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Recognizing & Completing Unfinished Learning

Recognizing & Completing Unfinished Learning (3)

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Instructional Design & Delivery

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Thursday, 19 August 2021 15:41

Vaccination Clinics

Written by

The Weber Morgan Health Department and Nomi Health (https://nomihealth.com) are offering free COVID-19 vaccinations to students 12 years and older and their families. Due to the fact that we have received many requests from parents to provide opportunities for students to be vaccinated, we are offering up our secondary schools as vaccination sites as a service and convenience for our patrons. Here is the schedule for the vaccination sites and associated dates and times: 

Monday

Tuesday

Wednesday

Thursday

Friday

  

August 30
2:00-6:00 pm

August 31
2:00-6:00 pm

September 1
2:00-6:00 pm

September 2
2:00-6:00 pm

September 3
2:00-6:00 pm

  

Weber HS
(Lg. Gym Balcony)

North Ogden Jr. High
(Gym)

Canyon View
(Lg. Conference Room)

Fremont HS
(Cafeteria)

Wahlquist Jr. High
(Cafeteria)

Orion Jr. High
(Cafeteria)

Roy HS
(Cafeteria)

Roy Jr. High
(Gym)

Rocky Mt. Jr. High
(Cafeteria)

Sandridge Jr. High
(Gym)

Snowcrest Jr. High
(Choir Room)

Weber Innovation HS
(Training Room)

Two Rivers HS
(Cafeteria)

Bonneville HS
(Library)

T.H. Bell Jr. High
(Cafeteria)

South Ogden Jr. High
(Cafeteria)

PRIME DOSE

Monday

Tuesday

Wednesday

Thursday

Friday

  

September 20
2:00-6:00 pm

September 21
2:00-6:00 pm

September 22
2:00-6:00 pm

September 23
2:00-6:00 pm

September 24
2:00-6:00 pm

  

Weber HS

North Ogden Jr. High

Canyon View

Fremont HS

Wahlquist Jr. High

Orion Jr. High

Roy HS

Roy Jr. High

Rocky Mt. Jr. High

Sandridge Jr. High

Snowcrest Jr. High

Weber Innovation HS

Two Rivers

Bonneville HS

T. H. Bell Jr. High

South Ogden Jr. High

BOOST DOSE

Individuals interested in being vaccinated may either schedule a formal appointment at the school site they desire or walk in to any of our school sites on their scheduled vaccination dates and during the 2:00-6:00 pm time frame. To schedule an appointment at a school site, click on the following link and follow the instructions: getmyshot.utah.gov/mobile

A few things to plan for as you schedule your appointment:

  • Pfizer will be the vaccine administered. A prime dose (first shot) and boost dose (second shot) should be scheduled, three weeks apart. 
  • Vaccine appointments may be scheduled at any of our secondary school sites. Individuals administered the first dose will receive a CDC card and will need to bring it to the site they schedule for their second dose three weeks later.
  • Students (ages 12 years and older), parents and school employees are eligible to receive the Pfizer vaccination at our school sites.
  • Health care personnel will be wearing masks in the vaccination area to protect themselves and others. For their personal safety, these health care professionals will ask that those coming to receive a vaccination wear a mask or face covering during the process.
  • The vaccination “boost” or second dose will take place in the same location within each school as the “prime” or first dose.
  • The parent/guardian of the student must provide permission for the student to be vaccinated if the student is under 18 years of age. 
  • Several resources are attached to this letter/email for your review. These documents may also be found at: Coronavirus.Utah.gov/Vaccine.

Feel free to contact us with any questions.

