Captioning sponsored by WNET >> Sreenivasan: ON THIS EDITION FOR SATURDAY, AUGUST 29: A SPECIAL REPORT: "COVID-19 AND THE CLASSROOM."

STUDENTS AND PARENTS ARE GEARING UP FOR AN UNFAMILIAR SCHOOL YEAR.

NEXT, ON PBS NEWSHOUR WEEKEND.

PBS NEWSHOUR WEEKEND IS MADE POSSIBLE BY: SUE AND EDGAR WACHENHEIM III.

THE ANDERSON FAMILY FUND.

BERNARD AND DENISE SCHWARTZ.

THE CHERYL AND PHILIP MILSTEIN FAMILY.

BARBARA HOPE ZUCKERBERG.

CHARLES ROSENBLUM.

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THANK YOU.

>> Sreenivasan: GOOD EVENING AND THANK YOU FOR JOINING US.

FOR MILLIONS OF STUDENTS AND THEIR FAMILIES, THIS TIME OF YEAR IS TYPICALLY SPENT GATHERING SCHOOL SUPPLIES AND PREPARING FOR THE FIRST DAY OF CLASSES, BUT THE CORONAVIRUS HAS CHANGED ALL THAT.

FOR CITY LEADERS AND EDUCATORS, THE SUMMER HAS BEEN SPENT WEIGHING WHETHER OR NOT STUDENTS CAN RETURN TO SCHOOL SAFELY, OR AT ALL.

THIS WEEKEND, FOR OUR SPECIAL "COVID-19 AND THE CLASSROOM," WE'LL BE EXPLORING WHAT PARENTS, CHILDREN AND EDUCATORS ARE PLANNING AS THIS UNCONVENTIONAL SCHOOL YEAR BEGINS.

BUT FIRST, HERE'S THE NEWS SUMMARY.

IN THE WAKE OF HURRICANE LAURA, AT LEAST 16 PEOPLE ARE DEAD, THOUSANDS OF HOMES ARE DESTROYED AND MORE THAN HALF A MILLION RESIDENTS ARE WITHOUT POWER.

TODAY, ON THE 15th ANNIVERSARY OF HURRICANE KATRINA'S LANDFALL IN NEW ORLEANS, RESIDENTS IN SOUTHEAST LOUISIANA WHERE LAURA HIT ARE JUST BEGINNING THE CLEANUP PROCESS.

LOUISIANA GOVERNOR JOHN BEL EDWARDS IN A SERIES OF TWEETS THIS MORNING CONFIRMED SEVEN DEATHS IN THE STATE WERE DUE TO CARBON MONOXIDE POISONING FROM THE UNSAFE OPERATION OF PORTABLE GENERATORS INDOORS.

HE WARNED RESIDENTS TO NEVER USE GENERATORS INDOORS OR IN A GARAGE.

OFFICIALS IN TEXAS ALSO REPORTED THREE DEATHS FROM CARBON MONOXIDE POISONING.

BEFORE-AND-AFTER SATELLITE IMAGERY SHOWS THE EXTENT OF SEVERE DAMAGE TO TREES AND STRUCTURES ALONG THE STORM'S PATH.

MORE THAN 400,000 HOMES ARE WITHOUT POWER IN LOUISIANA AND LOCAL OFFICIALS WARN IT COULD BE WEEKS BEFORE POWER IS RESTORED.

THE STATE'S DEPARTMENT OF HEALTH ESTIMATES MORE THAN 220,000 PEOPLE ARE WITHOUT WATER.

YESTERDAY, PRESIDENT TRUMP APPROVED FEDERAL DISASTER ASSISTANCE FOR THOSE AFFECTED BY THE STORM.

THIS MORNING, HE TRAVELED TO LOUISIANA AND TEXAS TO SURVEY THE DAMAGE.

N.B.A.

PLAYERS RETURNED TO THE COURT THIS AFTERNOON AFTER A DRAMATIC THREE-DAY WORK STOPPAGE IN RESPONSE TO THE POLICE SHOOTING OF JACOB BLAKE.

THE N.B.A.

PLAYERS ASSOCIATION AND THE LEAGUE AGREED TO FORM A SOCIAL JUSTICE COALITION, AND MANY N.B.A.

ARENAS WILL BE USED AS VOTING SITES THIS FALL.

ON WEDNESDAY, THE MILWAUKEE BUCKS DID NOT TAKE THE COURT FOR THEIR PLAYOFF GAME AGAINST THE ORLANDO MAGIC.

THIS LED TO LEAGUE-WIDE CANCELLATIONS, AND PLAYERS IN OTHER SPORTS INCLUDING BASEBALL AND SOCCER FOLLOWING THEIR LEAD.

