Displaying items by tag: COVID19

Monday, 06 December 2021 08:07

Covid-19 FAQs for Students & Parents

What should I do if my student has symptoms of Covid-19?
Please keep your student home from school until you can determine if they should be tested for Covid-19.

What should I do if my student tests positive for Covid-19?
Please keep your student home from school. Notify the school that your student has tested positive. Your school’s contact tracer will contact you with information on how long your student needs to isolate.

What should I do if my student is exposed to Covid-19?
Please contact your student’s school and inform them of the exposure. Your school’s contact tracer will contact you with information on whether your student needs to quarantine, and what the modified quarantine options are.

What is the difference between isolation and quarantine?
When you test positive for Covid-19, you are infectious and required to isolate yourself from other people. When you are in quarantine, you have been exposed to COVID-19, but have not tested positive.

When should I keep my student home?
Please keep your student home if they have a fever of 100.4 or higher, shortness of breath or difficulty breathing, sore throat, muscle aches and pains, cough (not related to asthma), or a new loss of sense of taste or smell.

If my student is exposed to Covid-19, do they have to stay home from school?
This year there are several quarantine options for parents. If your student is exposed to a positive case at school, you will receive an email with the quarantine dates and options. If your student is exposed at a social event, or if they have a positive Covid-19 case in their home, please contact your school. Your school’s contact tracer will contact you with information on whether your student needs to quarantine, and what the modified quarantine options are.

What are the modified quarantine options for my student?
As long as a student has not tested positive for Covid-19 and has no symptoms, they may  return to school wearing a mask for the 10-20 days they are in quarantine. They may also take a Covid-19 test 3 days before the end of their quarantine period, and if it is negative, they do not need to wear a mask for the last 3 days. If a student has been fully vaccinated or has had aconfirmed case of Covid-19 in the last 180 days, they do not need to quarantine.

Why do household exposures have to quarantine for 20 days when school exposures only quarantine for 10 days?
Household contacts are exposed every day to the positive person in their home during the 10 days that person is in isolation. When the positive person’s isolation ends, then the family members have to quarantine for an additional 10 days.

How do I know how long my student should quarantine for after they are exposed?
If a student is exposed to a positive case at school, you will receive an email with the dates that your student should quarantine. If it is a social or home exposure, please contact your school’s contact tracer for the dates they should quarantine.

My student is fully vaccinated. Do they still need to quarantine?
If your student is vaccinated, as long as they do not have any symptoms of Covid-19, they may attend school and do not need to quarantine.

My student already had Covid-19. Do they still need to quarantine?
If your student had a confirmed case of Covid-19 in the last 180 days, they do not need to quarantine. A confirmed case means that the test was conducted at a testing facility and the results were confirmed by the local health department. If your student previously tested positive on a home test, they will still need to quarantine.

Why doesn’t the health department accept my Covid-19 home test results?
The health department can only confirm positive Covid-19 cases that are conducted at a testing facility or lab. Those results are uploaded to the state and then shared with local health departments. If a test was done at home, there is no way for the health department to confirm those results.

How do I register my positive Covid-19 home test?
If you have a positive home test you may be able to register the test with the health department by scanning the QR code on the box, or we encourage you to go to a testing site and have the test confirmed. If your positive home test is registered with the Health Department, or the test took place at a registered testing site, your child will not have to quarantine in the next 180 days if exposed again.

How will my student do schoolwork if they have to quarantine or isolate at home due to Covid-19?
If your student has to isolate or quarantine at home due to a Covid-19 case, please inform your student’s school. Your student will be listed as “Online Schooling” for the 10-20 days that they will be home. Students who are quarantining at home are responsible for completing their classwork daily via the Canvas courses. Students will need to email teachers when they have questions and they are responsible for staying caught up in all classes as well as turning in assignments on time. Communication with teachers is extremely important as the teachers will be able to work through issues with the students as needed.

Can my student test out of isolation?
No. A student who has tested positive is considered infectious for 10 days and must isolate at home for the full 10 days. There is no option to test out of isolation, even if you are feeling better, or have a negative test before the end of the 10 day isolation period.

