Common use of Impacts of COVID Clause in Contracts

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 one 3.7 points. 20 students were at level 1 in math with only 7 achieving proficiency. In ELA - 23 were at level 1 on the RISE with only 7 achieving proficiency Rise data showed the following: State LA Hawthorn LA State Math Hawthorn Math Overall 47 41.7 45 37.8 ELL 15.9 20-29 17.7 20-29 Proficiency Gap 31.1 21.7- 12.7 27.3 17.8- 8.8 4th Grade Overall 47.3 34.5 49.3 35.4 ELL 19.7 <20 24.3 <20 Proficiency Gap 27.6 >14.5 29.6 >15.4 5th Grade Overall 47.9 40.3 49.1 33.8 ELL 18.8 <10 22.5 <10 Proficiency Gap 29.1 >30.3 26.6 >30.3

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 American Leadership Academy Secondary had a significant 16.80% drop in student performance in math, especially for Special Education students, attendance even though teachers and a decline in growth for ELL students in ELA. Hawthorn Academy chose a hybrid schedule administration were very lenient 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 or virtual attendance. Attendance was counted if the student completed assignments instead of “attending” the class whether on line or in person. XXX saw that 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 for students even when we had students returning who were previously online. The elementary school did not see a drop in attendance, however some students did still struggle with learning the grade level material as they were not in the classroom and experiencing the benefits of being with their peers for discussions and interactions that help to enhance and solidify concepts. Elementary had 11% of students choosing online only or if instruction during the 4th quarter. This dropped to 3% during the 4th quarter. Additional technology was essential in our ability to provide instruction to students who were online. It was also valuable for students who participated in person as they could access the instruction online when they were not in quarantine due class or needed to exposure, if there refer back to the instruction. Also the use of new cameras was no parental support. Many students reported that they were left critical for us to do the work with minimal parental support either due to COVID cases or parent work schedulescontact tracing and monitor student’s interactions. We also found that parents did not want increased the number of 1 to have their 1 computers for students in the school for health safety, but also were reluctant which was a great benefit to partner in access the instruction and work completion receive. Of our 7-12 grade students, currently 49% have been determined to be reading on grade level and only 57% are proficient in math according to school wide benchmarks (NWEA). We have set a goal of their increasing these percentages by 5% in each content area and technology will play a critical role in our ability to reach this goal. In addition to this technology increasing student success in these core content areas, it will provide access to advanced coursework, career and college options, as well as opportunities to increase graduation rates and post-secondary outcomes for students. American Leadership Academy Elementary currently has 41% of students due reading on grade level. We don’t have the data from 2019-20 as the school closed down for COVID during the time of assessment, however the data from 2018-19 showed 49% of students reading on grade level which left a 8% decrease in the number of students reading on grade level according to their own work schedule or other factorsend of year Acadience assessments. As a result Last year was the first year we saw a drop overall in scores as demonstrated on RISE, with significant drops in both ELL had Acadience data for math 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 it showed that 38% of 65 dropped 0.1 to 0.9 points on the WIDA, with 31 dropping 1 -2 points and one dropping 2.4 and one 3.7 points. 20 students were at grade level 1 proficient in math. Our teachers reported that a greater number of students did not have the math with only 7 achieving proficiency. In ELA - 23 were at level 1 on the RISE with only 7 achieving proficiency Rise data showed the following: State LA Hawthorn LA State Math Hawthorn Math Overall 47 41.7 45 37.8 ELL 15.9 20-29 17.7 20-29 Proficiency Gap 31.1 21.7- 12.7 27.3 17.8- 8.8 4th Grade Overall 47.3 34.5 49.3 35.4 ELL 19.7 <20 24.3 <20 Proficiency Gap 27.6 >14.5 29.6 >15.4 5th Grade Overall 47.9 40.3 49.1 33.8 ELL 18.8 <10 22.5 <10 Proficiency Gap 29.1 >30.3 26.6 >30.3skills necessary than in previous years according to benchmarks and other assessments.