Sincerely,

Weber School District Secondary & Elementary Education
801-476-7800

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Monday, 16 August 2021 08:52

Parent Letter - August 3, 2021

Written by

August 3, 2021

Dear Parents, Students and Families of Weber School District:

We are excited to welcome you back to the 2021-22 school year! Our teachers are so excited to meet your children as we return to school. There’s no doubt that the last school year was a tremendous challenge for every one of us. While last year may have been one of the most difficult school years, we believe that this upcoming year may be one of the most important! We have been preparing all summer for the return of your students. Following are important informational matters as we begin the 2021-22 school year:

Academic Learning Loss

Learning may have been disrupted for some students due to a variety of factors related to the pandemic. Under the direction of our curriculum department (led by Sheri Heiter) we have carefully analyzed student data to determine areas that we may need to focus on as we rebound from the effects of the pandemic. Teachers have gone through professional training in important areas and are even better prepared to address potential areas of academic learning loss. Our school district has strategically distributed Federal Elementary and Secondary Schools Emergency Relief (ESSER) funds directly to schools and they will be developing plans to work carefully with students and families. We encourage you to speak to your principal for local community plans to support student learning.

Face Masks

We understand that as a state and nation we are beginning to experience another spike in COVID-19 case counts. Local and state health officials are beginning to recommend the wearing of face masks when in-doors. While we will invite those who choose to wear a mask in school to do so, we will not require the face coverings. In fact, during the last session, the Utah Legislature passed HB 1007 which prohibits school districts from requiring face coverings in school during this upcoming school year.

Test to Play

Last year, our high school athletes and students participating in extracurricular activities went through “test to play” protocols every two weeks. We will not begin the school year requiring these students to test regularly in order to participate; however, should case counts begin to rise at a local level, we may strategically institute the “test to play” protocol in order to keep our students playing.

Contact Tracing and Quarantining

We will still be required by the health department to contact trace, notify and inform students and employees who have been exposed to COVID-19. Any student or employee who has:

  1. Been fully vaccinated;
  2. Had COVID-19 within the last 180 days; 
  3. You and the person who tested positive were both wearing masks at the time of the exposure;
  4. You were wearing an N95 or KN95 mask, even if the person who tested positive was not wearing a mask.

will be exempt from the recommendation to quarantine. Education leaders across the state have worked with health department officials and legislative leaders to also exempt from the quarantine recommendation those students or employees who agree to wear a mask for the 10-day quarantine period so that they can remain in school.

Test to Stay

Our goal this year is to keep students in school! Test to Stay is one more tool that the legislature has provided to help us achieve that goal. Last year, the health department and governor’s office implemented a 1% threshold that required schools with 1% of their overall school population testing positive for COVID-19 (or 15 for schools with enrollment less than 1500) to move into a two-week school closure. This year, SB 107 doubled that threshold to 2% (or 30 for schools with less than 1500 students). Fortunately, SB 107 now provides a way to keep students in school. This is how SB 107 outlines the “Test to Stay’ option: should a school hit that threshold in positive COVID-19 case counts a “Test to Stay” strategy would be implemented. Those students who test negative (trained personnel would administer the test) or who are fully vaccinated could continue attending school in-person. Those who test positive (or refuse to test) would simply move to online learning for a ten-day period. It should be noted that with the 2% threshold, Weber School District would never have had to close one of our schools last year.

COVID-19 Vaccinations

The Weber School District will not require students to be vaccinated against COVID-19. However, we will partner with the Weber Morgan Health Department to sponsor an after-school clinic for those families who choose to vaccinate their children ages 12-18. Those clinics will be held at select secondary schools during the week of August 30th. A follow-up clinic will be held exactly four weeks after that date at the same location. Of course, participation in one of these vaccine clinics is completely voluntary. Additional information will be sent to you from your child’s school.

This information represents the latest guidance from the Utah State Legislature and the Governor’s Office. We recognize that things could change and new laws would then dictate our policies and practices. As a school board and superintendent, we wish to express to each of you how much we appreciate your remarkable support. We believe we have the finest parents, students and families anywhere! As we work together on behalf of children, we are confident that we can continue to navigate any complexity encountered. Thank you for all you do and we look forward to a highly successful school year!

With Great Respect and Appreciation,

Board of Education Members

Jon Ritchie – Board President Dean Oborn – Board Vice-President

Doug Hurst – Board Member Paul Widdison – Board Member

Janis Christensen – Board Member Bruce Jardine – Board Member

Jan Burrell – Board Member

Superintendent Assistant Superintendents

Dr. Jeff Stephens Lori Rasmussen Art Hansen

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Wednesday, 29 July 2020 15:55

Elementary Learning Options

Written by

For 2021-2022

In-Person Learning offers the richest learning experiences to develop the whole child and is the preferred learning option for most students and families.

