Teachers Becoming Vaccinated
As the COVID-19 vaccine becomes readily available to members in group one and group two, many have become concerned about teachers no being seen as a high priority.
Many states are determining who gets a vaccine by age or by the surge of cases depending on each county.
According to ABCnews.com, “In West Virginia, teachers ages 50 and up are currently eligible, along with people, ages 65 and up. Minnesota launched a community vaccine program last month, with select vaccination clinics serving pre-K-12 educators, school staff, child care workers and those ages 65 and older.”
On Wednesday Fed. 10, Governor Roy Cooper announced that essential frontline workers like teachers, postal workers and law enforcement are to be receiving the vaccine beginning on Feb. 24.
“I think the sooner the better,” said Mr. Sparks.
“I myself am looking forward to the opportunity to be in line and to give myself protection as well,” Mrs. Hartzell said. The research at least of the Pfizer vaccine looks very strong and very encouraging.”
There is always the standpoint between having the ability to get the vaccine but also having the ability to say no.
“It’s important to the teachers that want to do it to have a piece of mind. I think it’s important for a pharmaceutical product for people to choose whether or not they want to put it into their body and not be mandated by the government. But I think for a lot of teachers, it weighs heavily to know we are potentially at risk everyday coming to work and having peace of mind to know we can come to work in a safe way would really be a relief for a lot of staff,” Mrs. Hartzell said.
Students have had the speculation of being able to fully return if teachers do get the chance to be vaccinated.
“I do, I think it would be much easier to come back,” Mrs. Orenstein said.
Many people 65 and older have still been waiting to get vaccinated. With some of group three being added, it could take even longer for appointments to be made and vaccines to be administered.
“I think with a lot of vaccine shortage, I think we’ll be waiting for a while,” Mrs. Hartzell said.
The Biden Administration has addressed the vaccine shortage and are wanting to increase doses by 5%. Johnson & Johnson has also said they are getting ready for an “emergency use authorization hearing,” on Feb. 26 which could speed up the amount of people getting vaccinated.
Students on Returning Full Time
It has been 11 months since schools in the United States announced that schools would close due to the, then, new virus and many people went into Quarantine and led many students to do online school. Gov. Roy Cooper has recently announced that he strongly suggested schools to reopen for in person instruction.
“We have learned much more about this virus and now it’s time to get our children back into the classroom,” Gov. Roy Cooper said.
Gov. Roy Cooper has recently announced that he strongly suggested schools to reopen for in person instruction. Not many schools have been open and doing hybrid teaching since September like the NCLA. Forsyth tech has just recently started doing hybrid learning.
“Personally, I think hybrid learning is a better choice for me because I can’t understand certain subjects like math or chem virtually. But if we go back in person, I would like that because not only will I understand those subjects better but I get to see my friends,” Kayla Satterwhite said.
There have been some students who do hybrid learning and some who do full remote. Some students may feel like hybrid learning is better because it allows them to get the help they need in a subject if they aren’t grasping the concept and for others, they may feel like the full remote is better for them because it keeps, not only themselves safe from exposure of the virus, but it can also prevent them from catching and spreading it to other family members or family members who might have a weaker immune system than most.
“I like doing full remote learning because I honestly do not want to catch that virus. People have died from it and I do not want to die,” Shaniya Myles said.
NCLA’s Silent Auction
By: Elaina Pascavage
Receiving donations from both faculty and the community, the NCLA is excited to host an online silent auction. The auction will begin on March 8 and last through the 11. In order to be as contactless as possible, the school has purchased an online software where those interested can place their bids.
The school has formed a committee of 10 volunteers in order to help with this event. The committee has helped gather donations from all around the Piedmont Triad as well as help get the word out.
“I am on the team and the stuff looks great,” said first grade teacher Mrs. Pascavage.
In hopes of reaching the goal of $10,000, the NCLA has decided to use the money in order to support the staff. Having no particular plan laid out, the money is there to be provided when needed. Whether that is fixing things around the school, or upgrading things in the classroom, this money will be used for the benefit of staff and students.
“I am so grateful they help with classroom expenses,” continued Pascavage.
All of the bidding will be done through a website, making it very similar to how you would normally purchase something online. There will be a link provided for easy access from your computer at home or from your cell phone while you are on the go.
Without trying to give away all of the amazing auction items, there will be some big and some small. There will be items that are out of this world and items that will help in everyday life.
