Assessing Impacts and Needs. In this first section, LEAs are asked to describe the impact of the pandemic on their students, examine disproportionate impacts on specific student groups, and highlight the LEA’s promising practices in supporting student needs since March 2020.
1. Understanding the Impact of the COVID-19 Pandemic: Describe how the LEA has identified or will identify the extent of the impact of the COVID-19 pandemic on student learning and well-being. Specifically, what methods (i.e., collecting and analyzing data and information from focus groups, surveys, and local assessment results) were used or will be used to identify and measure impacts in four key areas:
(1) Academic impact of lost instructional time, (2) Chronic absenteeism, (3) Student engagement, and (4) Social-emotional well-being? Methods Used to Understand Each Type of Impact Academic Impact of Lost Instructional Time DASD utilizes a variety of assessment measures to assess student progress on a reguar basis and has used these measures to assess the impact of learning loss during the pandemic. In grades K-7, all students are administered the AimswebPlus universal screener in both reading and math. These results have been compared to prior years' cohort data to make comparisons about the impacts of school closures and virtual learning during the pandemic. Similarly, student grades and credit totals for students in grades 8-12 have been used to evaluate the impact of lost instructional time for our secondary students. Chronic Absenteeism DASD maintains regular attendance for all students in our Student Information System, Infinite Campus. Automated alerts are sent to the parents of students who are absent on a given day and additional notices are sent to the families fo students who are have 3 or more unexcused absences. Attendance is data is monitored regularly. Student Engagement Student engagement is evaluated through a variety of quantitaive and anecdotal measures including student attendance, student performance and grades, and regular communication with parents and families. In addition, beginning in the 2020-2021 school year, DASD began administering the Youth Truth survey, a cuture/climate measure that will be given on an annual basis. This gave us insight from students on a variety of topics, including specific feedback related to how our students managed during the pandemic. Social-emotional Well- being DASD utilizes the BASC/XXXX behavior screening tool to serve as an early warning system in identif...
Assessing Impacts and Needs. In this first section, LEAs are asked to describe the impact of the pandemic on their students, examine disproportionate impacts on specific student groups, and highlight the LEA’s promising practices in supporting student needs since March 2020.
1. Understanding the Impact of the COVID-19 Pandemic: Describe how the LEA has identified or will identify the extent of the impact of the COVID-19 pandemic on student learning and well-being. Specifically, what methods (i.e., collecting and analyzing data and information from focus groups, surveys, and local assessment results) were used or will be used to identify and measure impacts in four key areas: (1)
Assessing Impacts and Needs. In this first section, CTCs are asked to describe the impact of the pandemic on their students, examine disproportionate impacts on specific student groups, and highlight the CTC’s promising practices in supporting student needs since March 2020.
1. Understanding the Impact of the COVID-19 Pandemic: Describe how the CTC has identified or will identify the extent of the impact of the COVID-19 pandemic on student learning and well-being. Specifically, what methods (i.e., collecting and analyzing data and information from focus groups, surveys, and local assessment results) were used or will be used to identify and measure impacts in four key areas: (1) Academic/Technical impact of lost instructional time, (2) Chronic absenteeism, (3) Student engagement, and (4) Social-emotional well-being? Methods Used to Understand Each Type of Impact Academic/Technical Impact of Lost Instructional Time DCTS uses CDTs, NOCTI pre-test results, Read 180, and AIMSweb in conjunction with Performance Tracker, to monitor the academic/technical impact that lost instruction may have had on students’ learning. Students are provided additional support to overcome learning gaps by working with a teacher in our resource room. Chronic Absenteeism DCTS School Counselors, Psychologist, and Social Worker provide support services to all students by collecting data on attendance daily to monitor chronic absenteeism. This team contacts parents and students regularly to determine the cause of the absences and to provide support where needed. Student Engagement Formative and summative assessments are used to identify a student’s lack of engagement and learning gaps. Once a teacher identifies that a student is not engaged in learning, the teacher works with the student, parents, school counselors, social worker and psychologist to determine the cause to provide support to re-engage the student. Often the student works with a teacher in our resource room to help them overcome learning gaps. Social-emotional Well- being All faculty and staff were required to attend training through SafeSchools at the beginning of the school year to understand and identify students whose social-emotional well-being may be impacted by the COVID pandemic. Once a student is identified as needing assistance they are reported to our School Counselors office. The School Counselors, Social Worker and Psychologist work with the student and parent(s) to provide support, and often, recommend a student to our Student Assistan...
Assessing Impacts and Needs. In this first section, LEAs are asked to describe the impact of the pandemic on their students, examine disproportionate impacts on specific student groups, and highlight the LEA’s promising practices in supporting student needs since March 2020.