IN KENOSHA, WHICH IS ABOUT 40 MILES SOUTH OF MILWAUKEE, THE FAMILY OF JACOB BLAKE CALLED FOR UNITY TODAY IN DEMANDING JUSTICE OVER THE SHOOTING.

POLICE SHOT BLAKE SEVEN TIMES IN THE BACK LAST SUNDAY.

HE REMAINS IN THE HOSPITAL AND IS NOW PARALYZED.

THE NUMBER OF PEOPLE INFECTED WITH THE CORONAVIRUS NEARED 25 MILLION WORLDWIDE TODAY.

IN THE UNITED STATES, NEW CONFIRMED CASES CONTINUE TO FALL.

THE "NEW YORK TIMES" TRACKING PROJECT SHOWS NEW CASES ARE DOWN 21% OVER A 14-DAY PERIOD.

STILL, MORE THAN 46,000 CASES WERE REPORTED AND MORE THAN 1,000 PEOPLE DIED OF COVID-19 IN THE U.S.

YESTERDAY ALONE.

IN BERLIN THIS MORNING, THOUSANDS MARCHED TO PROTEST GOVERNMENT RESTRICTIONS AIMED AT CURBING THE SPREAD OF THE CORONAVIRUS.

POLICE BROKE UP THE MARCH BEFORE NOON, SAYING THE DEMONSTRATORS WERE NOT FOLLOWING A COURT ORDER THAT MANDATES SOCIAL DISTANCING.

CHADWICK BOSEMAN, BEST KNOWN AS THE STAR OF "BLACK PANTHER," DIED YESTERDAY OF CANCER.

>> DON'T FREEZE.

>> I NEVER FREEZE.

>> Sreenivasan: PLAYING KING T'CHALLA IN "BLACK PANTHER" WAS THE HONOR OF BOSEMAN'S CAREER, ACCORDING TO A STATEMENT POSTED ON SOCIAL MEDIA.

THE 2018 MOVIE BECAME A GLOBAL CULTURAL PHENOMENON, INSPIRING MILLIONS, ESPECIALLY AFRICAN AMERICAN MOVIEGOERS, AS THE FIRST MAJOR SUPERHERO MOVIE TO FEATURE A PRIMARILY BLACK CAST.

>> WHY IS IT IMPORTANT TO YOU THAT THERE'S A MOVIE LIKE THIS THAT REPRESENTS BLACK HEROES?

>> IT-- IT'S IMPORTANT BECAUSE I DIDN'T HAVE THIS GROWING UP.

>> YO, GET ME UP!

>> Sreenivasan: BOSEMAN ALSO PORTRAYED SEVERAL REAL-LIFE BLACK ICONS ON SCREEN, INCLUDING JACKIE ROBINSON, JAMES BROWN, AND THURGOOD MARSHALL.

THE NEWSHOUR'S JEFFREY BROWN SPOKE WITH HIM ABOUT PORTRAYING THE FIRST BLACK JUSTICE ON THE SUPREME COURT AS A YOUNG LAWYER IN 2017'S "MARSHALL."

>> THE GREAT THING IS THAT YOU DO HAVE THE DESTINATION.

YOU KNOW-- YOU KNOW WHAT HE'S GOING TO BECOME.

>> Brown: YES, EVEN IF HE DOESN'T KNOW IT AT THE MOMENT.

>> EVEN IF HE DOESN'T KNOW IT AT THE MOMENT.

AND SO YOU CAN'T PLAY-- CAN'T PLAY WHAT HE DOESN'T KNOW.

>> WE'VE BEEN DYING FOR THIS COUNTRY FROM THE VERY GIT.

>> Sreenivasan: BOSEMAN APPEARED MOST RECENTLY IN SPIKE LEE'S "DA 5 BLOODS," WHICH WAS RELEASED IN JUNE ON NETFLIX.

BOSEMAN WAS DIAGNOSED WITH COLON CANCER IN 2016 AND DIED AT HOME SURROUNDED BY HIS WIFE AND FAMILY, ACCORDING TO A STATEMENT.

CHADWICK BOSEMAN WAS 43 YEARS OLD.

FOR MORE ON CHADWICK BOSEMAN'S DEATH AND THE LATEST NATIONAL AND INTERNATIONAL NEWS, VISIT www.pbs.org/newshour.

>> Sreenivasan: MOST FAMILIES GOT A SENSE OF WHAT THIS COMING SEMESTER MIGHT LOOK LIKE BACK IN MARCH, WHEN SCHOOLS ACROSS THE COUNTRY SUDDENLY MADE THE SWITCH TO REMOTE LEARNING DUE TO COVID-19.

IT WAS AN EARLY INDICATOR OF WHICH STUDENTS MIGHT, AND MIGHT NOT, SUCCEED.