“We have some awesome stuff that will be available- something for everyone,” said Ms. Guldberg.
Dropouts in North Carolina
This school year has been especially tough on students, and has taken a toll on drop out rates in North Carolina. According to TownCharts, Forsyth County has had the least amount of drop outs this year, with 11%. The county with the highest percentage of dropouts this year is Surry County, with 21%.
This year has come with many confusing changes, with crazy new school schedules and a brand new set of rules for safety and class discussions. It has become especially difficult for students to communicate and feel connected with one another. With all of the new and challenging changes, more and more kids are feeling the need to drop out of school.
“My parents would never let me, but I have thought about dropping out this year. There is always some level of unmotivation and finding no point in the things we’re learning for me,” sophomore Sylvia Sellmer said.
According to the National Dropout Prevention Center, the primary reasons for dropouts are that a student missed too many days of school, their grades are failing, they thought it would be easier to get a GED, or they simply did not like school. According to the NC Department of Public Instruction, 30% of dropouts happen sophomore year.
“It’s harder to connect with kids when they are not here all the time, and it’s harder for them to connect with us,” assistant principal Mrs. Wood said.
Many counties have had a big concern with dropouts, and have had to take big precautions to prevent them. Some schools weigh certain grades less, and regularly check up on students to make sure they are doing the work and staying accountable.
“We have a system where we stay on the kids. The teachers call them in for a meeting, we put them on contracts if needed, we do a lot of encouraging. I call all of them myself for encouragement, and sometimes that’s just how we get them across that finish line,” Wood said.
While many students have considered dropping out, only a few actually have. Both schools and families have been fighting for their kids to keep pushing and make it to graduation. According to the National Center for Education Statistics, the number of high school graduates is estimated to be 2% higher than the average from 2008.
While these statistics look promising, the students may be passing for the wrong reasons. Many students have lost all of the motivation to graduate, and be successful. Most students are only graduating because they want to make their parents proud, or they feel like they have gotten too far to stop now.
“I have sparks of motivation to get my work done, but that’s it,” Sellmer said. “I only care about passing so I put in the effort to pass, not to understand.”
The ACT is a standardized test that is used for college admissions. The test features four academic skill areas, English, math, reading, and science. The ACT is supposed to be a measure of readiness for college, but how should you get ready for the ACT and Pre-ACT? The website Prepscholor.com has a ten-step list to prepare students for the upcoming ACT and Pre-ACT.
Step One: Register for the ACT. This step does not apply to students at the NCLA because the test is administered to our students for free.
Step Two: Become familiar with the structure of the test. The test has four sections of English, math, reading, and science but learn more than just that. See how many questions are in each section or how long you have for each section. Knowing what to expect on the test is important for being mentally ready to take the test and do well.
Step Three: Learn how the ACT writes their questions. This is again in the category of knowing what to expect. The ACT’s questions are asked in unique styles, knowing what these questions will look like goes a long way.
Step Four: Identify your Weakness. There are many practice tests online that can be taken at home. These practice tests will help you notice if you struggle on any specific part. When taking a practice test try to simulate the real test for example the same time limits and using number two pencils.
Step Five: Set a Target Score. Setting a target score or a certain amount of points to improve by is important to better on the ACT or Pre-ACT. An improvement in score will rarely happen on its own. Studying is key to improve your score. Prepscholor.com’s chart for time spent studying compared to average score improvement is very helpful.
- 0-1 ACT Composite Point Improvement: 10 hours
- 1-2 ACT Point Improvement: 20 hours
- 2-4 ACT Point Improvement: 40 hours
- 4-6 ACT Point Improvement: 80 hours
- 6-9 ACT Point Improvement: 150 hours+
Step Six: Create a Study schedule. Using the chart above you can decide how much you feel you need to improve then spread those hours out throughout the weeks before the test.
Step Seven: Learn the Essential Test Content. There are many tools like Khan Academy to help prepare you for the ACT.
Step Eight: Find a Testing strategy that fits you. There are many different strategies online, so do some research and find one that works the best for you.
Step Nine: Use Practice tests and questions. Taking a practice test under the same conditions as the real test is a great way to practice. If you are practicing the same way the test will be given, you will feel very comfortable when taking the actual test.
Step Ten: Rest before the test. A good night’s sleep before the test is very important. Make sure to be in bed at a reasonable time and eat a balanced breakfast.