1. Understanding the Impact of the COVID-19 Pandemic: Describe how the LEA has identified or will identify the extent of the impact of the COVID-19 pandemic on student learning and well-being. Specifically, what methods (i.e., collecting and analyzing data and information from focus groups, surveys, and local assessment results) were used or will be used to identify and measure impacts in four key areas:
(1) Academic impact of lost instructional time, (2) Chronic absenteeism, (3) Student engagement, and (4) Social-emotional well-being? Methods Used to Understand Each Type of Impact Academic Impact of Lost Instructional Time Student academic needs have been measured by the review of formative assessment data and benchmark assessment data. Students in grades 3- 12 are provided with the Classroom Diagnostic Tool in the tested subject areas of mathematics, English Language Arts, and the sciences. The scores from these assessments are analyzed to determine student academic growth. Students in grades K-2 are provided with common assessments created in alignment with the Pennsylvania Department of Education Pennsylvania Common Core Standards, as well as the Acadience assessment. Results taken from these assessments are also analyzed to determine student academic growth. Additionally, the district has set up a process for the 2021-2022 school year to ensure that the curriculum is aligned to all standards, and teachers and administration are carefully reviewing academic data to provide students with the needed enrichment or interventions. Chronic Absenteeism Student absentee rates are analyzed through the use of EdInsight, with daily reports being provided to administration and guidance counselors. Any student who identifies as demonstrating chronic absenteeism undergoes a student and parent meeting to identify the student's barriers to attending school. At this meeting, students and parents work with the district staff to create plans that will support the student in attending school. All district policies are followed regarding student absenteeism. Student Engagement Students surveys have been used to gather data on student instructional and mental health needs. Additionally, teachers have been provided and will continue...
Assessing Impacts and Needs. In this first section, LEAs are asked to describe the impact of the pandemic on their students, examine disproportionate impacts on specific student groups, and highlight the LEA’s promising practices in supporting student needs since March 2020.
1. Understanding the Impact of the COVID-19 Pandemic: Describe how the LEA has identified or will identify the extent of the impact of the COVID-19 pandemic on student learning and well-being. Specifically, what methods (i.e., collecting and analyzing data and information from focus groups, surveys, and local assessment results) were used or will be used to identify and measure impacts in four key areas: (1) Academic impact of lost instructional time, (2) Chronic absenteeism, (3) Student engagement, and (4) Social-emotional well-being? Methods Used to Understand Each Type of Impact Academic Impact of Lost Instructional Time Data gathered from local assessments, state assessments, and review of student performance through report cards and teacher observations Chronic Absenteeism Data gathered from daily attendance reports, nurses reports, and guidance counselor and intervention specialist personal contacts. Student Engagement Information related to extracurricular activities, clubs, and other events. Data gathered regarding student online attendance for Google Meets, virtual learning, and DASD eLearning (Ironmen Cyber Academy).
Assessing Impacts and Needs. In this first section, LEAs are asked to describe the impact of the pandemic on their students, examine disproportionate impacts on specific student groups, and highlight the LEA’s promising practices in supporting student needs since March 2020.
1. Understanding the Impact of the COVID-19 Pandemic: Describe how the LEA has identified or will identify the extent of the impact of the COVID-19 pandemic on student learning and well-being. Specifically, what methods (i.e., collecting and analyzing data and information from focus groups, surveys, and local assessment results) were used or will be used to identify and measure impacts in four key areas: (1) Academic impact of lost instructional time, (2) Chronic absenteeism, (3) Student engagement, and (4) Social-emotional well-being? Methods Used to Understand Each Type of Impact Academic Impact of Lost Instructional Time Progress monitoring of students with IEPs. Universal Assessments K-8 for reading and ELA. CDTs in ELA , math and science in grades 9 and 10. Subject and course pre-assessments to determine what prerequisite learning may be missing in order to be successful. Use of MTSS/PBIS Data and progress monitoring. Systematic interventions using research based strategies. Chronic Absenteeism Progress monitoring of students with IEPs. Universal Assessments K-8 for reading and ELA. CDTs in ELA , math and science in grades 9 and 10. Subject and course pre-assessments to determine what prerequisite learning may be missing in order to be successful. Use of MTSS/PBIS Data and progress monitoring. Systematic interventions using research based strategies. Frequent assessments to determine students’ needs, followed by targeted interventions and small groups instruction. School counselor and/or social worker support and intervention Student Engagement Counselor and teacher observations and check ins. Absences/tardies - use PowerSchool Dashboard to identify at-risk students in terms of grades, absences, tardies and discipline. Utilize nurse’s data to identify students who frequently visit the health room. When? Why? Social-emotional Well- being Counselor and teacher observations and check ins Enhanced efforts to get to know students at a deeper level to determine potential needs. Small group counseling groups. Outside service providing individual therapy and counseling on site. Other Indicators Utilize PBIS strategies to address school-wide behaviors.
2. Identify at least three student groups in the LEA that faced pa...
