Providing Telepractice in Schools During a Pandemic: The Experiences and Perspectives of Speech-Language Pathologists

Purpose: The main objective of this study was to gain insight into school-based speech-language pathologists' (SLPs') perspectives on and experiences with telepractice as a service delivery model at the onset of the COVID-19 global pandemic. A better understanding of the facilitating and challenging factors that belie telepractice-based services will guide the creation of training and resource development to further support remote speech-language services in schools. Method: Four focus group sessions using a semistructured format were conducted with 22 school-based SLPs from 14 states in the United States. The focus groups provided an opportunity for SLPs to reflect on their telepractice experiences, including pros and cons, necessary knowledge and skills, factors impacting telepractice service delivery, and student and family participation. Inductive thematic analysis was used to describe the collective experiences and perspectives of the participants. Results: Three themes regarding telepractice emerged: technology use, locus of control for decision making, and student and family engagement. Participants reported experiencing a range of successes and challenges when attempting to meet students' needs and identified gaps in resources and school capacity for telepractice. Conclusions: The findings revealed how school SLPs experienced telepractice service delivery during the remote learning portion of the 2019–2020 school year due to the onset of the COVID-19 pandemic. The study increases our understanding of factors that facilitated and challenged the effective delivery of speech-language services via telepractice. To assist SLPs in future telepractice efforts, implications for professional development and further research are provided.

School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approach

Across the globe, we observe policy trends towards evidence-based school development, “scientific” research, and increasingly centralized curriculum, all occurring amidst growing digitalization and demographic changes resulting in increasingly pluralistic schools and communities. As a result of these policy pressures, many universities and other educational organizations have proposed various evidence-based school development models or projects aimed at continuous improvement. In this chapter, we contest evidence produced from quasi-experimental research designs with other empirically tested evidence. We critique several established school development programs across the U.S. Finally, we propose that in order to have school capacity for continuous development, we need a school development process that is contextually-based and able to consider, reflect upon and use data from evidence-based programs and other sources as appropriate for school-identified problems, and that schools must be able to evaluate their own programs and processes in their particular contexts, with particular populations. For this, we need school development grounded in understandings of education and leadership as well as evidence. For our purposes, we define school development as a continuous growth process for school teams supporting education amidst tensions between policy expectations for use of research-driven evidence and the needs of students in increasingly diverse contexts.

Zoning System In Education Application In The City Of Pasuruan, East Java

This paper examines the application of the zonation system in the City of Pasuruan. Based on preliminary observations of the zoning system in Pasuruan through the Education and Culture Office of Pasuruan City, it showed that; (a) the zoning system has been implemented in Pasuruan City, (b) there are written regulations regarding the implementation of zoning system policies in Pasuruan City, (c) there are technical guidelines regarding zoning system policies in Pasuruan City, (d) there is socialization regarding the requirements and flow of registration admission of new students (PPDB), (e) there is a schedule and time for registration, (f) there is a score for PPDB supporting values, (g) there is a school capacity, and (h) there is a division of zoning area designations. The purpose of this study was to explain parents' perceptions, equal access and improve the quality of education. The research method in this study used field research methods, namely direct observation of the research subject (parents of students) and combined with literature study. The research approach wass a qualitative approach. The qualitative research procedure produced descriptive data in the form of sentences or writings from other researchers as reinforcement of explanations in the articles and field data that the authors refer to. From the results of the study, most of the parents of students assumed that the zoning system policy was a process of admitting new students based on distance, namely the distance between the house to the school. The positive impact was that parents of students did not bother thinking children's transportation costs. The students’ parents found that it was easier to monitor their children's interactions at school and in their neighborhood.Keywords: Sistem Zonasi, Akses dan Peningkatan Mutu Pendidikan, Kota Pasuruan.

Spanish PIBID: a space that brings school and future teachers together

This paper proposes a reflection on the Spanish Teaching Initiation Institutional Scholarship Program [Spanish PIBID] at the Federal University of Santa Catarina as a space that brings together schools and future teachers, in schools of the Florianópolis Metropolitan Region, showing actions and challenges faced for the consolidation of the program in the region. Based on a research done with the participants of the Spanish subproject—2012-2020—the project was analyzed from the perspective of PIBID teacher trainees, according to the topics highlighted by them, such as the relation between theory and practice, their presence in school, or the relation between the university and basic school. Based on official data on filled and unfilled school capacity, current challenges faced by teaching programs in universities were also taken into account, especially in the case of Spanish as a foreign language program, considering the need to keep teaching-fostering public policies in place. As a formative experience, the subproject is perceived as rewarding, having as a theoretical basis the training of reflective teachers and researchers, concerned with collaborating to maintaining high quality standards for public school as an institution that educates critical and autonomous citizens.

Evaluating the Implementation of the SWITCH® School Wellness Intervention and Capacity-Building Process through Multiple Methods

Background: School wellness programming is important for promoting healthy lifestyles and academic achievement in youth; however, research is needed on methods that can help schools implement and sustain such programs on their own. The purpose of this study was to investigate factors within and outside the school environment that influenced school capacity for implementation and potential sustainability of wellness programming. Methods: As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N = 30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, and lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results: Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA results revealed positive, non-significant variances between implementation group and gains in school capacity (F[2,24] = 1.63; p = .21), class capacity (F[2,24]=0.20 p=.82), lunchroom capacity (F[2,24]=0.29; p=.78), and physical education (F[2,24]=1.45; p=.25). Qualitative data demonstrated that factors within the outer setting (i.e., engaging community partners) facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) influenced implementation. Implementation process themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors affecting sustainability, such as school culture and knowledge of school wellness policy. Conclusions: The results from this implementation study document the importance of allowing schools to adapt programming to meet their local needs, and highlight the strengths of measuring multiple implementation outcomes. Increased support is needed for schools regarding the formation and improvement of wellness policies as a means to enhance sustainability over time.

