Common use of Indicators of Impact Clause in Contracts

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 after-school programming. Include a brief description of the indicators used in the decision-making process. Students The District will evaluate students progress within courses. The students falling behind, will be invited reached out to participate in after-and asked to join after school programming based on their performance on benchmark assessments, grades, curriculum-based and state assessmentsor credit remediation after school hours.

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. Lower Merion School District will use the after school funds to provide afterschool programming for identified kindergarten students who demonstrate academic need. Students will be invited to participate in aftera half-school programming day kindergarten program and will participate in an extended day. Students were selected based on their performance on benchmark assessments, grades, curriculum-based and state assessmentsthe results of fall universal screening information.

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 The Wissahickon School District will create an academic afterschool program to target the needs of students related to the impact of the COVID-19 pandemic. Reading data show an increased need for interventions and support in reading, which will be invited to participate the focus of the academic afterschool program. The Acadience Reading Skills Assessment benchmark scores as well as Running Records reading scores will be included among the indicators used in afterthe decision-school programming based on their performance on benchmark assessments, grades, curriculum-based and state assessmentsmaking process.

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 The district utilized data from State Assessments that were given in spring 2021 (PSSA, PASA, Keystones, Access/WIDA); diagnostic assessments (DIBELs, Diagnostic Reading Assessment); benchmark assessments (Classroom Diagnostic Tools); and local assessments to participate in after-school programming based on their performance on benchmark assessments, grades, curriculum-based and state assessmentsdetermine students who would benefit from After School Programming.

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 Multiple measures were utilized for including students in potential remediation activities. These measures included: DIBELS, Aimsweb, CDT, PSSA/Kesytone, and Local Assessments. By looking at a student across various measures, those students identified as not meeting expected benchmarks, or showing rates of learning that would allow them to be invited at benchmark were identified to participate in after-school programming based on their performance on benchmark assessments, grades, curriculum-based and state assessmentsbe invited.

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 Building level teams analyzed data to determine students who should be invited to participate in after-school programming based on their performance on benchmark targeted for services. At all levels report card data, local assessments, gradesand standardized assessments. At the K-2 level, curriculum-based DIBELS Next and state assessmentsiReady Reading and Math benchmark data. At the 3 - 8 grade level, iReady Math and Reading were used. At parent/teacher conferences, teachers discussed the options of before and after school programs and the supports that are available.

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 Beginning, middle of the year and end of the year diagnostics were completed on students. Teachers used the data to determine which students would best be invited to participate in served by the after-school programming based on program. Those students were invited to the summer school program. Additionally, the Special Ed students who had not succeeded in testing at their performance on benchmark assessments, grades, curriculumpre-based and state assessmentscovid data point were placed in an after school program.