Common use of Assessing Impacts and Needs Clause in Contracts

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 identifying student social-emotional needs. The results of the sceener indicate whether a student may be at-risk and provides information from which to derive interventions as needed. Additional data is maintained by our school counselors with respect to student office visits, and distictwide we maintain data related to suicide risk assessments. 2. Identify at least three student groups in the LEA that faced particularly significant impacts from the pandemic. For each, provide specific strategies that were used or will be used to identify and measure impacts. Student Group Provide specific strategies that were used or will be used to identify and measure impacts Student Group Provide specific strategies that were used or will be used to identify and measure impacts Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act [IDEA]) For our students with IEPs, our IEP teams assessed the degree to which services disruption may have occurred for students as a result of school closures and ensured that any missed services/specially designed instruction were made up and provided at a later date. Fortunately for our low-incidence disability population, we were able to maintain in-person learning for the entirety of the 2020-2021 school year. Students from low-income families Student grades and universal screening data was analyzed across demographic areas, including students from low-income families. Particular attention was paid to the scores of students in our 4 Title 1 elementary buildings. Generally, our data indicated that students in our Title 1 schools were not disproportionally affected, rather, students in grades K, 1 and 2 across all 10 elementary schools are demonstrating the largest gaps. Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Student grades and universal screening data was analyzed across demographic areas, including students from different racial and ethinc backgrounds who speak English as a Second Language. We will continue to monitor AimswebPlus benchmarking data for these students as well as those across all ethinc groups to assist in identifying any descrepancies in student performance. 3. Provide the LEA’s assessment of the top two or three strategies that have been most effective in supporting the needs of students, in particular specific student groups most impacted by the COVID-19 pandemic. Include at least one strategy addressing academic needs and at least one strategy addressing social-emotional needs. Strategy Description Strategy #1 Small-group, evidence-based instruction.The primary way that we haveattempted to make up for lost learning time with students has been through the provision of extra evidence-based instruction after-school and during Strategy Description the summer. We were able to serve over 400 students in the summer of 2021 and expect to serve a similar number in the summer of 2022. i. Impacts that Strategy #1 best addresses: (select all that apply) ii. If Other is selected above, please provide the description here: iii. Student group(s) that Strategy #1 most effectively supports: (select all that apply) iv. If Other is selected above, please provide the description here. i. Impacts that Strategy #2 best addresses: (select all that apply) ii. If Other is selected above, please provide the description here: Students from low-income families Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Gender (e.g., identifying disparities and focusing on underserved student groups by gender) English learners Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act (IDEA)) Students experiencing homelessness Children and youth in ▇▇▇▇▇▇ care Migrant students Other student groups: (provide description below)

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 Starting in March 2020, Reading Interventions were unable to assess student progress on a reguar basis and has used these measures be consistently implemented and/or offered 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 8need of Tier 2 and Tier 3 - Response to Intervention Strategies. Due to scheduling restraints and the limits to class sizes due to social distancing requirements, some students did not receive the additional interventions, as they would have during a typical school year. Moving forward, students who need the consistency of those interventions will need additional supports and interventions over the next few years to accelerate their learning.Continued use of research-12 have been used based best practices to evaluate accelerate reading interventions and continued use of Acadience to monitor student achievement will occur to ensure students receive the impact of lost instructional time for our secondary studentsneeded reading instruction. Chronic Absenteeism DASD maintains regular attendance for all students Starting in our Student Information SystemMarch 2020 with the mandated COVID closure, Infinite Campusthere was in an increase in chronic absenteeism and truancy. 