A Programmatic Evaluation of School Preparedness for Latinx Children and Families: A Partnership Program

Introduction: Latinx children are the fastest-growing ethnic minority of children under the age of 5 years in a tri-county area in the Southeastern United States (US Census, 2018). There are limited culturally and linguistically appropriate school preparedness initiatives in this geographic region. Methods: A cultural and linguistic appropriate program was developed in coordination with the state's largest Latinx advocacy organization and two patient-centered pediatric medical homes (PCPMHs) after securing extramural grant funding for an evidenced-based home visitation program using skilled community health workers (CHWs) aimed at Latinx children at the age of 0–5 years and their caregivers. The program includes developmental screenings using the Ages & Stages Questionnaires®, Third Edition (ASQ®-3), CHW role modeling of developmentally appropriate play, early literacy, connection to resources, oral health, nutrition, and physical activity. Results: Of the 103 unique children represented in this programmatic evaluation that received an initial and follow-up ASQ®-3 developmental screening, paired t-tests indicate statistically significant improvement in mean scores from the first to second ASQ®-3 in all five major developmental domains with the largest gains represented in the communication and fine motor skill domains. Conclusion: This evaluation suggests that low-frequency home visits from skilled CHWs can have a beneficial effect on development in early childhood. PPCMHs can serve as a hub for these community-based programs.

School Community Preparedness in Anticipation of Earthquake and Tsunami Threats in Temon Sub-District

The Kulon Progo Regency is a region prone to earthquake and tsunami, including on the coastal of Temon Sub-District. The study aims to determine: (1) school preparedness in Temon Sub-District in anticipating of the earthquake and tsunami threat, and (2) school efforts in Temon Sub-District in improving the preparedness of the earthquake and tsunami disaster. This study used descriptive research. The population of this study is all high schools in Temon Sub-District that enter the area prone to earthquake and tsunami disaster, which is used as a research analysis unit. The sampling technique used simple random sampling and calculated using the Slovin formula with a 10% error rate which results in a total sample of 6 principals, 84 teachers, and 177 students. Data collection techniques in this study are observation, interviews, and documentation. The research data presented in a frequency distribution table and analyzed descriptively. The results of the study showed: (1) school preparedness in Temon Sub-District from the schools aspect in “not ready” category (50.0%), the teachers aspect in “ready” category (42.9%), and the students aspect in “ready” category (44.1%). (2) Efforts to improve the preparedness of the earthquake and tsunami disaster carried out by schools in Temon Sub-District, including: (a) conducting disaster evacuation drills through scouting and PMR activities in schools, (b) holding regular disaster socialization and simulation routinely, (c) improving the quality and quantity of school facilities.

Developing Sustainable Schools in the Shadow of Active Stratovolcano: A Study at Disaster-Prone Areas of Merapi Volcano

Education is a right for people that must be given to children, even in an emergency of eruption disaster. To ensure the sustainable education during the crisis situations, ideas on how to develop a sustainable school system in the stratovolcano area which is prone to eruption disaster are needed. This research was conducted at schools located in the western side of Merapi Volcano, attempting to provide alternative information about the potential and role of schools in providing education during emergency situations of eruption disaster. Data in the study were collected through interviews, observations, remote sensing image interpretations, and documentations. Data were analysed by scoring and spatial analysis using geographic information systems. The results of the study are as follows. First, schools have the potential to provide education during the disaster emergency situations. School potential consists of physical infrastructure and human resource potential in the form of the role of the principal and teachers. Second, most of the level of school preparedness in facing disasters is still in the low category. This needs to be strengthened to ensure that the schools continue to function during the crisis period. Last, a division of roles in the sister school system is needed based on the location of the school toward the eruption centre. The schools in the safe zone act as a buffer for schools in vulnerable areas. Overall, schools have the potential to keep running the learning process during the crisis periods. This requires good management through the sister school system within the framework of sustainable school initiatives.

