Impacts of COVID. 19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19.
Impacts of COVID. 19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID−19. ● Loss learning ○ Summer School will be provided for K−5 students to support and address loss learning. Acadience data for ELA will be used to determine placement in summer school. A targeted Tier III program will be purchased to meet the learning loss of our students who performed below grade level. ○ SPED− money was allocated to pay for a SPED coach and SEL curriculum. ● Mental Health- Panorama survey given students and staff. The results of this data suggested additional support was necessary. Two LSCWs will be hired to support this area of concern due to Covid 19 and other factors. ● Technology for hybrid teaching and learning. ○ Online support for 9−12th grades via Edgenuity for original credit and credit recovery. ○ Chromebook access to support one to one to allow students to access curriculum using Canvas. ● Classroom environment ○ In Box Elder School District, we have seven secondary schools: Two traditional high schools, one alternative high school, two 8th & 9th grade middle schools and two 6th & 7th grade intermediate schools. One of the middle schools already has air conditioning and the alternative high school has air conditioning. We have determined that adding Air Conditioning to the remaining five secondary schools would greatly reduce the possibility of covid−29 spread and increase the learning of the students in those buildings. XXXX’s mission statement is: “We will ensure high levels of learning for all students''. In some of these secondary schools there are two floors. Temperatures in August, September, and May sometimes reach into the 90s in the classrooms. We do have air exchange systems that we like to run in the early morning hours to pull cool air in. In the afternoon hours when temperatures are in the 90s outside it is unwise to pump the hot air in. So, in the long run we do not get the air exchange that is necessary to reduce cold & flu viruses let alone covid−19. Air Conditioning with filtration is the best way to combat this issue and allow our students the opportunity to be comfortable and breathe safer air.
Impacts of COVID. 19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19. Overview of Guadalupe’s students’ academic and social emotional needs:
Impacts of COVID. 19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19. We had a hybrid schedule last year due to the impacts of the pandemic on our Montessori educational model. Students attended in person half time and online the rest of the time. The biggest detriment to our students was decreased face-to-face instructional time with teachers; we have seen this impact at the end of this school year in our reading assessment data, particularly with our K-3 students who are at a critical early reading stage. (See longitudinal data below) We have also seen an impact in math scores on end-of-year RISE testing.
Impacts of COVID. 19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19. Beginning March 13, 2020, through the remainder of the 2019-20 school year Gateway Preparatory Academy ceased in person instruction and began online instruction for all students. During the 2020-21 school year Gateway Preparatory Academy was open for in-person instruction. In addition, Gateway Preparatory Academy Developed both a Hybrid program (one day per week in person) and a completely virtual option for students. 10% of Gateway students participated in hybrid learning and 12% of students participated in completely virtual learning during the 2020-21 school year.
Impacts of COVID. 19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19. Providence Hall has seen a significant impact on student performance particularly students who were completely online and/or those students who were low SES/ELL. The school saw 36% of our students fail one or more classes in the 2020-2021 school year. This was particularly evident in students who participated in online learning. Of the 36% of students 15% of these were students who were ELL. Additionally, a larger percentage of these students were minority students and/or lower SES students. The school created an online option for students to stay on track with their peers and content from home. The school monitored student progress, tracked student data, and hired an online student support specialist to provide additional supports as well as student tracking. Those students who were able to come into the school were invited to come in on Fridays to receive more one-on-one support services. Teachers also provided supports for students who were not completely online by giving extended time, modified assignments, and/or invited students to come in after class to receive additional help. With 36% of the students last year receiving one or more F and a significant portion of these students 15% being ELL students and 20% of these students were minority/SES students, the school. The baseline data is to take the 36% of students who struggled academically along with ELL and students of minority and provide support services such as ELL, academic support and remediation, credit recovery supports, along with social and emotional screeners and supports to help students academically as well as socially and emotionally.