I RECENTLY SPOKE WITH FORMER KENTUCKY EDUCATION COMMISSIONER AND DEAN, AND PROFESSOR OF EDUCATION AT BELMONT UNIVERSITY IN NASHVILLE, WAYNE LEWIS, ABOUT WHAT LESSONS WERE LEARNED AND HOW WE MOVE FORWARD.

>> I THINK WE LEARNED A LOT IN THE SPRING.

THERE CAN BE VERY SIGNIFICANT DIFFERENTIAL IMPACTS ON KIDS AND FAMILIES WHEN WE SHIFT TO REMOTE LEARNING.

SO, FOR EXAMPLE, IF YOU'RE TALKING ABOUT MY FAMILY AND THE SHIFT TO REMOTE LEARNING, BECAUSE OF THE SOCIOECONOMIC STATUS, THE ECONOMIC SITUATION, THE JOB SITUATION, THAT MY DAUGHTER HAS, WITH-- WITH TWO PARENTS, SUCH AS ME AND MY WIFE, EVEN THOUGH THERE ARE CHALLENGES ASSOCIATED WITH IT, WE CAN MAKE IT WORK.

WHEN YOU SHIFT TO A COMPLETELY REMOTE LEARNING SITUATION FOR KIDS THAT COME FROM LOW-INCOME BACKGROUNDS, FOR KIDS THAT MAY HAVE ONE, OR IN SOME CASES, NO PARENT AT HOME, PARENTS WITH LOWER LEVELS OF EDUCATION, YOU CAN HAVE REALLY DISPARATE IMPACT, PARTICULARLY ON LOW-INCOME KIDS, PARTICULARLY ON KIDS WHO HISTORICALLY HAVE NOT BEEN SERVED WELL BY OUR SCHOOLS.

WE'RE GOING TO HAVE TO CRITICALLY EXAMINE EVERY POLICY, EVERY PROGRAM, EVERY LINE ITEM, AND THINK ABOUT HOW WE MIGHT SPEND DOLLARS DIFFERENT, SO THAT WITH ADDITIONAL INVESTMENT, WE CAN TRANSFORM THE WAY SCHOOLING LOOKS FOR KIDS.

>> Sreenivasan: NOW, THAT SAID, THERE'S STILL AT LEAST, WHAT, 10 OR 11 MILLION KIDS THAT DON'T HAVE ACCESS TO THE SAME DIGITAL TOOLS, RIGHT?

I MEAN, THERE'S KIDS THAT HAVE iPADS AT HOME, OR-- OR LAPTOPS AT HOME, AND THAT'S STILL NOT THE CASE FOR EVERYONE.

AND EVEN IF THEY HAD A COMPUTER, THERE IS STILL THE ISSUE OF BROADBAND AND WHETHER THAT'S A UNIVERSAL LIFELINE SERVICE OR UTILITY, OR SHOULD BE CONSIDERED THAT WAY, VERSUS IF IT'S, YOU KNOW, A LUXURY.

>> YOU KNOW, I THINK WE'RE AT THE PLACE AT THIS POINT IN THE 21st CENTURY WHERE THERE SHOULDN'T BE ANY DEBATE.

BROADBAND ACCESS AND ACCESS TO DIGITAL TOOLS AND DIGITAL RESOURCES IS NOT A LUXURY.

IT'S AN ABSOLUTE NECESSITY.

AND WHEN WE THINK ABOUT KIDS NOT HAVING ACCESS TO THOSE THINGS, WE SHOULD THINK ABOUT IT VERY SIMILAR TO THE WAY WE WOULD THINK IF KIDS DIDN'T HAVE ACCESS TO ELECTRICITY, RIGHT?

THERE'S NO WAY IN THE 21st CENTURY ENVIRONMENT, AS WE'RE PREPARING FOR A 21st CENTURY WORKFORCE FOR THESE KIDS, THAT THEY CAN HAVE THE TYPE OF EDUCATION THAT THEY NEED AND THAT THEY DESERVE, UNLESS WE CAN ENSURE THAT EVERY CHILD HAS ACCESS TO THOSE RESOURCES.

AND I WANT TO BE REALLY CLEAR THAT THAT IS NOT THE RESPONSIBILITY SOLELY OF SCHOOLS.

SO, TO SAY THAT IT'S THE RESPONSIBILITY OF SCHOOLS AND SCHOOL DISTRICTS TO MAKE SURE THAT ALL KIDS HAVE ACCESS TO THAT, I DON'T THINK THAT'S THE CASE.

IT'S GOING TO TAKE PARTNERSHIP ON THE PART OF FEDERAL AND STATE GOVERNMENTS TO MAKE SURE THAT FAMILIES HAVE THAT TYPE OF ACCESS.

