Assessing Impacts and Needs Clause Samples

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/▇▇▇▇ behavior screening tool to serve as an early warning system in identif...
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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)
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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...
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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...
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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).
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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 The LCCTC will be benchmarking students to determine the impact of lost instructional time. Based upon the results of the benchmark, teachers will use the data to generate lessons. Students may receive remediation if they are below expected proficiency. Students may receive intervention if they are deficient in a particular skill. Chronic Absenteeism The LCCTC will be utilizing attendance information from SY 2020-2021. Based upon the data, students who were chronically absent and involved in our truancy program will participate in a truancy elimination plan. The administration, parent(s)/guardian(s), and student will meet to identify obstacles in attendance. Students will follow the agreed upon plan to remediate chronic absenteeism. Students who remain chronically absent will be referred to truancy court. Student Engagement The LCCTC will utilize the Peer Leadership Program to provide a student voice to the direction of the school. These students will provide feedback on the overall culture and atmosphere of the school. Students will be able to provide feedback utilizing approved social media. Based upon the communication between the leadership group representative of the student body and the administration, the school can continue to be a safe and welcoming place. Social-emotional Well- being The LCCTC will work in conjuction with the ▇▇▇▇▇▇▇▇ County Human Services Center. Students who may be struggling with their social- emotional well-being will be referred. Each case will be assessed.Students may be referred to groups held by the school guidance counselor, school-based o...
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Related to Assessing Impacts and Needs

  • Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-A-1. Reflective Practice Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.

  • Solicitations for Subcontracts, Including Procurement of Materials and Equipment In all solicitations either by competitive bidding or negotiation made by the Local Government for work to be performed under a subcontract, including procurement of materials or leases of equipment, each potential subcontractor or supplier will be notified by the Local Government of the Local Government’s obligations under this Agreement and the Acts and Regulations relative to Nondiscrimination on the grounds of race, color, or national origin.

  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. Both the Board and the Association encourage teachers to seek professional improvement. In order to assist teachers in extending and improving their skills the following plan will be implemented. B. All Teachers will be encouraged to earn a Masters degree or coursework toward additional certification that is in the field of education and within a teacher's discipline, or in an area that is beneficial to the school. C. The Board will pay teacher's expenses for undergraduate and/or graduate credits, specialty and additional endorsements under the following conditions. 1. In allocating budgeted funds priority will be given to the teachers in a “masters” program and those teachers who need to complete coursework for certification. 2. All courses must be approved, in advance, by the Superintendent. Courses for recertification purposes must be approved in advance by the certification committee and the superintendent. The teacher shall receive a written reply from the Superintendent within ten (10) days of application for course approval (See Appendix D). 3. Each teacher will be eligible for up to six (6) semester hours of credit or, if enrolled in a matriculated, organized program, 12 semester hours of credit for undergraduate will be paid if part of a graduate program or graduate courses per contract year. The Superintendent reserves the right to request intent to take courses prior to final budget preparation. Failure to communicate such intent at the time of the Superintendent’s request may jeopardize course reimbursement due to a lack of funding. 4. The administration will pay in advance the cost of the course. Presentation of evidence of satisfactory completion of the course (A grade of B or better) is the responsibility of the teacher. In the event the course is not completed or not completed satisfactorily, the teacher will refund the payment received in advance and in accordance with Appendix D – attached. 5. Teachers who resign shall not be eligible for reimbursement after the date of resignation Teachers who have been reimbursed for any course work toward securing a masters within the last two (2) years of employment shall be required to continue their service to RSU # 78 for an additional two (2) years (twenty-four months) or will be required to reimburse the district the cost associated with Masters courses taken prior to departing, Such reimbursement to the district shall be remitted via payroll deductions as arranged between the District and employee, unless the failure to continue employment is due to illness, disability, death, or reduction of position. 6. Reimbursement will only be for tuition and fees. It will not include reimbursement for mileage, books and other expenses unless the teacher is required to take the course by the administration.

  • Solicitations for Subcontractors, Including Procurements of Materials and Equipment In all solicitations either by competitive bidding or negotiation made by the contractor for work to be performed under a subcontract, including procurements of materials or leases of equipment, each potential subcontractor or supplier shall be notified by the contractor of the contractor's obligations under this contract and the Regulations relative to nondiscrimination on the grounds of race, color, or national origin, sex, age, and disability/handicap.

  • Selection of Subcontractors, Procurement of Materials and Leasing of Equipment The contractor shall not discriminate on the grounds of race, color, religion, sex, national origin, age or disability in the selection and retention of subcontractors, including procurement of materials and leases of equipment. The contractor shall take all necessary and reasonable steps to ensure nondiscrimination in the administration of this contract. a. The contractor shall notify all potential subcontractors and suppliers and lessors of their EEO obligations under this contract. b. The contractor will use good faith efforts to ensure subcontractor compliance with their EEO obligations.