  • Students attend class each day. In the event of a health concern, short-term flexible learning options are available for students to learn from home.
  • Teachers provide learning experiences which ensure students experience the full depth and breadth of the Utah Core State Standards. Essential, important, and supporting skills are taught with a variety of evidence-based practices. Teachers and specialists also provide robust intervention and enrichment supports.
  • Parents and/or guardians are responsible to regularly check in on their students’ progress and support as needed.
  • Social interactions are structured to enhanced learning experiences while keeping students safe and healthy.

Short-term Flexible Learning is a temporary solution for students who are attending in-person, but, due to health-related concerns, find it necessary to learn remotely for one to fifteen consecutive school days.

  • Students work from home on assignments in English language arts, math, and science provided digitally by their assigned classroom teacher(s).
  • Teachers provide online learning experiences that are focused on essential skills and include some teacher-student interaction.
  • Parents and/or Guardians support students’ learning with the expectation they will return to In-Person Learning as soon as possible

Remote Learning is 100% online learning provided by Weber School District through the Weber Online program.

  • Students are Weber School District students, but will not be assigned to a homeroom teacher at the neighborhood school.
  • A certified Weber Online teacher will regularly communicate with parents/guardians to support with technical and content questions.
  • Parents and/or Guardians will serve as the child’s primary teacher
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Wednesday, 29 July 2020 15:40

Secondary Learning Options

Written by

For 2021-2022

In-Person Learning offers the richest learning experiences to develop the whole child and is the preferred learning option for most students and families.

  • Students attend class each day. In the event of a health concern, short-term flexible learning options are available for students to learn from home.
  • Teachers provide learning opportunities which ensure students experience the full depth and breadth of the Utah Core State Standards. Essential, important and supporting skills are taught with a variety of evidence-based practices. Teachers and specialists also provide robust intervention and enrichment supports.
  • Parents and/or guardians are responsible to regularly check in on their students’ progress and support as needed.
  • Social interactions are structured to enhanced learning experiences while keeping students safe and healthy.

Short-Term Flexible Learning is a temporary solution for students who are attending in-person, but, due to health-related concerns, find it necessary to learn remotely for one to fifteen consecutive school days.

  • Students work from home on essential skill assignments in all scheduled courses provided digitally by the assigned classroom teacher.
  • Teachers provide online learning experiences that are focused on essential skills and include some teacher-student interaction and communication (teachers can use the digital courses they’ve created either individually or collaboratively with their PLCs, the resources developed by their peers and the Curriculum Team this summer or a hybrid of both).
  • Parents and/or Guardians support students’ learning with the expectation they will return to In-Person Learning as soon as possible.

Remote Learning is 100% online learning provided by Weber School District through the Weber Online and/or Edgenuity programs.

  • Students are Weber School District students, but will not be assigned to teachers at the neighborhood school.
  • A certified Weber Online/Edgenuity teacher will regularly communicate with parents/guardians to support with technical and academic questions.
  • Parents and/or Guardians will serve as the child’s primary teacher.

View Remote Learning Options

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Friday, 10 July 2020 10:40

School Information

Written by

HIGH SCHOOLS

JUNIOR HIGH SCHOOLS

ELEMENTARY SCHOOLS

Published in Covid-19
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Friday, 10 July 2020 08:42

Return to School

Written by

July 10, 2020

Dear Parents, Students, Teachers and Staff Members,

Members of the Weber Board of Education and I recognize that there are questions and concerns regarding the opening of school this fall. District and school leaders are spending the summer preparing for the return of students in August. Throughout the entire school year, Weber School District will follow guidance from state and local health department officials regarding school opening or possible closures. This year's return to school will come with some new protocols and procedures in order to keep everyone safe and healthy. Here is a link to our Safe Weber—A Responsive Framework to COVID-19. We encourage everyone to get familiar with the document, along with its accompanying protocols. While it will alter certain aspects of the school day, our goal is to maintain a normalized environment where students can learn and teachers can teach.  