>> Sreenivasan: WAYNE, FINALLY, JUST ACADEMICALLY, HOW SHOULD PARENTS BE LOOKING AT THIS YEAR GOING FORWARD?

I MEAN, GIVEN THE SCHOOL DISTRICTS AND THE CITIES AND THE COMPOSITION OF THE WORKFORCE IN WHICH UNIONS MIGHT SUPPORT STRIKES, AND-- IT'S NOT GOING TO BE A NORMAL YEAR, BUT AT THE SAME TIME, WE STILL WANT OUR CHILDREN TO BE EDUCATED AND ADVANCE.

>> THAT'S A SCARY QUESTION FOR ME, AND HERE'S WHY.

WE UNDERSTAND FROM THE RESEARCH LITERATURE THAT KIDS WHO LOSE AN ACADEMIC YEAR TEND TO BE DISADVANTAGED FOR THE BETTER PART OF THEIR ACADEMIC CAREERS.

KIDS THAT LEAVE-- THAT LOSE TWO ACADEMIC YEARS, THE CHANCES THAT THEY'LL EVER CATCH UP ARE SLIM TO NONE.

SO EVEN WHILE WE'RE DEALING WITH THIS PANDEMIC, THIS VERY REAL PUBLIC HEALTH CRISIS, WE CANNOT AFFORD TO LOSE AN ACADEMIC YEAR.

WE'RE NOT JUST TALKING ABOUT AN ACADEMIC YEAR.

MANY OF OUR KIDS HAVE BEEN OUT OF SCHOOL, FOR ALL INTENTS AND PURPOSES, SINCE MARCH OF LAST YEAR.

AND WHAT I SEE HAPPENING ON THE GROUND IS NOT MUCH DIFFERENT THAN WHAT WE'VE SEEN TRADITIONALLY WITH EDUCATION IN THE UNITED STATES, WHICH IS PARENTS AND FAMILIES WHO HAVE RESOURCES, WHO HAVE TIME, ARE ENSURING THAT THEIR KIDS ARE NOT ONLY NOT FALLING BEHIND, BUT THEY'RE USING THOSE RESOURCES TO MAKE SURE THAT THEIR KIDS MOVE AHEAD, WHILE AT THE SAME TIME, FAMILIES AND KIDS WHO HAVE TRADITIONALLY BEEN UNDERSERVED AND DON'T HAVE RESOURCES ARE FALLING FURTHER BEHIND.

THE EFFECT OF WHICH, UNLESS WE ARE VERY INTENTIONAL IN INTERVENING HERE, IS EXACERBATION OF EXTRAORDINARILY LARGE ACHIEVEMENT GAPS AND OPPORTUNITIES THAT WE'VE SEEN IN THE PAST.

>> Sreenivasan: ALL RIGHT, WAYNE LEWIS, THANKS SO MUCH FOR JOINING US.

>> ABSOLUTELY.

>> Sreenivasan: COVID-19 CONCERNS HAVE FORCED SCHOOLS AND UNIVERSITIES AROUND THE GLOBE TO RETHINK HOW TO SAFELY MAINTAIN SOCIAL DISTANCING, AND GET BACK TO THE WORK AT HAND.

REMOTE LEARNING IS NOT AN OPTION FOR SOME SCHOOLS, SO THEY ARE THINKING ABOUT IN-PERSON LEARNING OUTDOORS.

NEWSHOUR WEEKEND'S CHRISTOPHER BOOKER HAS MORE.

>> Reporter: COME RAIN, SNOW OR SHINE, THE KIDS WHO ATTEND THE LITTLE LEAF SCHOOL-- A NATURE PRESCHOOL JUST NORTH OF NEW YORK CITY-- ARE OUTSIDE FOR MUCH OF THE DAY.

>> WE SERVE CHILDREN AGES TWO TO FIVE.

WE HAVE A SMALL TWOS GROUP, WHICH WE CALL THE ACORNS.

THEN WE HAVE THE SUGAR MAPLES THAT ARE AGES THREE TO FIVE.

THEY'LL HAVE GEAR ON IF IT'S A RAINY DAY.

THEY HAVE ON RAIN PANTS, RAIN BOOTS, A JACKET.

THEY'RE READY TO PLAY.

>> Reporter: THERESA McCAFFREY IS THE FOUNDER AND HEAD OF LITTLE LEAF SCHOOL, WHICH HAS THREE LOCATIONS ALONG THE HUDSON RIVER AND STARTED HERE IN HASTINGS-ON-HUDSON.

SO YOU ACTUALLY PUT UP STRINGS AS WALLS FOR THE KIDS?

