was in a physical education class.
Parents stated that students had to wear masks during physical education programs in the gym but could take a mask break while sitting in that chair.
Pormilli said in a follow up that “as described at that (December) meeting it was said that one student at a time would take a mask break. We did an investigation and it was found that it was used where students could take a break safely. They are using half of the gym for lunch so they can safely distance while students on the other side are participating in PE to prevent us from having to pull the bleachers out for a safe spot for students to take a rest.”
“The chair defined a space where it was safe to sit so no one would get hurt during the PE period. The teacher does not make students wear a mask during activities, nor was it called a ‘breathing chair’ (by staff). Our PE teachers do remind our students that they do need to wear a mask but they do not need to wear a mask during physical activity. Some students choose to wear them even though we remind them that they don’t need to,” the superintendent added. “We allow for the choice.”
She encouraged parents to reach out to teachers first with a concern.
Pormilli noted that quarantine times for students and staff was changed to five days and that is reflected in the Road Forward plan listed on the school district’s website.
The superintendent also said that during a prior board meeting timelines were discussed for children who attend schools out of Jackson.
She said there was a non-district transportation page added to the school district website. “Any updates we will post to that page.”
In other news, parent Christine McGinley said she was glad to see on the agenda some training for staff concerning dyslexia. “My son is dyslexic and he is currently in the 4th grade. I think we can definitely agree that the last two years has definitely had an impact on the ability to close the gap for many learners. The realization I have come to is that all the wonderful foundation programs come to a halt in 4th grade.”
“The program must be sufficiently intensive, frequent sessions and extended time to accomplish objectives,” McGinley said citing a state educational manual on dyslexic student instruction. She called for a structured literacy program that focuses on phonics. “This is a magnificent document. You don’t have to recreate the wheel. There are many things we can be doing.”
Parent Suri Robinson encouraged Board members to support a resolution that would add additional extracurricular programs for students using ESSER funds.