Each of us continues to hope for a vaccine and effective therapeutics to treat the spread of the coronavirus. Optimistic medical advances are certainly bringing that day closer. Until then, our individual behavior will become the most effective defense against the virus. Up to this point, our best countermeasures against the virus have been limiting large scale social interactions and imposing restrictions on group gatherings (e.g., soft closure of schools, closures of non-essential businesses, stay-at-home recommendations, etc.). We have moved into a period where these types of restrictions are less sustainable. We are now beginning to rely more on individual behaviors. Frankly, our goal is to keep schools open, sporting events available, extracurricular activities accessible, as well as field trips, dances and graduation. The best way to accomplish that is for each of us to demonstrate individual responsibility by protecting ourselves and others.

As we open schools for in-person instruction, it is important that everyone recognizes the role they play in protecting themselves and others. It is absolutely imperative that if anyone experiences flu-like symptoms (e.g., fever, cough, chills, nausea, etc.) they stay home. The board of education has suspended high school attendance credit requirements for the 2020-21 school year so that no student feels compelled to attend school. Likewise, elementary and junior high administrators have discontinued any type of perfect attendance awards. Each school will place a heightened emphasis on facility sanitation, including the regular cleaning of touch points, horizontal surface areas and the use of electrostatic sprayers to maintain a clean and healthy school environment. Hand hygiene is vital! We will have hand sanitation stations placed throughout our schools and students will be encouraged to regularly wash their hands as a way to remove germs, avoid getting sick and prevent the spread of germs to others.  

The school district will provide face coverings for students and teachers. These face coverings are durable, washable and reusable. They will come in school colors and include the school logo. We also have a face shield for every teacher and staff member. Face shields permit the students to see and hear their teacher. These simple things like consistent hand-washing, staying home when sick, facial coverings, standing at a distance and limiting close interactions will become our best defense against the virus and keep everyone safe. Now that we know much more about how the virus is spread, we must govern ourselves in ways that will limit the spread.  

Finally, we know that there will be some families who choose to have their students learn from home. We want to accommodate that choice. We have had teams of teachers working all summer to build courses on a learning management system called CANVAS (and in some instances Google Classroom). This will enable your student to stay connected to his/her teacher and classmates while learning from home in a flexible model.  

The overall success of this school year will require each of us working closely together, listening to one another's concerns and doing our part to contribute to a positive, healthy and safe school experience.  

Professionally,  

Dr. Jeff M. Stephens

Superintendent; Weber School District

 

Safe Weber- A Responsive Framework to COVID-19 >>

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Thursday, 09 July 2020 22:25

Recognizing and Completing Unfinished Learning Intense Precautions K-12 Schools

Written by

Note: Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t yet have.

Core Instruction

Recognizing and Completing Unfinished Learning

Understand:

  • Study the Essential Learning Targets for upcoming instruction.
  • Identify critical, prerequisite skills and understandings students need to access grade-level content

Diagnose:

  • Determine student understanding of prerequisites based on diagnostic or formative data
  • Consider if gaps exist for the entire class or a small group.

Take Action:

  • Entire class: plan to build needed scaffolds into upcoming lessons; make necessary adjustments to pacing to allow for additional lessons
  • Small group: plan differentiated instruction or coordinate to address gaps within intervention periods

It is more important to help students catch up on thinking skills than facts.

Feedback to Students

  • Continuous, personalized, learning-centered feedback throughout the learning cycle that moves the learning forward
  • Based on submitted assignments, assessments, discussions, etc.
  • Assignments are likely fewer in number than with face-to-face instruction and feedback must increase
  • Tools: written, auditory, recorded, Google Meets, shared docs, using the “chat” feature as an exit ticket

Instructional and/or Practice Time

  • Elementary: 2 hours per day (instruction plus assignments total); 20 minutes of home reading is still highly recommended
  • Junior High: 30 min/class/day (instruction plus assignments total)
  • High School: 45 min/class/day (instruction plus assignments total)
  • For students receiving special education services, service minutes will be determined by the student’s IEP team.