>> JUST IN THE BEGINNING OF THE YEAR, SO THAT THEY UNDERSTAND THE BOUNDARY.

THIS IS OUR SIXTH YEAR.

BUT IN THE BEGINNING, MY GOAL WAS TO BE OUTSIDE, SOMEPLACE BEAUTIFUL, PREFERABLY THE FOREST, AND HAVE A GROUP OF KIDS WITH ME PLAYING.

AND THERE'S A WHOLE MOVEMENT NOW OF EARLY CHILDHOOD ENVIRONMENTAL EDUCATORS.

I THINK IT'S A GREAT PLACE TO WORK.

WE REALLY HAVE TO BE A TEAM AND BRAINSTORM AND MAKE THINGS WORK BECAUSE EVERY DAY IS AN ADVENTURE.

>> Reporter: AS PARENTS CONSIDER SENDING THEIR KIDS TO CLASSROOMS, INTEREST IN OUTDOOR PROGRAMMING HAS SURGED.

WE'RE JUST A FEW WEEKS AWAY FROM OPENING.

WHERE ARE YOU IN TERMS OF YOUR PREPARATION AND HOW MANY STUDENTS ARE SCHEDULED TO COME?

>> SO, WE'RE TOTALLY FILLED.

THE DEPARTMENT OF HEALTH HAS SAID WE HAVE TO KEEP OUR GROUPINGS NO BIGGER THAN 15.

I'VE SPENT THE SUMMER DOING ZOOM CALLS WITH PARENTS AND LISTENING TO THEIR FEARS AND ANXIETIES.

AND TEACHERS, TOO.

I'VE SPENT TIME TALKING TO TEACHERS ABOUT THEIR FEARS AND ANXIETIES, AND TRAINING THEM ON THE SAFETY PROTOCOLS THAT WE HAVE TO HAVE IN PLACE.

>> Reporter: STUDIES OF COVID-19 TRANSMISSION HAVE SHOWN IT'S MUCH RISKIER TO BE INDOORS WITH POOR AIR CIRCULATION, MAKING OUTDOOR CLASSROOMS A MUCH SAFER, ATTRACTIVE IDEA THIS YEAR.

BUT IS OUTDOOR SCHOOL ONLY POSSIBLE IN RURAL OR SUBURBAN DISTRICTS?

EARLIER IN THE SUMMER, NEW YORK CITY LAUNCHED ITS OPEN STREETS PROGRAM, PROMISING TO CONVERT 100 MILES OF CITY STREETS TO PEDESTRIAN-FRIENDLY ZONES, AREAS FOR BICYCLES AND OUTDOOR DINING.

SO FAR, 9,000 PERMITS HAVE BEEN GRANTED TO RESTAURANTS.

PROPONENTS OF OUTDOOR SCHOOLS SAY THIS COULD BE USED FOR THE CITY'S 1,700 SCHOOLS.

>> SCHOOLS ARE HUNGRY TO USE OUTDOOR SPACE SO THAT THEIR STUDENTS AND TEACHERS CAN WORK TOGETHER IN WAYS THAT ARE SAFE AND ENRICHING AND HEALTHY AND, IN SOME CASES, EVEN HEALING AND INSPIRING.

HOW ABOUT THAT, YES?

( CHEERS ) >> Reporter: BRAD LANDER IS A COUNCIL MEMBER IN NEW YORK CITY.

HE SAID HALF OF THE SCHOOLS IN HIS BROOKLYN DISTRICT HAVE REQUESTED PERMISSION TO CLOSE STREETS NEXT TO THEIR SCHOOLS TO EXPAND OUTDOOR SPACE FOR STUDENTS.

>> THE TEACHERS WE'VE TALKED TO HAVE BEEN SUPPORTIVE, AND THE PRINCIPALS WE'VE TALKED TO HAVE BEEN SUPPORTIVE AS WELL.

WE'RE NOT LOOKING TO DICTATE WHAT SCHOOLS HAVE TO DO.

WE'RE LOOKING TO OFFER THEM OPTIONS OF WHAT THEY COULDDO.

>> Reporter: TAKING CLASSES OUTDOORS IS CERTAINLY NOT A NEW IDEA.

NEW YORK CITY HAD "OPEN AIR SCHOOLS" OVER A CENTURY AGO WHEN TUBERCULOSIS AND THE SPANISH FLU HIT THE CITY.

>> YES, IN 1918, WHEN THE PANDEMIC HIT, THERE WAS OUTDOOR SCHOOLING.

THIS IS SOMETHING THAT'S TAKING PLACE ALL AROUND THE WORLD, ALL AROUND THE COUNTRY.

WE JUST HAVE TO MAKE SURE EVERY SCHOOL HAS ACCESS.