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 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 showed 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 drop decrease in student performance in math, especially the number of students who remained on grade level for Special Education students, and reading a few months later—the Fall of 2021 (BOY). While all grade levels experienced a decline in growth 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 ELL 1st grade in this cohort were intimated when considering the number of students tested for KEEP in 2021-2021 dropped from roughly 4,500 students district-wide to 3,500 district-wide. Among those students tested, KEEP entry data show that more students in ELAkindergarten tested in Readiness Level 1 (“Red”) and less students entered in Readiness Level 3 (“Green”). Hawthorn Academy chose a hybrid schedule with an option This is true for both literacy and numeracy. Among those students tested, KEEP entry data show that more students in kindergarten tested in Readiness Level 1 (“Red”) and less students entered in Readiness Level 3 (“Green”). This is true for both literacy and numeracy. All this to be 100% online for say—that while the 2020pandemic negatively students who were already attending elementary school in lower grades, this pandemic also affected future students as well. Looking at the demographics of kindergarten students through disaggregated lenses, we found no major differences in racial or ethnicity proportions among enrollees pre-21 school pandemic and the current year. Hawthorn Academy had 30% online only. Students attending However, there was a decrease in Kinder enrollment among Multilingual populations, as well as a slight decrease in the hybrid schedule were 60% enrollment of students who qualify for Free/Reduced lunch. These findings seem to give credence to the claim that the pandemic affects multilingual and 10% we were able economically disadvantaged families in providing the same perceived access 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 one 3.7 points. 20 students were at level 1 in math with only 7 achieving proficiency. In ELA - 23 were at level 1 on the RISE with only 7 achieving proficiency Rise data showed the following: State LA Hawthorn LA State Math Hawthorn Math Overall 47 41.7 45 37.8 ELL 15.9 20-29 17.7 20-29 Proficiency Gap 31.1 21.7- 12.7 27.3 17.8- 8.8 4th Grade Overall 47.3 34.5 49.3 35.4 ELL 19.7 <20 24.3 <20 Proficiency Gap 27.6 >14.5 29.6 >15.4 5th Grade Overall 47.9 40.3 49.1 33.8 ELL 18.8 <10 22.5 <10 Proficiency Gap 29.1 >30.3 26.6 >30.3kindergarten.

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 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 showed 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 drop decrease in student performance in math, especially the number of students who remained on grade level for Special Education students, and reading a few months later—the Fall of 2021 (BOY). While all grade levels experienced a decline in growth 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 ELL 1st grade in this cohort were intimated when considering the number of students tested for KEEP in 2021-2021 dropped from roughly 4,500 students district-wide to 3,500 district-wide. Among those students tested, KEEP entry data show that more students in ELAkindergarten tested in Readiness Level 1 (“Red”) and less students entered in Readiness Level 3 (“Green”). Hawthorn Academy chose a hybrid schedule with an option This is true for both literacy and numeracy. Among those students tested, KEEP entry data show that more students in kindergarten tested in Readiness Level 1 (“Red”) and less students entered in Readiness Level 3 (“Green”). This is true for both literacy and numeracy. All this to be 100% online for say—that while the 2020pandemic negatively students who were already attending elementary school in lower grades, this pandemic also affected future students as well. Looking at the demographics of kindergarten students through disaggregated lenses, we found no major differences in racial or ethnicity proportions among enrollees pre-21 school pandemic and the current year. Hawthorn Academy had 30% online only. Students attending However, there was a decrease in Kinder enrollment among Multilingual populations, as well as a slight decrease in the hybrid schedule were 60% enrollment of students who qualify for Free/Reduced lunch. These findings seem to give credence to the claim that the pandemic affects multilingual and 10% we were able economically disadvantaged families in providing the same perceived access 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 one 3.7 points. 20 students were at level 1 in math with only 7 achieving proficiency. In ELA - 23 were at level 1 on the RISE with only 7 achieving proficiency Rise data showed the following: State LA Hawthorn LA State Math Hawthorn Math Overall 47 41.7 45 37.8 ELL 15.9 20-29 17.7 20-29 Proficiency Gap 31.1 21.7- 12.7 27.3 17.8- 8.8 4th Grade Overall 47.3 34.5 49.3 35.4 ELL 19.7 <20 24.3 <20 Proficiency Gap 27.6 >14.5 29.6 >15.4 5th Grade Overall 47.9 40.3 49.1 33.8 ELL 18.8 <10 22.5 <10 Proficiency Gap 29.1 >30.3 26.6 >30.3kindergarten.

