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 Reading Assessment benchmark data. The “N-N” (far left) section displays the percent of students who were not proficient in the Spring of 2020 (XXX) and not proficient in the Fall of 2021 (BOY) for each grade level on this reading assessment. The transparent sheath surrounding the colored bars represent a previous five-year average of students not proficient in the Spring assessment (who were also not proficient in the following Fall Assessment). The data are clear: in each grade level in Granite School District, the number of students who were not on grade level and remained not on grade level for reading increased during the 2020 spring dismissal. 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...

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. Merit has been affected by the coronavirus in a variety of significant ways. It has become necessary to provide online instruction to our students. Even students who attend classes in-person have needed online support when they have become sick or required to quarantine. Many students have missed classroom time due to illness and quarantine requirements. It has been challenging to keep the school sanitized and up to CDC and local health department recommendations. Transportation has also been affected, as it has been difficult to keep students socially distanced. Finally, Covid-19 has been a significant emotional and mental strain on students and staff alike. We have had many discussions with board members, staff, parents, and the local health department to consider how best to approach these challenges. We have reviewed guidelines and requirements from USBE, the CDC, and the local health department. Merit had 89 students taking online courses last school year. These students made up 20% of our student population this past school year. We had never previously offered online courses to students, and this has been a major challenge for our students and staff to adapt to. After conversations with our custodial team, we determined that a big challenge in keeping the school clean and sanitized was our school’s carpets. Presently, all of the hallways and most classrooms are carpeted. They are old carpets and they are difficult to clean. This has made it difficult for us to keep the school sanitized, and it has become a health hazard for our staff and students. The school board has repeatedly voiced concerns to the school administration regarding technology supported learning and providing sufficient support to staff and students. After consulting with H-Wire, a third party IT group, we have come up with potential solutions to address online learning. Merit will be purchasing new computers, Chromebooks to achieve a 1:1 student to Chromebook ratio, and Audio Enhancement technology to communicate with classrooms to enhance social distancing practices. With many students online and many students missing classes, we have also identified a need to purchase a better ...

See All (5)

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 Sample Clauses

Filter & Search

Related Clauses

Parent Clauses

Sub-Clauses