Digital Content

Essential Learning Targets are on an LMS (instruction, assignments, assessments)

  • Teachers have Essential Learning Targets on a common LMS per school following the district-created style guide (instruction, assignments, assessments)
  • Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
    • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
    • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Assessment

  • Assessment FOR instructional feedback and design; frequent, actionable and tied to specific curriculum
  • Diagnostic assessments provided within the first two weeks of school to identify unfinished learning
  • Formative and classroom assessments (with timely results) follow frequently to provide data that will inform instruction and intervention practices
  • Use items and tasks that support deeper thinking
  • Tools: Canvas, state platforms, observations, performances, Edulastic, Forms, paper-and-pencil, Reading Inventory, DRP, CBMs, ALEKS, Preschool DOT

Student and Family Communication

  • Occurs several times per week (encourage documentation)
  • Tools: Email, phone, MyStudent, LMS, surveys and Google Forms

Grading

Based on clear demonstration of proficiency by students with multiple data points

  • Modified grading scales may be in effect as students complete online learning
  • Consider using online engagement as part of grade determinations as appropriate
  • Elementary may not issue report cards

Collaboration

  • Student-student
    • Google Meets and/or discussion threads
  • Teacher-teacher
    • Consider cross or integrated curriculum to make it possible to deliver additional content that may be necessary to address unfinished learning
    • Use team approaches and shared resources
    • Continue PLCs (using modified format)

Suggested Reading:

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Thursday, 09 July 2020 22:15

Recognizing and Completing Unfinished Learning Enhanced Precautions K-12 Schools

Written by

Note: Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t yet have.

Core Instruction

  • Focus on Essential Standards from grade-level Core and scaffold as needed
  • Include Important and Supporting Standards from grade-level Core when possible
  • Include tiered extensions and remediation

Recognizing and Completing Unfinished Learning

Understand:

  • Study the Essential Learning Targets for upcoming instruction.
  • Identify critical, prerequisite skills and understandings students need to access grade-level content

Diagnose:

  • Determine student understanding of prerequisites based on diagnostic or formative data
  • Consider if gaps exist for the entire class or a small group.

Take Action:

  • Entire class: plan to build needed scaffolds into upcoming lessons; make necessary adjustments to pacing to allow for additional lessons
  • Small group: plan differentiated instruction or coordinate to address gaps within intervention periods

It is more important to help students catch up on thinking skills than facts.

Feedback to Students

  • Continuous, personalized, learning-centered feedback throughout the learning cycle that moves the learning forward
  • Based on observed and/or submitted assignments, assessments, class discussions, performances, etc.
  • Tools: written, auditory, recorded, in person, Google Meets

Instructional and/or Practice Time

  • Elementary: ELA (2 hours), Math (100 minutes), Science (30 minutes); 20 minutes of home reading is still highly recommended
  • Junior High: class period plus 15-30 min/class/day
  • High School: class period plus 40-60 min/class/day
  • For students receiving special education services, service minutes will be determined by the student’s IEP team.

Digital Content

  • Teachers have Essential Learning Targets on a common LMS per school following the district-created style guide (instruction, assignments, assessments)
  • Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
    • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
    • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Assessment

  • Assessment FOR instructional feedback and design; frequent, actionable and tied to specific curriculum
  • Diagnostic assessments provided within the first two weeks of school to identify unfinished learning
  • Formative and classroom assessments (with timely results) follow frequently to provide data that will inform instruction and intervention practices
  • Use items and tasks that support deeper thinking
  • Tools: Canvas, state platforms, observations, performances, Edulastic, Forms, paper-and-pencil, Reading Inventory, DRP, CBMs, ALEKS, Preschool DOT

Student and Family Communication

  • Occurs at least weekly
  • Tools: Email, phone, MyStudent, LMS

Grading

Based on clear demonstration of proficiency by students with multiple data points

  • Modified grading scales may be in effect as students complete online learning
  • Consider using online engagement as part of grade determinations as appropriate

Collaboration

  • Student-student
    • Class discussion, silent discussion, turn-and-talk (perhaps with white boards), online discussions, etc.
  • Teacher-teacher
    • Consider cross or integrated curriculum to make it possible to deliver additional content that may be necessary to address unfinished learning
    • Use team approaches and shared resources
    • Continue PLCs (may need modified format)

Suggested Reading:

Published in Recognizing & Completing Unfinished Learning
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Thursday, 09 July 2020 21:57

Recognizing and Completing Unfinished Learning Moderate Precautions K-12 Schools

Written by

Note: Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t yet have.