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 Wasatch Charter School reviewed assessment data showed and surveyed parents and faculty regarding their perceptions and concerns related to pandemic effects on their children / students. Survey results are summarized below: PARENT CONCERNS FACULTY CONCERNS Somewhat Concerned Very Concerned Somewhat Concerned Very Concerned Mental Health 37% 8% Mental Health 65% 15% Social Emotional 44% 13% Social Emotional 45% 30% Home Stressors 23% 10% Home Stressors 40% 40% Reading Progress 29% 12% Reading Progress 65% 5% Math Progress 45% 10% Math Progress 50% 15% Overall Academic Progress 35% 13% Overall Academic Progress 50% 10% Disengaged from School 28% 8% Disengaged from School 45% 20% Of those VERY CONCERNED about Mental Health- 81% also VERY CONCERNED about Social Emotional and 35% also VERY CONCERNED about academics Of parents VERY CONCERNED about Reading, 90% are also VERY CONCERNED about MATH. Of parents VERY CONCERNED about Math, 56% were also VERY CONCERNED about Reading. In summary, both parents and faculty indicate that the greatest areas of concern are social and emotional well-being and progress in mathematics. Faculty expressed more concern overall than parents, but were a significant drop in student performance in mathmuch smaller sample size (20 teacher respondents compared to 319 students represented). In both cases, especially it was approximately 50% response rate. Overall, as a school, we have noted a small percentage of students where there are higher parental and faculty concerns. Many of these students were online for Special Education much of last year, with varying degrees of participation, and are now transitioning back to in-person schooling. Over the summer, extra tutoring and social activities were provided to help engage students, address any gaps in instruction from the past year, and a decline in growth for ELL students in ELAbuild skills. Hawthorn Academy chose a hybrid schedule with an option This seemed to be 100an effective mitigation strategy, and in surveys of parents and faculty was identified as the most effective / likely to have participation. Interventions to Help - Teachers Feedback Interventions to Help - Parents Feedback Somewhat Helpful Very Helpful Somewhat Likely to Participate Very Likely to Participate After-school Tutoring 35% 15% After-school Tutoring 36% 20% Before School Tutoring 20% 20% Before School Tutoring 15% 6% Summer School 55% 30% Summer School 34% 19% Social / Emotional Groups 35% 65% Friday Social / Emotional Groups 32% 20% A review of Assessment Data demonstrated growth over the course of the past school year, even with online for the distance learning, and frequent transitions due to required quarantines. ACCADIENCE READING GROWTH of PERCENT PROFICIENT byGRADE: 2020-21 school year2021 Beginning of Year Middle of Year End of Year 2nd 29 27 31 3rd 33 26 34 ACCADIENCE MATH GROWTH of PERCENT PROFICIENT by GRADE:2020-2021 Beginning of Year Middle of Year End of Year 1st 25 28 39 2nd 92 87 88 3rd 45 50 63 2021 MAPS GROWTH in ENGLISH LANGUAGE ARTS by PERCENT PROFICIENT Percent of students meeting growth projections BOY EOY 4th 68 62 39% 5th 65 59 57% 6th 73 73 54% 7th 74 78 51% 8th 80 67 39% 2021 MAPS GROWTH in MATH by PERCENT PROFICIENT Percent of students meeting growth projections BOY EOY 4th 46 48 54% 5th 47 57 59% 6th 51 60 55% 7th 53 53 67% 8th 58 61 58% In reviewing this data, the growth in math was more consistent than in language arts across grades. Hawthorn Academy had 30% online onlyWhile students individually demonstrated progress, there are areas for improvement. Students attending After looking at the assessment and survey data, Wasatch Waldorf Charter School determined the following areas of priority in the hybrid schedule were 60% expense of ESSER funds during the 2021-2022 school year 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 one 3.7 points. 20 students were at level 1 in math with only 7 achieving proficiency. In ELA - 23 were at level 1 on the RISE with only 7 achieving proficiency Rise data showed the following: State LA Hawthorn LA State Math Hawthorn Math Overall 47 41.7 45 37.8 ELL 15.9 20-29 17.7 20-29 Proficiency Gap 31.1 21.7- 12.7 27.3 17.8- 8.8 4th Grade Overall 47.3 34.5 49.3 35.4 ELL 19.7 <20 24.3 <20 Proficiency Gap 27.6 >14.5 29.6 >15.4 5th Grade Overall 47.9 40.3 49.1 33.8 ELL 18.8 <10 22.5 <10 Proficiency Gap 29.1 >30.3 26.6 >30.3beyond.