scholarly journals Resources Required for Implementation of SARS-CoV-2 Screening in Massachusetts K-12 Public Schools in Winter/Spring 2021

2021 ◽  
Author(s):  
Stephanie S Lee ◽  
Michelle Weitz ◽  
Kristin Ardlie ◽  
Amy Bantham ◽  
Michele Fronk Schuckel ◽  
...  
Keyword(s):  
Public Schools ◽  
Human Resources ◽  
Program Implementation ◽  
Screening Program ◽  
Return Of Results ◽  
Personnel Costs ◽  
School Year ◽  
Resource Requirements ◽  
K 12 ◽  
Screening Approaches

Importance CDC guidance emphasizes the importance of in-person education for students in grades kindergarten to 12 (K-12) during the COVID-19 pandemic. CDC encourages weekly SARS-CoV-2 testing of asymptomatic, unvaccinated students and staff ("screening") to reduce infection risk and provide data about in-school SARS-CoV-2 prevalence where community incidence is high. The financial costs of screening assays have been described, but the human resource requirements at the school and district level to implement a SARS-CoV-2 screening program are not well known. Objective To quantify the resources required to implement a screening program in K-12 schools. Design, Setting, and Participants A consortium of Massachusetts public K-12 schools was formed to implement and evaluate a range of SARS-CoV-2 screening approaches. Participating districts were surveyed weekly about their programs, including: type of assay used, individual vs. pooled screening, approaches to return of results and deconvolution (identification of positive individual specimens) of positive pools, number and type of personnel implementing the screening program, and hours spent on program implementation. Main Outcomes and Measures Costs, resource utilization Results In 21 participating districts, over 21 weeks from January to June 2021, the positivity rate was 0.0%-0.21% among students and 0.0%-0.13% among educators/staff, and 4 out of 21 (19%) districts had at least one classroom transition to remote learning at any point due to a positive case. The average weekly cost to implement a screening program, including assay and personnel costs, was $17.00 per person tested; this was $46.68 for individual screenings and $15.61 for pooled screenings. The total weekly costs by district ranged from $1,644-$93,486, and districts screened between 58 and 3,675 people per week. The reported number of personnel working per week ranged from 1-5 to >50, and the total number of hours worked by all personnel ranged from 5-10 to >50. Conclusion and Relevance The human resources required to implement SARS-CoV-2 screening in Massachusetts public K-12 schools were substantial. Where screening is recommended for the 2021-22 school year due to high COVID-19 incidence (e.g., where vaccination uptake is low and/or more infectious variants predominate), understanding the human resources required to implement screening will assist districts policymakers in planning.

scholarly journals Growth and performance of fully online and blended K-12 public schools

2017 ◽  
Vol 25 ◽  
pp. 124 ◽  
Author(s):  
Charisse Gulosino ◽  
Gary Miron
Keyword(s):  
Public Schools ◽  
School Achievement ◽  
Empirical Work ◽  
Virtual Schools ◽  
Full Time ◽  
Public And Private ◽  
Education Management ◽  
For Profit ◽  
School Year ◽  
K 12

This study provides a census of full-time virtual schools and blended schools from 35 states. Specifically, it utilizes data visualization and exploratory data analysis to examine student demographics and school performance measures of virtual schools and blended schools operating in the 2014-15 school year. The school achievement measures for both virtual and blended schools indicate these schools are performing poorly. Nevertheless, the evidence suggests that their enrollment growth continues. Large virtual schools operated by for-profit education management organizations (EMOs) dominate this sector and are increasing their market share. While more districts are opening their own virtual and blended schools, the schools are typically small, and with limited enrollment. The proportion of Black and Hispanic students in virtual schools is lower than the national average, while students enrolled in blended schools more closely resemble the race and ethnic characteristics of students enrolled in brick-and-mortar public schools nationwide. Virtual and blended schools, while serving students in kindergarten through grade 12, have higher concentrations at the elementary and secondary levels. The empirical work in this area is in its infancy; hence, this study seeks to contribute to both the conceptual and empirical implications of virtual and blended schools by embracing a balance between their public and private benefits.

scholarly journals Science in School: Transforming K-12 Outreach through Scientist Teacher Partnerships

2021 ◽  
Author(s):  
Brian Abramowitz ◽  
Megan Ennes ◽  
Stephanie Killingsworth ◽  
Pavlo Antonenko ◽  
Bruce MacFadden ◽  
...  
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Title I ◽  
Web Based ◽  
Teacher Pedagogy ◽  
Earth Systems ◽  
School Year ◽  
Support Teacher ◽  
K 12

The Scientist in Every Florida School (SEFS) program was started in 2019 with a long-term vision to connect Earth systems scientists with public K-12 schools in Florida and therefore create long-term scientist-teacher partnerships. SEFS fulfills personalized requests to create meaningful and impactful interactions to support teacher pedagogy and student learning. We have as part of our mission a focus on mainstream public schools, and in particular, those that are Title I. We also are committed to working with at-risk teachers. The major components of our program include the scientist-teacher partnerships, focused professional development workshops on Florida's Earth systems (air, water, land, and life), classroom visits, and other web-based activities. Although still only in its first few years, the project and its more than 600 scientists have a wide reach with over 850 teachers and 53,000 students participating in our programs, which were delivered virtually in the 2020-2021 school year covering about 60% of Florida's 67 counties. In this article, we describe our programmatic features as well as recommendations for those who could implement similar programs.

scholarly journals Lessons learned from implementation of SARS-CoV-2 screening in K-12 public schools in Massachusetts