>> Reporter: HOW DO YOU APPLY SOMETHING LIKE THIS EQUALLY THROUGHOUT ALL OF NEW YORK CITY'S 1,700 SCHOOLS?

>> YEAH, THOSE SCHOOLS THAT HAVE A REALLY BIG PLAYGROUND CAN DO A LOT ON THEIR PLAYGROUNDS.

THOSE SCHOOLS THAT DON'T HAVE A PLAYGROUND MIGHT BE ACROSS THE STREET FROM A SMALL PARK, LIKE THIS ONE RIGHT HERE.

THIS WOULD BE PLENTY OF SPACE TO PUT UP A FEW TENTS.

AND EVERY SCHOOL IS LOCATED ON A STREET, AND STREET SPACE, AS WE'VE SEEN WITH OUR RESTAURANTS, IF WE CAN GET 9,000 RESTAURANTS PERMITS FOR STREET SPACE, WE CAN GIVE THAT TO SCHOOLS AS WELL.

>> Reporter: FOR SARAH FERHOLT, A MUSIC TEACHER AND PARENT OF TWO SCHOOL-AGED KIDS, OUTDOOR LEARNING IS A NO-BRAINER.

>> I WOULD LOVE TO TEACH OUTDOOR FULL-TIME.

AND PARTICULARLY AS A MUSIC TEACHER, EVERYTHING I DO HAS BEEN DEEMED HIGH-RISK AND SOMETHING I'M NOT ALLOWED TO DO IN PERSON.

FOR GOOD REASON, YOU KNOW, NO SINGING, NO MOVEMENT, NO HOLDING HANDS.

ALL OF THE THINGS I DO AS A BAND TEACHER.

>> Reporter: DO YOUR FELLOW TEACHERS SHARE THIS DESIRE TO BE OUTSIDE, OR IS THERE RESISTANCE WITHIN THE TEACHER'S GROUP?

>> YOU KNOW, EVERYBODY'S DIFFERENT.

MANY, MANY TEACHERS WOULD LOVE TO TEACH FULL-TIME OUTDOORS.

AND SOME TEACHERS, THAT'S A NEW IDEA.

OF COURSE, SOME TEACHERS DON'T WANT TO.

BUT I DON'T THINK THIS IS A PRESCRIPTIVE.

>> Reporter: BUT BOTH THE PRINCIPAL AND TEACHERS' UNIONS IN NEW YORK CITY HAVE CALLED FOR A DELAY IN REOPENING.

THEY ARE CONCERNED THAT THE SCHOOL BUILDINGS' VENTILATION SYSTEMS AND COVID-19 TESTING PLANS ARE INADEQUATE.

NEW YORK CITY, THE LARGEST SCHOOL DISTRICT ON TRACK FOR PARTIAL IN-PERSON LEARNING, PLANS TO REOPEN SCHOOLS ON SEPTEMBER 10-- LESS THAN TWO WEEKS AWAY.

ON MONDAY, MAYOR BILL DE BLASIO ANNOUNCED THAT NEW YORK CITY SCHOOLS CAN SUBMIT PLANS TO HAVE OUTDOOR LEARNING, AND THE DEPARTMENT OF EDUCATION WILL START APPROVING THEM NEXT WEEK.

>> THE DEPARTMENT OF EDUCATION IS GOING TO WORK WITH PRINCIPALS TO OPEN UP MORE SPACE, IF THAT'S WHAT THEY WANT, IF THAT'S WHAT THEY THINK WILL WORK FOR THEIR SCHOOL COMMUNITY.

IN CERTAIN CASES, WE CAN CLOSE OFF STREETS FOR A PERIOD OF TIME.

IN CERTAIN CASES, WE CAN MAKE SPACE AVAILABLE IN LOCAL PARKS.

>> Reporter: BUT THE HEAD OF THE TEACHER'S UNION SAID IN RESPONSE, "THE MAYOR'S REOPENING PLAN CONTINUES TO FALL SHORT, PARTICULARLY IN TERMS OF NECESSARY TESTING."

AND THE PRINCIPAL'S UNION CALLED MAYOR DE BLASIO'S OUTDOOR PLANNING "FAR TOO LATE" AND THE GUIDANCE "SHORT-SIGHTED," AND NOTED "WITHOUT FUNDING, THIS PLAN WILL EXACERBATE EXISTING DISPARITIES."

SO FAR, AT LEAST 585 NEW YORK CITY SCHOOLS-- THAT'S ONE-THIRD OF THE DISTRICT'S SCHOOLS-- HAVE SUBMITTED PROPOSALS TO GO OUTDOORS.

FOR SUPPORTERS OF OUTDOOR LEARNING, APPROVAL FROM THE CITY CAN'T COME SOON ENOUGH.