Impacts of COVID. 19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19. Rockwell Charter High School conducted a Needs Assessment that was sent our to our stakeholders (ie. parents, students, and staff). Results of the needs assessments were: Parents: - 72% of parents responded that they are worried about their student’s academic growth. - 70% of parents responded that they are worried about their student’s socio-emotional wellbeing. Staff: - 69% of staff responded that they are worried about their student’s academic growth. - 61% of staff responded that they are worried about their student’s socio-emotional wellbeing. Students: - 43% of students felt like their mental health has decreased during the time COVID (last year and half). - 38% of student feel like they are academically behind
Impacts of COVID. 19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19. RISE 2021 data showed a significant drop in student performance in math, especially for Special Education students, and a decline in growth for ELL students in ELA. Hawthorn Academy chose a hybrid schedule with an option to be 100% online for the 2020-21 school year. Hawthorn Academy had 30% online only. Students attending in the hybrid schedule were 60% and 10% we were able to accommodate in every day in person attendance for hardship cases where parents lacked child supervision. We noted a higher percentage of ELL students online only. While the impact of positive COVID cases due to exposure at school was minimal, the impact on student learning was significant. Students were impacted by quarantine due to exposure at home or having COVID from a family member. When in class, students completed the work, but when working online the quality of work and learning was minimal or students got on for instructional sessions, but did not complete or submit work done. For students in the lower grades it was a challenge to teach how to navigate online while they were online only or if they were in quarantine due to exposure, if there was no parental support. Many students reported that they were left to do the work with minimal parental support either due to COVID cases or parent work schedules. We also found that parents did not want to have their students in the school for health safety, but also were reluctant to partner in the instruction and work completion of their students due to their own work schedule or other factors. As a result we saw a drop overall in scores as demonstrated on RISE, with significant drops in both ELL and special education student subgroups. Special Education students State LA Hawthorn LA State Math Hawthorn Math Overall 47 41.7 45 37.8 SpEd 15.4 15.2 16 17.6 Proficiency Gap 31.6 26.5 29 20.2 4th Grade Overall 47.3 34.5 49.3 35.4 SpEd 22.1 <20 23.6 <20 Proficiency Gap 25.2 >14.5 25.7 >15.4 5th Grade Overall 47.9 40.3 49.1 33.8 SpEd 18.3 21- 29 20.4 <20 Proficiency Gap 29.6 19.3- 10.7 28.7 >13.8 ELL Students ELL students on the WIDA: 20 out of 65 dropped 0.1 to 0.9 points on the WIDA, with 31 dropping 1 -2 points and one dropping 2.4 and...
Impacts of COVID. 19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19. Achievement data at each grade level indicate the pandemic affected students’ academic performance. For example, in younger grades, learning disruption is most pronounced in literacy loss while upper grade students are affected by self-selecting into less rigorous coursework. Mathematics proficiency is significantly lower in each measured grade level. A more detailed summary of various data is provided below, inclusive of visualizations, baseline performance, current outcomes, and explanatory narrative. The novel graphs above visualize student learning performance measured by Acadience Reading Assessment benchmark data. The “N-N” (far left) section displays the percent of students who were not proficient in the Spring of 2020 (XXX) and not proficient in the Fall of 2021 (BOY) for each grade level on this reading assessment. The transparent sheath surrounding the colored bars represent a previous five-year average of students not proficient in the Spring assessment (who were also not proficient in the following Fall Assessment). The data are clear: in each grade level in Granite School District, the number of students who were not on grade level and remained not on grade level for reading increased during the 2020 spring dismissal. These effects were the most pronounced in the first grade (a 10% increase of students not on grade level for reading. This negative increase was pronounced in 2nd grade and in 6th grade. From these data, we infer that lower grades were most affected, and also those grade levels of students who transitioned from elementary to junior high school (a “key transition year”) during the pandemic. We view the “B-B” (far right) section to find, unfortunately, that the converse is true. Using the baseline performance of students who were on grade level for reading in the Spring of 2020 (XXX), we find a significant decrease in the number of students who remained on grade level for reading a few months later—the Fall of 2021 (BOY). While all grade levels experienced a decline in students on grade level, it was first grade who had the biggest decline—14% of students. Not present in these data are students starting 1st grade in the 2021-2022...
Impacts of COVID. 19 on your LEA: Please describe the areas that have been most impacted by the coronavirus on your LEA. What has been done to determine the strategies that are needed to mitigate the effects of the pandemic? Please provide any baseline data and stakeholder feedback collected to show the impacts of COVID-19. Canyons School District (CSD) analyzed routinely collected achievement data, behavior and social- emotional health data, and early warning system data to evaluate the impact of the pandemic on our students’ academic progress and social-emotional health. Additionally, the school improvement plans for all 49 of Canyons schools were reviewed to examine the goals, strategies, and resources that each school identified as priorities for improvement. The CSD school improvement process requires comprehensive data analysis in order to identify priorities for improvement. The school community which includes administrators, teachers, and families collaborate to develop a plan that represents the needs of the students in the school and consensus from stakeholders for the key strategies and funding allocated to improvement initiatives. Key Findings from Data Summary • Enrollment decreased by 690 students from previous school year o kindergarten was most significantly impacted with 144 fewer students • Early literacy and mathematics had the largest increase of students performing BELOW benchmark on grade level screening assessments • Though literacy screening data suggested little difference in achievement for 3-5 grades, end of level RISE assessment data show an average decrease in achievement of 8% • Mathematics achievement in grades 5-8 declined on average by 7% on the end of level state RISE assessment with roughly 10% less students participating in assessments than previous years • Student achievement in literacy and mathematics decreased more significantly for multi-lingual learners, students with disabilities, and students who are economically disadvantaged o The decreases were most pronounced in 6-8 grades o Multi-lingual learners declined more in literacy than in math o Students with disabilities declined more in math than in literacy • Students in secondary schools failed significantly more courses during the 2020-2021 school year than during pre-pandemic years o Average increase in failure rate 6-8 grades was 10% o Average increase in failure rate 9-12 grades was 6% o The average number of failed courses for students with at least one F in 7-11 grades was 7...
