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. 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. In light of the monumental task that teachers had with the obstacles to learning that students faced during the past couple of years with COVID-19, it is no surprise that there are deficits in learning that we are working to correct. This is evidenced by a reduction in proficiency in most grade levels in math from the previous year to the 2020-2021 school year. For example, the change in proficiency based on our EOY benchmarks (MyMath K-5, Glencoe Math 6-8) from the 2019-2020 school year to the 2020-2021 school year shows a shift from an average of 66% proficiency to 58% proficiency. In the area of literacy, while we saw some growth in most grades, our XXX to EOY data comparison from both school years showed that we need to refocus on foundational skills in a way that we teach critical skills in the correct order (for example: Accuracy before Fluency) to strengthen our emerging readers in a way that they are ready to handle more difficult text. The reading gets more complex beginning in 2nd grade so providing as solid a foundation as early as possible (K-1 grades) is critical. Many of our students who are currently K-1, have minimal “usual” experience in a school setting and are therefore in need of better targeted exposure to reading. Our current efforts to mitigate the academic impacts of the pandemic are centered around our staff becoming experts at differentiation so that teachers are able to quickly identify discrepancies and know how best to meet the needs of each individual student. We have and will continue to host professional development opportunities and provide outlets for collaboration for our staff so they have what they need to become expert at this. We are mindful that the impacts of our work to minimize the spread of COVID-19 and keep kids in school is worth every effort. We will continue to put our best efforts toward creating a school where our students feel safe, are able to thrive socially and emotionally, and have every opportunity to be academically successful.
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. Maeser reached out to parents and stakeholders through Maeser Updates emails and the official Maeser Facebook page. We have considered parent feedback about student struggles with mental health, family changes, and learning loss.
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. 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. Xxxxx School District was able to largely have face-to-face instruction for the 20-21 school year, however based on the negative effects of COVID and the soft closure we have significantly increased needs. Academic learning gaps, mental health of our students and employees, professional development needs of our educators to meet student needs, and community engagement are all primary concerns. Building sanitation and air quality improvement are also areas of high need. Xxxxx will use funds to support learning gaps, academic interventions, social emotional learning supports, underrepresented student population’s including academic support and parent and community involvement and engagement. Xxxxx will increase personnel and services in literacy, school counseling, social work, community coordination, instructional coaching and professional development opportunities and training for paraprofessionals, teachers, administrators, and parents. Air quality and sanitation efforts will support existing schools increased sanitation needs and replacement of roof top air handling units for improved air quality.
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 Xxxx Xxxxxxx Charter School's academic leadership committee determined our greatest needs based upon review of the precious year’s assessment data. It was determined that our focus would be on reading, specifically fluency, with an emphasis on subgroups of students with disabilities and students from low income families.