>> THIS IS LIKE A GOOD LESSON FOR OUR KIDS IN WHAT SAFETY LOOKS LIKE.

HOW DO WE KEEP EACH OTHER SAFE FROM THE VIRUS?

THAT'S THE WORK WE HAVE TO DO TOGETHER.

THAT'S NOT ALL SOLVED BY GOING OUTSIDE, BUT IT IS SOLVED BY BEING ABLE TO BE AND ACT TOGETHER IN PERSON MORE THAN ONLINE.

>> Reporter: IS THERE TIME TO IMPLEMENT SOMETHING LIKE THIS?

>> YES, THERE IS TIME.

WE'VE GOT TO GET STARTED.

THIS IS WHY WE'RE OUT HERE TODAY.

>> Sreenivasan: AS WE'VE JUST SEEN, FINDING SPACE FOR OUTDOOR CLASSROOMS IN URBAN AREAS IS MUCH MORE CHALLENGING THAN IT IS IN PLACES LIKE PORTLAND, MAINE, WHERE THE CITY HAS APPOINTED A COORDINATOR TO WORK WITH SCHOOLS ON CREATING OUTDOOR LEARNING OPTIONS.

I RECENTLY SPOKE WITH EDUCATOR AND SENIOR ASSOCIATE WITH GREAT SCHOOLS PARTNERSHIP, KATE GARDOQUI FROM MAINE, WHO ACKNOWLEDGES THAT WITH SOME INGENUITY, THE CHALLENGES CAN BE MET.

>> WHEN WE TALK ABOUT OUTDOOR LEARNING, WE TALK ABOUT A TREMENDOUS EQUITY CHALLENGE ACROSS THE COUNTRY, BECAUSE WE HAVE MANY SCHOOLS THAT REALLY HAVE SO LITTLE ACCESS TO ANY KIND OF GREEN SPACE.

AND I THINK THIS IS A CHALLENGE THAT OUR CITIES ALREADY SHOULD HAVE BEEN WORKING ON.

AND I THINK IF THIS CURRENT CRISIS PUSHES EVERY CITY IN THE COUNTRY TO SAY, "HOW CAN WE MAKE SURE THAT EVERY SCHOOLCHILD HAS ACCESS TO A GREEN SPACE IN WHICH TO LEARN?"

THAT WILL ACTUALLY BE A REALLY POSITIVE OUTCOME.

HOWEVER, IF A SCHOOL HAS EVEN, YOU KNOW, A DIRT PLAY-YARD OR A PARKING LOT, THOSE KINDS OF AREAS CAN HAVE MORE POTENTIAL THAN WE REALIZE.

AND I THINK LOOKING AT YOUR PARKING LOT IN YOUR SCHOOL AND ASKING "HOW CAN WE MAKE THIS INTO AN EXCITING AND INVITING LEARNING SPACE?"

THAT'S AN AMAZING, NOVEL PROBLEM.

AND IF YOU BRING YOUR STUDENTS INTO THE SOLUTION OF THAT PROBLEM, THERE'S YOUR FIRST UNIT.

>> Sreenivasan: YOU KNOW, YOU MENTIONED EQUITY, AND I ALSO WONDER, HOW DO YOU MAKE SURE, FOR EXAMPLE, KIDS WITH EITHER LEARNING CHALLENGES, PHYSICAL DISABILITIES, HAVE ACCESS TO WHATEVER THESE WORK-AROUNDS ARE AS WELL?

>> YOU KNOW, WE WANT TO MAKE SURE THAT WE ARE MAKING OUTDOOR SPACES WHICH ARE ACCESSIBLE, WHICH ARE VERY CLOSE TO, YOU KNOW, CLOSE TO THE DOORS OF THE BUILDING, AND WHERE STUDENTS CAN GAIN ACCESS, NO MATTER WHAT THEIR PHYSICAL DISABILITY MIGHT BE.

IN TERMS OF OTHER KINDS OF CHALLENGES, IN TERMS OF, LIKE, ATTENTION CHALLENGES OR EMOTIONAL CHALLENGES, THERE IS QUITE A BIT OF RESEARCH.

AND I KNOW FROM MY OWN DECADES OF EXPERIENCE THAT STUDENTS OFTEN GAIN TREMENDOUS SOCIAL AND EMOTIONAL BENEFITS JUST FROM BEING OUTSIDE.

AND THEY CAN GAIN TREMENDOUS BENEFITS IF THEY'RE ENGAGING IN NATURE-BASED LEARNING, WHERE THE TEACHER HAS ACTUALLY SAID, "HOW CAN I USE NATURE, OR THE NATURAL SURROUNDINGS, TO BUILD THE LEARNING EXPERIENCE?"