Evaluating the implementation of the SWITCH® school wellness intervention and capacity-building process through multiple methods

Background School wellness programming is important for promoting healthy lifestyles and academic achievement in youth; however, research is needed on methods that can help schools implement and sustain such programs on their own. The purpose of this study was to investigate factors within and outside the school environment that influenced school capacity for implementation and potential sustainability of wellness programming. Methods As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N = 30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, and lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA results revealed non-significant associations between implementation group and gains in school capacity (F [2, 24] = 1.63; p = .21), class capacity (F [2, 24]=0.20 p = .82), lunchroom capacity (F [2, 24]=0.29; p = .78), and physical education (F [2, 24]=1.45; p = .25). Qualitative data demonstrated that factors within the outer setting (i.e., engaging community partners) facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) influenced implementation. Implementation process themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors affecting sustainability, such as school culture and knowledge of school wellness policy. Conclusions The results from this implementation study document the importance of allowing schools to adapt programming to meet their local needs, and highlight the strengths of measuring multiple implementation outcomes. Increased support is needed for schools regarding the formation and improvement of wellness policies as a means to enhance sustainability over time.

IMPLENTASI KEBIJAKAN PENERIMAAN PESERTA DIDIK BARU DINAS PENDIDIKAN DAN KEBUDAYAAN KOTA SAMARINDA

One of the very important aspect in the Education is related to the enrollment of new students which has a very complex problems. To overcome all the problems, the District Head Office of the Education and Culture Kota Samarinda, published a policy on the new students enrollment, year 2016/2017 by using online system/model. This research Purposes are (1) to describe the implementation of the District Head Office of the Education and Culture Kota Samarinda for new students enrollment policy, year 2016/2017 for SMA level and (2) to know how the implementation of the District Head Office of the Education and Culture Kota Samarinda for new students enrollment policy, year 2016/2017 can be accepted by community. This research uses qualitative approach with the technique of data collection through indept interview, observation and the documentation study. The sources of the informations for this research are the school headmasters and new student parents/new students. The research findings are (1) according to the school headmasters (the policy implementors), year 2016/2017 that the new students enrollment policy can be implemented on the SMA levels, although there are some problems associated with the students non-academic achievements, disability/Environment Devolopment(ED)/PTK, and the school capacity and the stages of the registration path. While according to the new students’ parents/ new students, the new students enrollment policy, year 2016/2017 can be accepted with four notes, namely the problem of the non-academic students’ achievement, disability/ED/PTK, school capacity and the stages of the new students enrollment path; (2) related to the registration phase students’ non-academic achievements, disability /ED/PTK done before the regular /general path, causes many problems; (3) system/model of selection for students’ non-academic achievements, disability/ED/PTK based on the leves of the highest value of the National Examination results causes problems; and (4) the school capacity according to the policy implementors and new students’ parents/new students hope the government provides enought school capacity for the community; and (5) Headmasters always have their HP on and they are always at school.

Evaluating the Implementation of the SWITCH® School Wellness Intervention and Capacity-Building Process through Multiple Methods

Background: School wellness programming is important for promoting healthy lifestyles and academic achievement in youth; however, research is needed on methods that can help schools implement and sustain such programs on their own. The purpose of this study was to investigate factors within and outside the school environment that influenced school capacity for implementation and potential sustainability of wellness programming. Methods: As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N = 30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, and lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results: Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA results revealed positive, non-significant variances between implementation group and gains in school capacity (F[2,24] = 1.63; p = .21), class capacity (F[2,24]=0.20 p=.82), lunchroom capacity (F[2,24]=0.29; p=.78), and physical education (F[2,24]=1.45; p=.25). Qualitative data demonstrated that factors within the outer setting (i.e., engaging community partners) facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) influenced implementation. Implementation process themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors affecting sustainability, such as school culture and knowledge of school wellness policy. Conclusions: Findings suggest a potential relationship between implementation and capacity change, which is the primary goal of SWITCH. The results document the importance of allowing schools to adapt programming to meet their local needs.

Safely Reopening K-12 Schools During the COVID-19 Pandemic

ABSTRACTEarly school closures were a consistent, nationwide response to the COVID-19 pandemic in mid-March due to the role that children play in spreading influenza. This left us with limited understanding of COVID-19 transmission in children until several states reopened schools for the 2020-2021 school year. While early school closures were likely beneficial in protecting children in the initial stages of the pandemic in the U.S., long-term closures pose significant cumulative effects in children who rely on schools for instruction and additional social services, and for parents who need to balance work and childcare obligations. Reopening schools safely is a high priority for many interested stakeholders.Proposed in-person school reopening plans include traditional, 100% school capacity, five days per week instruction, hybrid scenarios with reduced in-person instruction and virtual learning, and various reduced school capacity schedules with non-pharmaceutical interventions in place. To assess the potential impacts of different reopening plans, we created a modified SIR-type transmission model that captures multiple known pathways of COVID-19 transmission in a 100,000-person community.Our results show that plans that utilize consecutive days in school and divide students into separated smaller cohorts who attend school together, as well as plans that emphasize distance learning, are better able to suppress disease spread and reduce risk from an introduced infective into the community. Plans with more consecutive school days are protective for both the schoolchildren and surrounding community by acting to separate the larger intermixing population into smaller intermixing subpopulations. The “Five-Day Switch” plan, which separates students into two cohorts, each of whom attend in-person learning for five consecutive days followed by five days of distance learning, best captures these protective attributes. All modeled plans assumed initially disease-free communities and that children’s interactions with the community are greatly reduced during instructional days, both for in-person and distance learning.