2021 ◽  
Author(s):  
Andrea Ciaranello ◽  
Cathryn Goehringer ◽  
Sandra B Nelson ◽  
Liz J Ruark ◽  
Nira R Pollock
Keyword(s):  
Public Schools ◽  
Screening Program ◽  
Lessons Learned ◽  
Mitigation Measures ◽  
School Students ◽  
Screening Programs ◽  
Pooled Testing ◽  
Specimen Collection ◽  
Household Members ◽  
K 12

Abstract In-person learning provides substantial benefits for K-12 school students. Risk of SARS-CoV-2 infection among educators, staff, students, and household members can be markedly reduced by mitigation measures including masking, ventilation, and hygiene. In addition to these measures, regular SARS-CoV-2 screening testing is recommended by recent CDC guidance and supported financially by ongoing CDC and HHS initiatives for K-12 schools. Screening provides an added layer of risk reduction, as well as data and reassurance about in-school transmission. Financial and logistical constraints have challenged implementation of screening in public schools. We report lessons learned from a collaborative of public K-12 schools implementing and evaluating screening programs, including details of population screened, site of specimen collection, assay selection, pooled testing, and resources needed. This work supported the development of a state-wide screening program and led to dissemination of online technical resources that may support other public schools in implementing CDC guidance.

Empowering Denver Public Schools to Optimize School Bus Operations

2020 ◽  
Vol 50 (5) ◽  
pp. 298-312
Author(s):  
Amanda Chu ◽  
Pinar Keskinocak ◽  
Monica C. Villarreal
Keyword(s):  
Public Schools ◽  
Planning Process ◽  
Route Planning ◽  
Decision Support Tool ◽  
Application Programming Interface ◽  
Support Tool ◽  
School Year ◽  
The Difference ◽  
K 12 ◽  
The Impact

Denver Public Schools (DPS) serves roughly 90,000 K–12 students using a mixed bus fleet. Developing and reviewing bus-route assignments manually has been challenging and time consuming for DPS. During 2017–2018, DPS analysts reviewed and adjusted over 700 routes assigned to approximately 200 buses, considering time and capacity feasibility. We developed a decision support tool (DST) to generate feasible bus-route assignments and help inform DPS’s decisions. The DST employs optimization models to solve the bus-route assignment problem using distance data from Google Maps Application Programming Interface and various interroute reposition-time scenarios to account for the impact of potential traffic delays. The model incorporates multiple objectives related to minimizing cost, meeting demand, and maximizing “consistency”—that is, the difference between a newly created and previously implemented solution The solutions generated by the DST for the 2017–2018 school year utilized significantly fewer buses and lower reposition mileage compared with the DPS solution. Considering the convenience, efficiency, and flexibility of generating high-quality bus-route assignments using the DST, the DPS transportation team has used the DST in the route planning process since 2018.

Administrasi Peserta Didik

2020 ◽  
Author(s):  
Faisal Amri Tanjung
Keyword(s):  
Human Resources ◽  
Educational Administration ◽  
Student Attendance ◽  
Admission Process ◽  
School Year ◽  
File Storage ◽  
School Transfer ◽  
The World ◽  
Out Of School

Improving human resources in terms of quality can be achieved one of them through education. In the world of education life of students begins when entering school. And to maximeze service for student themselves, there is a system that regulates and covers all the scope needed by student to maximize their potential, which is called the administration of students. This article contains studiens from various sources of literature studies, both from books, journal and from order sources related to educational administration. Administration of students is an activity of recording students from the admission process until students graduate from school or out of school transfer or order causes. In administration of students there is a process carried out by the administrator, namely the activity of beginning of the school year, during the school year, and the end of school year. Instrumen in student administration are master books, book clusters, student condition lists, student attendance books and student file storage files.

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

scholarly journals Adrenoleukodystrophy Newborn Screening in California Since 2016: Programmatic Outcomes and Follow-Up

2021 ◽  
Vol 7 (2) ◽  
pp. 22
Author(s):  
Jamie Matteson ◽  
Stanley Sciortino ◽  
Lisa Feuchtbaum ◽  
Tracey Bishop ◽  
Richard S. Olney ◽  
...  
Keyword(s):  
Newborn Screening ◽  
Program Implementation ◽  
Screening Program ◽  
Birth Prevalence ◽  
Variant Of Uncertain Significance ◽  
Implementation Challenges ◽  
Screening Programs ◽  
Uncertain Significance ◽  
Long Term Follow Up

X-linked adrenoleukodystrophy (ALD) is a recent addition to the Recommended Uniform Screening Panel, prompting many states to begin screening newborns for the disorder. We provide California’s experience with ALD newborn screening, highlighting the clinical and epidemiological outcomes observed as well as program implementation challenges. In this retrospective cohort study, we examine ALD newborn screening results and clinical outcomes for 1,854,631 newborns whose specimens were received by the California Genetic Disease Screening Program from 16 February 2016 through 15 February 2020. In the first four years of ALD newborn screening in California, 355 newborns screened positive for ALD, including 147 (41%) with an ABCD1 variant of uncertain significance (VUS) and 95 males diagnosed with ALD. After modifying cutoffs, we observed an ALD birth prevalence of 1 in 14,397 males. Long-term follow-up identified 14 males with signs of adrenal involvement. This study adds to a growing body of literature reporting on outcomes of newborn screening for ALD and offering a glimpse of what other large newborn screening programs can expect when adding ALD to their screening panel.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

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