BUT THEY CAN ALSO BENEFIT JUST FROM BEING OUTSIDE.

SO EVEN IF THEY'RE SITTING IN A CIRCLE OUTSIDE AND LEARNING CALCULUS OR TALKING ABOUT HISTORY, THERE ARE STILL SOCIAL AND EMOTIONAL BENEFITS THAT CAN REALLY ACCRUE BOTH TO THE STUDENTS AND TO THE TEACHER, TO EVERYONE IN THAT SITUATION.

>> Sreenivasan: SOMETIMES WHEN PEOPLE HEAR THESE KINDS OF IDEAS, IT'S, "OH, WELL, THIS IS THE NATURE STUFF.

THAT'S REALLY NICE.

I'M GLAD YOU'RE TEACHING ENVIRONMENT-RELATED CONTENT.

BUT WHAT ABOUT THE REST OF SCHOOL?"

HOW WOULD KIDS GET THE NECESSARY CURRICULUM THEY NEED OUTDOORS?

>> SO, WHEN WE TALK ABOUT OUTDOOR LEARNING, WE CAN TALK ABOUT TWO DIFFERENT THINGS.

ONE IS SIMPLY LEARNING OUTDOORS.

SO I THINK FOR MANY TEACHERS IN THIS CONTEXT, OUTDOOR LEARNING IS SIMPLY GOING TO MEAN TAKING AS MUCH OF THE CURRICULUM AS THEY CAN, THAT THEY WOULD HAVE TAUGHT INDOORS, AND JUST TEACHING IT OUTDOORS.

THE SAME DISCUSSIONS, THE SAME TEXTS, THE SAME PROBLEMS.

I KNOW THAT PRESENTS PARTICULAR CHALLENGES FOR TEACHERS WHO NEED EQUIPMENT, LIKE SCIENCE TEACHERS, SO I KNOW NOT ALL OF THE CURRICULUM CAN TRANSLATE.

BUT FOR MANY TEACHERS, OUTDOOR LEARNING MIGHT JUST MEAN LEARNING THE SAME THINGS BUT IN AN OUTDOOR SPACE.

HOWEVER, WHEN WE TALK ABOUT NATURE-BASED LEARNING-- SO, LESSONS, ACTIVITIES, EXPERIENCES WHICH ARE ROOTED IN HAVING STUDENTS CONNECT WITH NATURE-- IT IS ABSOLUTELY TRUE THAT WE CAN MAKE THOSE EXPERIENCES AS ACADEMICALLY RIGOROUS AS ANYTHING THAT STUDENTS CAN DO INDOORS.

NO MATTER WHAT QUESTIONS WE ARE INVESTIGATING, SAY, IN A SCIENCE CLASS OR A HISTORY CLASS, NO MATTER WHAT WE'RE ASKING STUDENTS TO CREATE, SAY, IN AN ART CLASS OR AN ENGLISH CLASS, WE CAN HAVE THEM READ VERY COMPLEX TEXTS THAT DISCUSS THOSE QUESTIONS OR THAT PRESENT IDEAS ABOUT THAT ART.

AND WE CAN ASK THEM TO PRODUCE ACADEMICALLY-RIGOROUS PRODUCTS, EVEN IF THE CONTEXT FOR THEIR WORK IS AN OUTDOOR EXPLORATION.

>> Sreenivasan: ALL RIGHT.

KATE GARDOQUI, THANKS SO MUCH FOR JOINING US.

>> THANK YOU SO MUCH.

VERY APPRECIATED.

>> Sreenivasan: THAT'S ALL FOR THIS EDITION OF PBS NEWSHOUR WEEKEND.

FOR THE LATEST NEWS UPDATES, VISIT www.pbs.org/newshour.

I'M HARI SREENIVASAN.

THANKS FOR WATCHING.

STAY HEALTHY AND HAVE A GOOD NIGHT.

Captioning sponsored by WNET Captioned by Media Access Group at WGBH access.wgbh.org >> PBS NEWSHOUR WEEKEND IS MADE POSSIBLE BY: SUE AND EDGAR WACHENHEIM III.

THE ANDERSON FAMILY FUND.

BERNARD AND DENISE SCHWARTZ.

THE CHERYL AND PHILIP MILSTEIN FAMILY.

BARBARA HOPE ZUCKERBERG.

CHARLES ROSENBLUM.

WE TRY TO LIVE IN THE MOMENT, TO NOT MISS WHAT'S RIGHT IN FRONT OF US.

AT MUTUAL OF AMERICA, WE BELIEVE TAKING CARE OF TOMORROW CAN HELP YOU MAKE THE MOST OF TODAY.

MUTUAL OF AMERICA FINANCIAL GROUP, RETIREMENT SERVICES AND INVESTMENTS.

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