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 This absenteeism continued into the 2020-2021 school year, DASD began administering the Youth Truth survey, year especially during mandated COVID closures or with students who elected to participate as a cuture/climate measure that will be given on an annual basisremote student even though 5 days in-person instruction was available. This gave us insight increase is apparent when reviewing student absence data from PowerSchool. Student Engagement In addition, students' active participation in remote learning lessons decreased during mandated school closures. Even though 5 days in- person instruction was available, some students on who opted for the remote option and struggled in a variety of topicsremote learning environment. This decrease in engagement is evident in students’ grades, including specific feedback related to how our students managed during the pandemicretention data, and anecdotal records from teachers. Social-emotional Well- being DASD utilizes Starting in March 2020, counselor notes revealed an increase in the BASC/▇▇▇▇ behavior screening tool number of students accessing mental health supports. Qualitative data from formal and informal meetings with parents also showed an increase in the number of students struggling to serve as an early warning system participate in identifying student social-emotional needsremote learning and/or struggling to report to school. The results of the sceener indicate whether a student may be at-risk This increase is apparent when reviewing students’ absence data from PowerSchool. In addition, students’ time on task and provides information from which to derive interventions as neededaccess data in Canvas provided insight into students' participation in lessons. Additional data is maintained by our school counselors with respect to student office visits, and distictwide we maintain data related to suicide risk assessments.Other Indicators N/A 2. Identify at least three student groups in the LEA that faced particularly significant impacts from the pandemic. For each, provide specific strategies that were used or will be used to identify and measure impacts. Student Group Provide specific strategies that were used or will be used to identify and measure impacts Student Group Provide specific strategies Other groups disproportionately impacted by the pandemic that were used or will be used to identify and measure impacts Children with disabilities have been identified by the LEA (including infants, toddlers, children, and youth with disabilities eligible under See Help Text for examples) Students who did not consistently participate in remote instruction during mandated COVID closures. Other groups disproportionately impacted by the Individuals with Disabilities Education Act [IDEA]pandemic that have been identified by the LEA (See Help Text for examples) For our students with IEPs, our IEP teams assessed the degree to which services disruption Students who may have occurred benefited from Tier 2 or Tier 3 reading interventions. Other groups disproportionately impacted by the pandemic that have been identified by the LEA (See Help Text for examples) All students as a result of school closures and ensured that any missed services/specially designed instruction were made up and provided at a later date. Fortunately for our low-incidence disability population, we were able to maintain in-person learning for the entirety who struggled academically because of the 2020-2021 school year. Students from low-income families Student grades and universal screening data was analyzed across demographic areas, including students from low-income families. Particular attention was paid to social emotional impacts of the scores of students in our 4 Title 1 elementary buildings. Generally, our data indicated that students in our Title 1 schools were not disproportionally affected, rather, students in grades K, 1 and 2 across all 10 elementary schools are demonstrating the largest gaps. Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Student grades and universal screening data was analyzed across demographic areas, including students from different racial and ethinc backgrounds who speak English as a Second Language. We will continue to monitor AimswebPlus benchmarking data for these students as well as those across all ethinc groups to assist in identifying any descrepancies in student performancepandemic. 3. Provide the LEA’s assessment of the top two or three strategies that have been most effective in supporting the needs of students, in particular specific student groups most impacted by the COVID-19 pandemic. Include at least one strategy addressing academic needs and at least one strategy addressing social-emotional needs. Strategy Description Strategy #1 SmallThe ▇▇▇▇▇▇ Township School District will continue to utilize the Canvas Learning Management System and the 1-group, evidence-based instruction.The primary way that we haveattempted 1 student devices to make up for lost learning time with students has been through the provision of extra evidence-based instruction after-school and during Strategy Description the summer. We were able to serve over 400 actively engage all students in either in-person or a remote learning option over the summer next two years. Continuing with the 2021-2022 school year, an increase in monitoring student engagement of 2021 both in-person and expect to serve a similar number in the summer of 2022remote students will occur through regular observations from district and school- based administrators and counselors. i. Impacts that Strategy #1 best addresses: (select all that apply)) Academic impact of lost instructional time Chronic absenteeism ii. If Other is selected above, please provide the description here: iii. Student group(s) that Strategy #1 most effectively supports: (select all that apply) iv. If Other is selected above, please provide the description here. i. Impacts that Strategy #2 best addresses: (select all that apply) ii. If Other is selected above, please provide the description here: Students from low-income families Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Gender (e.g., identifying disparities and focusing on underserved student groups by gender) English learners Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act (IDEA)) Students experiencing homelessness Children and youth in ▇▇▇▇▇▇ care Migrant students Other student groups: (provide description below)

