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. Beehive Academy has analyzed the data and reports it has to identify the gaps and the needs of its students right from the beginning of the pandemic. The needs and the impact areas are vast but we will continue to focus on the most important ones that we can improve. The technology infrastructure and connectivity was an issue since the devices and wifi technologies were not up to date. The overall technology upgrades, new device and tools needs and renewals present main technology challenges. The hybrid model of instruction has helped our students to be on a schedule and structured instruction however not all students were at the place where they should be since some of them needed more intense support, coaching and mentoring. Especially, students who are from underserved communities, students who have disabilities, students who are English learners and students who are at the risk of failure were impacted the most. Their academic needs and services should be a priority. All students had some gaps of academic learning and the plans should include all while giving more emphasis and priorities to the more vulnerable groups of the students. Students and staff members all had difficult times that impacted their social, emotional and mental health. Most people are going through the travma of some sort and they all need social, emotional and behavioral support. More mental health services will be needed to support them. The facility, infrastructure and sanitary measures should be reevaluated and the needs should be included in the plan. Beehive Academy sends the regular surveys to its students, parents and teachers to identify the needs and trends while planning for its plans and programs. All the stakeholders survey results were analyzed and the results were shared with all the stakeholders. Several Stakeholders meetings were held to have inputs, discussions, and develop the draft plans that can be approved by the school board. The plans were communicated with all and they all had a chance to contribute and the plans were developed by the collective mind. All existing data, reports and other inputs were analyzed and shared as well.
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 Pathways to Progress. The “N-N” (far left) section compares students who were not proficient in the Spring of 2020 (XXX) against student proficiency in the Fall of 2021 (BOY) for each grade level. The colored bars represent the students not proficient in the Spring of 2020 (XXX); the transparent sheath surrounding each bar represents the number of students who were also not proficient in the Fall of 2021 (BOY). The data are clear: in each grade level in Granite School District, the number of students who were not on grade level for reading has increased. 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 year. Readiness gaps for 1st grade in this cohort were intimated when considering the number of ...
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. 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. 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. The impacts of COVID-19 on the school community at Jefferson Academy were numerous. Those impacts include student learning loss, teacher burnout, and the social emotional health of all students. See baseline data on page 7.
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. When comparing students’ for fall 2020 to fall 2019, we saw a significant (up to 15%) decline in grades Kindergarten, first, third, and fifth when comparing student beginning of year data on their Acadience Reading scores. In addition, with Math assessments, we saw scores about five percentage points lower compared to same-grade students the prior 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. The area that has been most impacted by the coronavirus in our LEA is elementary literacy. Quest Administration and the school’s instructional coach have attended State trainings, consulted with State literacy representatives, and met with Schools Cubed owner, Xxxx Xxxxxxxxxx, to determine effective strategies to mitigate the effects of the pandemic. It has been determined that the purchase of evidenced-based curriculum with proven intervention strategies and materials will best provide Quest educators with the necessary tools to address learning loss. The program that has been selected, and recommended by the USBE and Schools Cubed, is Wonders. Acadience data and RISE scores for the 2020-2021 school year show loss of learning in Literacy. End of year data (EOY) shows 50% of kindergarteners making typical or higher growth, 57% of first graders making typical or higher growth, 44% of second graders making typical or higher growth, 85% of third graders making typical or higher growth, 85% of fourth graders making typical or higher, and 71% of 5th graders making typical or higher growth.
