“Recently, our number of positive staff cases at the junior school have increased significantly, making it a challenge to safely staff the school.”
Posts tagged as “remote learning”
Because of a recent increase of COVID-19 cases within our district and at the recommendation of the Hamilton County Public Health Department, Elmwood Place Elementary School and St. Bernard-Elmwood Place Jr./Sr. High School will be closing for in-person instruction and going to remote learning for one week. Remote learning will begin on Monday, January 25th, and continue through Friday, January 29th.
Students at these schools will return to in-person learning on Monday, February 1st.
“In an attempt to further student and teacher engagement, the district has made a decision to make Wednesdays remote learning days for all high school students. The decision comes after receiving feedback from our parents, students and staff that more face-to-face learning time was needed. On Wednesdays students will log into their classrooms where they will receive face-to-face teaching from their assigned teachers.”
Maggy Mcdonel, WXIX |
Milford High School announced it is moving to remote learning starting Tuesday after a rise in COVID-19 cases at the school.
School officials announced the move Sunday afternoon, leaving parents and students two days to prepare for the change.
Officials say they are making this change due to a ‘large number’ of their students testing positive for COVID-19. They say many students have been coming to school not feeling well and later testing positive, possibly exposing classmates and teachers.
Brendan Lowe, The 74 |
According to a report released last month by UCLA, nearly one in three American households had limited computer or internet access this fall, more than half a year after the pandemic erupted. The report, which is based on a weekly survey conducted by the U.S. Census Bureau, sheds new light on an old problem.(more…)
Caylee Kirby, WTOL |
January, enrollment numbers are 1,000 more than the previous semester for a total around 4,000 students.
TPS Executive Transformational Leader of Curriculum Jim Gault said the surge in enrollment was quite an adjustment for the district. “You have to reposition staff, train new staff, and in this latest case bring in 20 new teachers to service the extra thousand kids,” he said.
For families not in Virtual Academy, the district will be announced in mid-January on the possibility of returning to in-person learning.
Mollie Lair, WLWT |
Cincinnati’s largest school district is still remote-only and planning to stay that way for at least a month. That decision stands despite word from the lieutenant governor that Ohio will only prioritize vaccines for school districts using in-person learning.
Board President Carolyn Jones said the main reason they closed school buildings was staff shortages. The district does have a plan to return to blended learning, but it all depends on COVID-19 case numbers.
The current plan calls to bring students back in phases. Pre-K through third grade and specialized units return Feb. 1 if the number of cases is below 40 for two weeks.
That hasn’t happened since October.
Hannah Natanson, The Washington Post |
The eight children, gathered inside a converted living room area in the Serve Family Shelter in Prince William County, Va., represent a population of learners that educators and advocates say has been largely forgotten amid the devastation wrought across the country by the coronavirus pandemic.
The shift to online learning has drastically widened existing equity gaps in U.S. education, driving drops in attendance, college applications and academic performance among the nation’s most vulnerable students: children who are low-income, Black or Hispanic, as well as those with learning disabilities and those whose first language is not English. All too often, homeless children — of whom there are 2.5 million every year in America — combine these factors.
The shuttering of schools nationwide in March immediately shattered any semblance of stability for millions of homeless children who depend on schools for food, emotional support, or even just a warm, uncomplicated place to think. Trying to learn inside shelters for the past nine months, students have faced spotty WiFi, crowded rooms, high noise levels and harassment from some peers who deduce, over Zoom, that they lack a home.
Associated Press |
Arizona’s Gov. Doug Ducey has rejected the state’s top education official’s call for Ducey to order public schools to use only online instruction for the next two weeks unless they have waivers from health officials.
Amid a coronavirus surge in the state, Superintendent of Public Instruction Kathy Hoffman said Saturday that schools need a two-week “quarantine period” while educators and local officials review health data and decide what type of instruction is appropriate for their communities.
A spokesman for the governor said Ducey wouldn’t issue the order because how schools open is a local decision.
Schools split between remote and in-person learning as winter break ends
Brad Underwood, WKRC |
Winter break is over for the majority of students in Ohio. However, a large number of them will continue to learn at home — a learning model which the Ohio Education Association supports.
“We believe the time is right now for the entire state to have a temporary transition away from in-person instruction,” said OEA President Scott DiMauro.
DiMauro says a return to school should only happen if extra safety precautions are taken.
“We want to see health boards across the state of Ohio consistently apply to CDC guidelines and be responsible and have accountability for signing off on school districts re-opening,” said DiMauro.
Continue to see list of schools in remote learning as year starts.(more…)
Zachary Parolin and Emma K. Lee, Columbia University |
The average racial composition of closed schools is 25 percentage points less white compared to schools operating in-person (40% versus 65%).
Moreover, closures are more common in schools with a higher share of students who experience homelessness, are of limited English proficiency, are eligible for free or reduced-price school lunch, live in single-parent families, or are racial/ethnic minorities.(more…)
Alia Wong, USA TODAY |
It wasn’t until several weeks ago that Christopher Lamar discovered he was failing most of his classes.
Lamar, an 18-year-old senior at Lake Nona High School in Orlando, Florida, had always enjoyed being a student. He ran for homecoming; he started a spirit club. Things changed once classes went online this year. Lamar had to watch and cook for his siblings, to clean and manage the household. School fell to the bottom of his priority list.
When Lamar’s guidance counselor informed him his mid-semester progress report was riddled with F’s, it hit him: Not only was he flunking science, a subject in which he once excelled, he was also facing the prospect of being denied a diploma in the spring.
Lamar has had his sights on being a firefighter for as long as he can remember, and if he doesn’t graduate, he realized, that goal could end up being nothing more than a faded dream.
Lamar is one of roughly a dozen Lake Nona High seniors who earlier this fall were failing a majority – if not all – of their classes amid distance learning. These seniors elected to finish their semester online, but on campus: in a portable classroom with the help of a dedicated teacher. Like Lamar, many of them were preoccupied with domestic responsibilities; some just couldn’t find their groove with virtual classes. And like Lamar, all of the students are getting back on track.
Nationally, students whose grades are plummeting, including seniors whose graduation prospects are at stake, may not have the chance to recover.
While a recent Rand Corp. study found just 6 in 10 U.S. teachers are assigning letter grades this fall, that rate is nearly double what it was in this past spring. Class failure rates have surged in districts across the country, from Virginia to Hawaii.
And those F’s tend to be concentrated among low-income students of color, data indicate, as well as those who are still learning to speak English or have disabilities.