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 2021-2022: ACSD implemented the annual assessment measures calendar and conducted school level data reviews with grade level teams and teachers in order to assess student progress on a reguar basis identify and has used these measures to assess the measure impact of learning loss the pandemic on academics. ACSD was able to remain fully in-person during the pandemicpast school year, and this had a significant effect on minimizing the academic impact from COVID. In grades K-7Based on the data meetings and scheduled assessments (Fall, all students are administered Winter, Spring), teams at the AimswebPlus universal screener in both reading and math. These results have been compared school level were able 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 establish interventions for students in grades 8-12 need. In addition to the assessment cycle, teacher feedback and monitoring have been used to evaluate the impact an important part of lost instructional time for our secondary studentsthis plan. Chronic Absenteeism DASD maintains regular attendance for all students School level Student Assistance Program (SAP) and Student Support Teams are meeting regularly to review critical data sets in our Student Information Systemthis area. In addition, Infinite Campusdistrict level administrators review chronic absenteeism data with building principals quarterly to determine any areas of concerns/patterns that need to be addressed from the district and/or school level. Automated alerts are sent The effect of offering in-person instruction 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 80% or more unexcused absences. Attendance is data is monitored regularlyof our students over the past 18 months has led to a reduced impact in this area. Student Engagement Student engagement for in-person instruction is evaluated measured through a variety the use of quantitaive our formative assessments and anecdotal measures including learning software (Schoology assignment completion, etc.). For the 2021-2022 school year, over 98% of our students are participating in person at their schools. The remaining students are enrolled in the Annville-Cleona Digital Community (ACDC) where student attendanceengagement has been measured through monitoring completion of asynchronous assignments, student performance and gradescourse completion, and regular communication with parents and familiesgrades in virtual courses. In addition, beginning engagement is monitored through synchronous learning sessions with a learning facilitator scheduled multiple times per week. The most significant need ACSD has identified in this area is accelerating learning for approximately 5% of our students who were ACDC learners in the 202020-2021 21 school year and have not shown attainment of grade level expectations due to limited engagement in the previous school year, DASD began administering . School teams are utilizing 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 process outlined in the “academic impact” section to how our students managed during the pandemicaddress these needs. Social-emotional Well- being DASD utilizes The impact of COVID-19 on students’ social-emotional well-being has been identified through parent, teacher, and administrator interactions and reporting. As Student Assistance Teams and MTSS-Behavior Teams convene at the BASC/school level, the teams are identifying a significant number of students who need additional supports and interventions in this area. As such, ▇▇▇▇▇ behavior screening tool II and ARP ▇▇▇▇▇ funding has been targeted to serve developing more robust SEL programs and School Based Mental Health partnerships to intentionally assess the social emotional needs of our students andstaff. Additional mental health support services and increasing the Methods Used to Understand Each Type of Impact professional learning for staff in this area have been identified as an early warning system high priority areas for this funding. Other Indicators The other main indicator that ACSD is analyzing to determine impact is in identifying student social-emotional needsthe area of credit completion and, subsequently, graduation rate. Our secondary team is reviewing the marking period grades of students in order to determine who needs additional support through the afterschool program - Learning Lab - model. The results of the sceener indicate whether a student may be at-risk and provides information from which to derive interventions as needed. Additional data Learning Lab is maintained by our school counselors with respect targeted at providing high dosage tutoring directly connected to student office visits, coursework in order to increase student success in courses and distictwide we maintain data related ensure credit completion to suicide risk assessmentsremain on track to graduate with their cohort. 