Core Instruction

  • Focus on Essential Standards from grade-level Core and scaffold as needed
  • Include Important and Supporting Standards from grade-level Core as appropriate
  • Include tiered extensions and remediation

Recognizing and Completing Unfinished Learning

Understand:

  • Study the Essential Learning Targets for upcoming instruction.
  • Identify critical, prerequisite skills and understandings students need to access grade-level content

Diagnose:

  • Determine student understanding of prerequisites based on diagnostic or formative data
  • Consider if gaps exist for the entire class or a small group.

Take Action:

  • Entire class: plan to build needed scaffolds into upcoming lessons; make necessary adjustments to pacing to allow for additional lessons
  • Small group: plan differentiated instruction or coordinate to address gaps within intervention periods

It is more important to help students catch up on thinking skills than facts.

Feedback to Students

  • Continuous, personalized, learning-centered feedback throughout the learning cycle that moves the learning forward
  • Based on observed and/or submitted assignments, assessments, class discussions, performances, etc.
  • Feedback is not limited only to assignments
  • Tools: written, auditory, recorded, in person

Instructional and/or Practice Time

  • Elementary: ELA (2 hours), Math (100 minutes), Science (30 minutes); 20 minutes of home reading is still highly recommended
  • Junior High: class period plus 15-30 min/class/day
  • High School: class period plus 40-60 min/class/day
  • For students receiving special education services, service minutes will be determined by the student’s IEP team.

Digital Content

  • Teachers have Essential Learning Targets on a common LMS per school following the district-created style guide (instruction, assignments, assessments)
  • Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
    • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
    • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Assessment

  • Assessment FOR instructional feedback and design; frequent, actionable and tied to specific curriculum
  • Diagnostic assessments provided within the first two weeks of school to identify unfinished learning
  • Formative and classroom assessments (with timely results) follow frequently to provide data that will inform instruction and intervention practices
  • Use items and tasks that support deeper thinking
  • Tools: Canvas, state platforms, observations, performances, Edulastic, Forms, paper-and-pencil, Reading Inventory, DRP, CBMs, ALEKS, Preschool DOT

Student and Family Communication

  • Occurs frequently
  • Tools: Parent-Teacher conferences, family nights, back-to-school night, email, phone, MyStudent

Grading

Based on clear demonstration of proficiency by students with multiple data points

  • Grading occurs as in pre-COVID-19 settings

Collaboration

  • Student-student
    • Silent discussion, turn-and-talk (perhaps with white boards), online discussions, etc.
  • Teacher-teacher
    • Consider cross or integrated curriculum to make it possible to deliver additional content that may be necessary to address unfinished learning
    • Use team approaches and shared resources
    • Continue PLCs (may need modified format)

Suggested Reading:

Published in Recognizing & Completing Unfinished Learning
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Wednesday, 08 July 2020 13:56

Instructional Design and Delivery Intense Precautions K-12 Schools

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Instructional Delivery

  • All teachers are on a common LMS per school, providing a consistent experience for parents and students
    • Each school follows a style guide (district-created guide, personalized at the school)
  • Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
    • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
    • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Instructional Support

  • Live EdTech support will be provided via Google Meet on a bi-weekly basis at a scheduled time (sessions recorded and will be available for all WSD teachers)
  • Additional support/training will be available by request

Network/Filters

  • BARK responses go to home as well as school during the school day
  • Increase iBoss nodes for additional Elementary devices at home
  • Wireless Access Points placed outside will provide WiFi access to students in areas such as parking lots or near the building if needed.

Student Devices

Secondary

  • All secondary students have access to a mobile device they can take home

Elementary

  • Ascend schools identify what students need a device at home and set up a school-specific way to issue those devices (devices will be sent home base on need)
  • Non-Ascend schools will evaluate which students/families need a device; unassigned devices from Ascend schools will be distributed to non-Ascend school students/families
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