Indicators of Impact. 1. Describe how the LEA identified students for inclusion in after-school programming. Include a brief description of the indicators used in the decision-making process. Students will be invited to participate in after-school programming based on their performance on benchmark assessments, grades, curriculum-based and state assessments.
Indicators of Impact. 1. Describe how the LEA identified students for inclusion in a summer school program. Include a brief description of the indicators used in the decision-making process. Students will be invited to participate in summer school programming based on their performance on benchmark assessments, grades, curriculum-based and state assessments.
Indicators of Impact. 1. Describe how the LEA identified students for inclusion in a summer school program. Include a brief description of the indicators used in the decision-making process. Students who missed the most in-person learning and did not consistently participate in remote learning will be prioritized for our summer and afterschool programs. Panaroma Early Warning System, student assessment data and teacher recommendations be used to determine student eligibility. A district committee was formed and made recommendations for a 2+ year comprehensive K-12 tutoring program. Panorama has been purchased as a data analysis EWS for the LEA to analyze the COVID 19 impact on student academic performance. Attendance, academic and social emotional learning data will be analyzed and students will be offered tutoring services to help with the learning loss associated with the extended school closure and/or lack of participation in remote learning. Vulnerable student populations such as spec. ed., ED and EL’s that have data indicating academic or SEL needs will receive priority for tutoring services. The MCSD offers a comprehensive MTSS to assist and monitor students’ progress and student learning gaps stemming from COVID-19. Teachers, principals, parents, families, Chief of Operations, Chief of Academics, Dir. of Student Services and the Federal Programs Coordinator work as a team to review the needs of students at each respective school to support the mission of ensuring that all students meet or make growth towards grade level standards. Classroom, Title 1, special education teachers, counselors and building principal meet as a grade level team throughout the year to discuss grade level and individual student data. These group data meetings are used to identify and support students struggling due to missed instruction as a result of school closures and/or a lack of participation in remote learning opportunities provided throughout the pandemic.
Indicators of Impact. 1. Describe how the LEA identified students for inclusion in after-school programming. Include a brief description of the indicators used in the decision-making process. The District will focus on historically underserved populations and at-risk students attending the LatchKey Program for academic and emotional supports. Assessment and SWPBIS data will continue to be utilized to determine the need and to evaluate the effectiveness of the program supports. The Central Valley School District continued to assess students through the pandemic and since our return to face-to-face instruction. Students are provided local assessments as well as standardized assessments to compare pre and post-pandemic learning loss. DIBELS, NWEA-MAPS, PSSA and Keystone results were and are currently used. Progress monitoring was also and continues to be used as part of the measurement for our historically underperforming cohorts or students.
Indicators of Impact. 1. Describe how the LEA identified students for inclusion in after-school programming. Include a brief description of the indicators used in the decision-making process. At the high school level, at-risk students who were credit deficient were identified for a credit recovery program. There is a cost per course fee for every course. Students who qualify for free and reduced lunch are unable to pay these fees and are still at-risk to graduate on time. The cost of courses for students in need of credits will be off set and/or waived for students. Students will take on-line courses to attain credit and become on-track to graduate on time with their cohort. In addition, students across all grades are in need of remediation for all content areas. To support these students, after-school tutoring sessions will be made available to assist students in attaining the knowledge and skills that were missed during the pandemic.
Indicators of Impact. 1. Describe how the LEA identified students for inclusion in a summer school program. Include a brief description of the indicators used in the decision-making process. Based on preliminary data for mathematics, students are in need of additional remediation and support in mathematics. To support this remediation, a summer program focused on gaps in skills and knowledge in mathematics will be held to assist students. In addition to a math program, a remedial reading program will occur for students in the elementary level to focus students struggling in reading.