2. Identify at least three student groups in the LEA that faced particularly significant impacts from the pandemic. For each, provide specific strategies that were used or will be used to identify and measure impacts. Student Group Provide specific strategies that were used or will be used to identify and measure impacts Student Group Provide specific strategies that were used or will be used to identify and measure impacts Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act [IDEA]) For our students with IEPs, our IEP teams assessed the degree to which services disruption may have occurred for students as a result of school closures and ensured that any missed services/specially designed instruction were made up and provided at a later date. Fortunately for our low-incidence disability population, we were able to maintain in-person learning for the entirety of the 2020-2021 school year. Students from low-income families Student grades Provide 1:1 device to ensure equitable access to learning. Additionally, the ACSD provided access to internet services via hot spots or reduced rate internet providers to ensure students could access daily lessons if at home learning were required. Other groups disproportionately impacted by the pandemic that have been identified by the LEA (See Help Text for examples) Students with mental health/social-emotional needs - Provide professional learning to staff in recognizing and universal screening data was analyzed across demographic areasreporting student social- emotional needs. Additionally, including enhance relationships with various mental health providers to ensure students from low-income familiesreceive quick turnaround when they are referred for mental heath services. Particular attention was paid School based student services teams had also been working to the scores of enhance school wide SEL programming to ensure all students in our 4 Title 1 elementary buildings. Generally, our data indicated that students in our Title 1 schools were not disproportionally affected, rather, students in grades K, 1 and 2 across all 10 elementary schools are demonstrating the largest gapsable to access quality research based SEL opportunities. Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups experiencing homelessness Analyze data by race or ethnicity) Student grades and universal screening data was analyzed across demographic areas, including students from different racial and ethinc backgrounds who speak English as a Second Language. We will continue subgroup in high priority indicators of impact in order to monitor AimswebPlus benchmarking data for these students as well as those across all ethinc groups determine academic/opportunity gaps that need to assist in identifying any descrepancies in student performancebe addressed. 3. Provide the LEA’s assessment of the top two or three strategies that have been most effective in supporting the needs of students, in particular specific student groups most impacted by the COVID-19 pandemic. Include at least one strategy addressing academic needs and at least one strategy addressing social-emotional needs. Strategy Description Strategy #1 Small-group, Focus on High Quality Academics: ACSD is conducting an audit of current instructional resources. The audit has helping the district determine the need for core instructional resources that are evidence-based instruction.The primary way that we haveattempted based, aligned to make up PA Core Standards and best practices, and centered on increasing learning opportunities for lost learning time with students has been through the provision of extra evidence-based instruction after-school and during Strategy Description the summer. We were able to serve over 400 students in the summer of 2021 and expect to serve a similar number in the summer of 2022students. i. Impacts that Strategy #1 best addresses: (select all that apply) ii. If Other is selected above, please provide the description here: iii. Student group(s) that Strategy #1 most effectively supports: (select all that apply)) Children and youth in ▇▇▇▇▇▇ care Migrant students iv. If Other is selected above, please provide the description here. i. Impacts that Strategy #2 best addresses: (select all that apply)) Academic impact of lost instructional time Chronic absenteeism ii. If Other is selected above, please provide the description here: Students from low-income families Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Gender (e.g., identifying disparities and focusing on underserved student groups by gender) English learners Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act (IDEA)) Students experiencing homelessness Children and youth in ▇▇▇▇▇▇ care Migrant students Other student groups: (provide description below)

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 Radnor Township S.D. continues to assess utilize all available data including state and local assessments, student progress on a reguar basis reports and has used these measures grades, social- emotional related referrals, and qualitative data/feedback from teachers, parents, and students to assess determine applicable learning deficits within each building and the impact of learning loss during the pandemicdistrict at large. In grades K-7Administrators and teachers regularly review data and feedback to determine interventions, all students are administered the AimswebPlus universal screener in both reading extensions, and math. These results have been compared to prior years' cohort data to make comparisons about the impacts of school closures related action items for individual students, as well as sections 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 studentsgrade cohorts. Chronic Absenteeism DASD maintains regular Radnor Township S.D. monitors daily attendance for all students in our Student Information System, Infinite Campusstudents. Automated alerts are sent to the parents of students Students who are absent on