Does my student’s school require a negative test in order for them to return to school after isolation or a home quarantine?
No. A negative test is not required to return to school after a student has tested positive or been exposed to Covid-19. Students with a positive test result are required to isolate at home for the full 10 days. They may return to school if they have been symptom-free for at least 24 hours without any fever reducing medication.

I want to know who my child was exposed to at school. Can I ask for their name or what class it was in?
Due to student privacy laws, we do not give out the name of the student or where specifically the exposure occurred. If you receive an Exposure Notification email from your child’s school, that means your student was exposed in one of their classes, at lunch, on the bus, or during an activity at their school.

Where can I take my student to get tested for Covid-19?
Visit https://coronavirus.utah.gov/utah-covid-19-testing-locations/ for testing locations near you. I still have questions about my student. Who should I contact?Please contact your school’s contact tracer, or contact Ashley Blake at 801-452-4094 or .

Published in Covid-19
Tagged under
Monday, 16 August 2021 08:52

Parent Letter - August 3, 2021

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

Published in Covid-19
Tagged under
Friday, 18 December 2020 13:28

Covid News Update

Modifications to current health guidelines were announced this morning by the governor and the Utah Department of Health. These guidelines go into effect on January 4, 2021, when we return from winter break. In summary:

  • The current public health orders will be extended through January, 21, 2021. This includes the mask mandate.

  • In-school exposures. If an individual is exposed to someone with COVID-19 in the school environment, and both individuals are wearing masks during the period of exposure, the person exposed is no longer required to quarantine. Contract tracing will still be conducted. Parents will need to monitor their students for symptoms for the 14 days following an exposure, and keep them home if they are sick. If it can't be verified that both individuals were wearing masks, then the person exposed will need to follow current quarantine procedures.

  • Teachers are able to get tested on a weekly basis upon request, or they can elect to be tested as part of "Test to Play." 

  • The governor indicated that vaccinations for teachers should be available by mid-January. There is a tentative schedule on the state's website.

  • The case threshold for closing has been modified for schools with over 1500 students. The new threshold is now 1% of the student population, instead of 15 cases. For example, the threshold for Fremont will move to 20 cases, Roy 18 cases and Weber 20 cases. All other schools will remain at 15 cases.

  • The "rule of three" (Three individuals testing positive in the same classroom within a two-week period) will only apply to elementary schools. Classes in secondary will no longer be quarantined when there are three or more cases in one classroom.

  • "Test to Stay." When the case threshold is met, a school has the option of moving online for 10 days, or testing all of its students. Students who test negative will be allowed to continue with in-person instruction. Students who test positive or don't test, will move to virtual learning for 10 days. Positive cases identified in this testing will not count toward the threshold to close.

  • Targeted testing in certain communities will be available after the holidays.

  • "Test to Play" will remain in effect. About 12,000 tests have been administered throughout the state with a positivity rate of 1.6%

For more information, please visit:

https://www.pbsutah.org/live-daily-updates-covid-19-utah

https://coronavirus.utah.gov/

https://coronavirus.utah.gov/education/school-manual/

Published in Covid News
Tagged under
Friday, 11 September 2020 15:30

WSD Covid-19 Case Count

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

Return to School

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 >>

Published in Covid-19
Tagged under

We are excited to have our schools open and we welcome our students, teachers and staff back! Weber School District takes the health and wellness of all students and staff seriously. We have developed a strategic, deliberate plan for reopening our schools. Our goal is to open school under the Moderate Precautions listed in our Safe Weber Framework.

SAFE WEBER

A Responsive Framework to COVID-19

 

Moderate Precautions

Enhanced Precautions

Intense Precautions

Facility Sanitation

Moderate

Enhanced

Intense

Personal Protection & Hygiene

Moderate

Enhanced

Intense

Distancing & Social Gatherings

Moderate

Enhanced

Intense

Recognizing & Completing Unfinished Learning

Moderate

Enhanced

Intense

Digital Design & Delivery

Moderate

Enhanced

Intense

 *Weber School District will always follow the guidance of the Health Department and will make the necessary adaptations to ensure the health and safety of our students and staff.

Published in Covid-19
Tagged under

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:

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:

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:

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