Indicators of Impact. 1. Describe how the LEA identified students for inclusion in after-school programming. Include a brief description of the indicators used in the decision-making process. The pandemic has impacted the students in DASD in a variety of ways both academically and social-emotionally. This is supported by both anecdotal feedback from teachers and building administrators as well as student data including grades and universal screening benchmarks. At the elementary level, we will identify students in need of after-school programming through the use of AimswebPlus data. AimswebPlus is universally administered to all students in grades K-7 in DASD for both math and reading. Students who according to their AimswebPlus data are performing below benchmark, particularly those who are performing in the Tier 3 performance band, will be targeted for after-school, evidence-based intervention in reading and math. We anticipate that this metric will result in high numbers of students who will be eligible for intervention. In 1st grade alone, after our fall benchmark administration, 56.7% of students fell below benchmark, with 29.1% (a total of 256 students) falling in the tier 3 range.
Indicators of Impact. 1. Describe how the LEA identified students for inclusion in a summer school program. Include a brief description of the indicators used in the decision-making process. DASD administers the AimswebPlus benchmark assessment three times each year as a universal screener for all students in grades K-7. AimswebPlus is an online assessment, data management, and reporting system that provides national and local performance and growth norms for the screening and progress monitoring of math and reading skills. We will use AimswebPlus benchmark data to determine which students are in need of summer school programming, specifically students who demonstrate performance in the Tier 3 performance band.
Indicators of Impact. 1. Describe how the LEA identified students for inclusion in after-school programming. Include a brief description of the indicators used in the decision-making process. Southern York County School District realizes the impact that the COVID pandemic has had on students, families, and teachers since March 2020. Our students are returning to a school environment where social skills are weak demonstrated through observation, discipline data, and Panorama data. Students have learning loss in areas of both academic and social- emotional areas. As a result, Southern Middle School is looking at creating opportunities for both the academic and social needs of our students through after-school clubs and organizations. Teachers were asked for ways to help students decrease academic learning loss and also bolster their social-emotional skills. Through the use of XXXXX components, several clubs were recommended to help students learn healthy living and to meet students' needs for additional intervention/remediation. Data supports that while our students have an academic loss, our discipline, Panorama, and bullying/harassment reports show we need to help students learn social skills. Of the discipline referrals, 71% have been students with an IEP and/or economically disadvantaged. The data also indicated that 93% of the referrals involved male students. Based on this data, we have created clubs to attract students who have different interests to spend time with other students in a less structured setting. Teachers will then use this environment to help students learn self-management and social awareness skills in order to promote a positive school environment. There are several ways that students were identified for inclusion for after-school programming: (1)Teachers identified students based on academic data. Students were identified and targeted for the after-school academic success program based upon growth rate in Aimsweb, iReady, and CDT data. In addition, students who are struggling in classes are recommended by teachers to attend these sessions after school. (2)Independent selection by students. Students were encouraged to join social-emotional clubs after school that meet their interests. Certain students were encouraged to join based upon counselor or teacher recommendation and observation of student's interactions on teams. Helping students to become a part of a group and have a sense of belonging is important to the school environment. (3)SAP and behavior m...
Indicators of Impact. 1. Describe how the LEA identified students for inclusion in a summer school program. Include a brief description of the indicators used in the decision-making process. The purpose of the SHS Credit Recovery Program is to enable students to close gaps in instruction through credit recovery. Students will participate in a five-week blended instructional program that will include two days of in-person instructional support from certified SHS teachers along with 24/7 online access to instruction through Edgenuity (an online instructional platform). Additionally, SHS teachers will remain in contact with students via email and/or Google Hangouts to provide additional support outside of the classroom. The process for selecting students for this program will begin at the conclusion of the first semester and will conclude at the end of the second semester. Selection of students will include input from school counselors, administrators, and parents/guardians. Students selected for the program based on the following criteria: 1) Students in grades 11 and 12 attempting to graduate within the Pennsylvania Department of Education’s five-year cohort. 2) Students in grades 9 through 12 endanger of not graduating with their four-year graduation cohort. 3) Students mandated to attend summer school by the Courts.