Principal Perceptions of the Distance Learning Transition During the Pandemic

Drawing on data from the RAND American School Leader Panel 2020 COVID-19 Distance Learning Surveys, we analyze principal perceptions of school preparedness for distance learning with a specific focus on how different school types (e.g., rural, urban, and suburban) and student groups (e.g., students with mild disabilities, English learner students) were impacted by rapid school closure. These findings have important implications for how state education agencies, policymakers, and districts plan to address the growth of opportunity gaps among student groups. In addition, findings have important implications for education leadership and policy researchers seeking to design and implement studies to inform next generation policy and practice.

Public School Trauma Intervention for School Shootings: A National Survey of School Leaders

Trauma intervention in United States’ (U.S.) public schools is varied. The occurrence of public-school shootings across the U.S. elicits questions related to how public schools currently address and provide resources related to trauma for employees and students. A randomized, national survey of public-school teachers, guidance counselors, and administrators was conducted to gather information on public-school preparedness for response to trauma. Findings indicated that only 16.9% of respondents indicated their schools have trauma or crisis plans that address issues related to school shootings. Furthermore, public schools use a variety of strategies to address trauma, but teachers, guidance counselors, and administrators were often unsure about the effectiveness of these trauma interventions in the event of school shootings. Implications for findings suggest methods to enhance next steps in the area of trauma response to school shootings.

Availability of Physical Infrastructure in Implementation of the Competence-Based Curriculum in Public Primary Schools in Kericho County

A competency-based curriculum is a curriculum that allows students to develop prescribed competencies. In Kenya, the Competence-Based Curriculum implementation of 2-6-6-3 was adopted in January 2017. This education system replaces the 8-4-4 system of education and it aims to nurture the learners’ talents. School preparedness for the new curriculum change in Kenyan public primary schools is very important in the education policy framework. When curriculum changes take place in education, teachers as instructors and implementers should be supported to be competent in their work. The educators have a responsibility to ensure that today’s learning content meets tomorrow’s global demands for every learner. However, in Kenya, various stakeholders have expressed concerns regarding school and teachers’ preparedness for the Competence-Based Curriculum. The objective of the study was to find out whether there is a relationship between the availability of physical infrastructure and the implementation of the competency-based curriculum. Dewey’s Social Constructivism theory guided the study. A descriptive survey design and correlation research design was used in this study. The target population of the study included 24 County Support Officers (CSOs’), 524 headteachers, and 610 Grade 1 teachers. The sample size was 6 CSOs, 52 Headteachers, and 61 Grade 1 teachers. A saturated sampling technique was used to select all the 52 headteachers from 52 schools. Simple random sampling was used to select the schools and CSOs. A purposive sampling technique was used to select Grade 1 teachers in Kericho County. Data was collected using interview schedules, questionnaires, and an observation schedule. Quantitative data were analysed using descriptive statistics in the form of percentages, means, and standard deviation, while inferential statistics were correlated using Pearson product-moment correlation. Qualitative data was analysed using themes and sub-themes. The findings established that physical infrastructure had a moderate positive influence on CBC implementation with a correlation of 0.336 and a calculated value of 0.029 for the headteachers and 0.285 with a calculated value of 0.03 for Grade 1 teachers. Shortage of physical infrastructures like nutrition rooms and music rooms had a mean of 2.18 and 1.88 for headteachers. Grade 1 teachers’ response was 1.39 and 1.35 for nutrition and music laboratories respectively. The findings of the headteachers on teacher preparation had a moderate positive influence on CBC with a correlation of 0.494 with a calculated value of 0.00. The teachers had a correlation of 0.369 with a calculated value of 0.005 and were significant to the study. The study recommended that the government should increase funds to enable schools to construct laboratories. The results of this study are important for the successful adoption of the competency-based program through the participation of education stakeholders.

NATURAL DISASTER PREPAREDNESS OF MACALAYA NATIONAL HIGH SCHOOL, CASTILLA, SORSOGONAN ASSESSMENT

This research aimed to determine the preparedness of the students of Macalaya National High School in Castilla, Sorsogon to natural disasters for the school year 2019-2020.The descriptive research was used in the study using the one hundred eighty students of Macalaya National High School as the respondents. A self-made questionnaire and rubrics to describe the level of preparedness. Mean and standard deviation and Pearson r correlation using an alpha level of .05 were used as the statistical tools.The study revealed the following findings. The students of Macalaya National High School preparedness to natural disaster like typhoon has an overall mean of 4.62 and has a standard deviation of 0.626 with a variance of 0.3924 was rated as Very Great Extent. Landslide has an overall mean of 4.63 and has a standard deviation of 0.617 with a variance of 0.3813 was rated as Very Great Extent. Storm surge has an overall mean of 4.61 and has a standard deviation of 0.632 with a variance of 0.3992 was rated as Very Great Extent. Earthquake has an overall mean of 4.62 and has a standard deviation of 0.630 with a variance of 0.3976 was rated as Very Great Extent. The findings show that there is a significant correlation between the level of natural disaster and disaster preparedness of the students of Macalaya National High School at 0.05 level of significance. It shows that the null hypothesis stating that There is no significant correlation between the level of natural disaster and disaster preparedness of the students of Macalaya National High School is rejected. Thus, the alternative hypothesis is accepted. It inferred that there is a significant correlation between them.It was recommended that the School Disaster Risk Reduction Management Council must sustain the preparedness of the school. Constant reminders and promotions about preparedness against natural disaster is a must. Also, training and seminars must be included in the inset of the teachers with the special participation of the students governing council.

Pelatihan Siswa Tanggap Bencana sebagai Upaya Mitigasi Bencana di Ponorogo

Around 40.9 million Indonesians live in landslide prone areas. In the Ponorogo regency of the East Java province, there are 9 sub-districts that have been designated as landslide prone areas with the mild to severe category. One of the villages has experienced landslides in 2017, Banaran village of Pulung district, which 28 villagers became victim and 23 houses buried. Children are virtually one of the most vulnerable groups to being affected by disasters. The vulnerability of children to disasters is triggered by a limited risk understanding which results in a lack of preparedness in facing disasters. Achieving school preparedness is very important considering that Indonesia is a country with a high risk of disasters. It is very important to raise awareness of disasters as early as possible to minimize the impact of disaster risks. The preparedness of the school component is still below expectations, the regulations formed by providing education and simulations to students about disaster response and the impact of disasters are able to reduce disaster risk considering that children are one of the vulnerable groups. We counseled students of SDN Bekiring in Ponorogo to instill their understanding about landslide disaster mitigation. Sekitar 40,9 juta penduduk Indonesia tinggal di daerah rawan longsor. Di Kabupaten Ponorogo Provinsi Jawa Timur, terdapat 9 kecamatan yang telah ditetapkan sebagai daerah rawan longsor dengan kategori ringan sampai berat. Salah satu desa yang pernah mengalami longsor pada tahun 2017 adalah Desa Banaran Kecamatan Pulung yang mengakibatkan 28 warga menjadi korban dan 23 rumah tertimbun. Anak-anak sebenarnya merupakan salah satu kelompok yang paling rentan terkena bencana. Kerentanan anak terhadap bencana dipicu oleh pemahaman risiko yang terbatas yang berakibat pada kurangnya kesiapsiagaan dalam menghadapi bencana. Mewujudkan kesiapsiagaan sekolah menjadi sangat penting mengingat Indonesia merupakan negara dengan risiko bencana yang tinggi. Sangat penting untuk meningkatkan kesadaran bencana sedini mungkin untuk meminimalkan dampak risiko bencana. Kesiapsiagaan komponen sekolah masih dibawah ekspektasi, regulasi yang dibentuk dengan memberikan edukasi dan simulasi kepada siswa tentang tanggap bencana dan dampak bencana mampu mengurangi risiko bencana mengingat anak merupakan salah satu kelompok rentan. Kami mendampingi siswa SDN Bekiring di Ponorogo untuk menanamkan pemahaman tentang mitigasi bencana longsor.