truant or have chronic absenteeism are referred to each school's Students Assistance Program Team which includes the building principal(s), counselor(s), social worker, family/student, and teacher(s). Aligned with state laws and District Board policies, the team works through a given day consistent process to identify, plan, support, and additional notices are sent to the families fo students who are have 3 or more unexcused absences. Attendance is data is monitored regularlyresolve ongoing absenteeism issues. Student Engagement Student engagement is evaluated through a variety of quantitaive Radnor Township S.D. continues to utilize all available data including state and anecdotal measures including student attendancelocal assessments, student performance progress reports and grades, social- emotional related referrals, and regular communication with parents qualitative data/feedback from teachers, parents, and familiesstudents to determine applicable learning deficits within each building and the district at large. In additionAdministrators and teachers regularly review data and feedback to determine interventions, beginning in the 2020-2021 school yearextensions, DASD began administering the Youth Truth surveyand related action items for individual students, 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 pandemicas well as sections and grade cohorts. Social-emotional Well- being DASD utilizes the BASC/▇▇▇▇ behavior screening tool Radnor Township SD Administration facilitated multiple internal and external focus group meetings to serve as an early warning system in identifying student social-emotional needscollect feedback from stakeholders. The results of the sceener indicate whether a student may be at-risk and provides information This included feedback from which to derive interventions as needed. Additional data is maintained by our school counselors with respect to student office visitsadministrators, teachers, staff, parents, and distictwide we maintain data related to suicide risk assessmentscommunity members. 2. Identify at least three student groups in the LEA that faced particularly significant impacts from the pandemic. For each, provide specific strategies that were used or will be used to identify and measure impacts. Student Group Provide specific strategies that were used or will be used to identify and measure impacts Radnor Township S.D. continues to utilize all available data including state and local Student Group Provide specific strategies that were used or will be used to identify and measure impacts Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act [IDEA]) For our assessments, student progress reports and grades, social-emotional related referrals, and qualitative data/feedback from teachers, parents, and students with IEPsto determine applicable learning deficits within each building and the district at large. In response to identified deficits, our IEP teams assessed Radnor Township has taken the degree following steps to which support this population: expanded and extended summer ESY programming, expanded extended day academic support, expanded mental-health supports and services disruption may have occurred for students as a result of school closures through exisiting outside contractors, and ensured that any missed services/specially designed instruction were made up added support personnel (para- educators, BCBAs-Board-Certified Behavioral Analysts, Counseling Coordinator, and provided at a later date. Fortunately for our low-incidence disability population, we were able to maintain in-person learning for the entirety of the 2020-2021 school yearSocial Worker). Students from low-income families Student grades Radnor Township S.D. continues to utilize all available data including state and universal screening data was analyzed across demographic areaslocal assessments, including students from low-income families. Particular attention was paid to the scores of students in our 4 Title 1 elementary buildings. Generallystudent progress reports and grades, our data indicated that students in our Title 1 schools were not disproportionally affected, rather, students in grades K, 1 and 2 across all 10 elementary schools are demonstrating the largest gaps. Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Student grades and universal screening data was analyzed across demographic areas, including students from different racial and ethinc backgrounds who speak English as a Second Language. We will continue to monitor AimswebPlus benchmarking data for these students as well as those across all ethinc groups to assist in identifying any descrepancies in student performance. 3. Provide the LEA’s assessment of the top two or three strategies that have been most effective in supporting the needs of students, in particular specific student groups most impacted by the COVID-19 pandemic. Include at least one strategy addressing academic needs and at least one strategy addressing social-emotional needsrelated referrals, and qualitative data/feedback from teachers, parents, and students to determine applicable learning deficits within each building and the district at large. Strategy Description Strategy #1 SmallIn response to identified deficits, Radnor Township has taken the following steps to support this population: implemented MTSS, expanded extended day academic support, expanded mental-grouphealth supports and services through exisiting outside contractors, evidenceand added support personnel (para-based instruction.The primary way that we haveattempted to make up for lost learning time with students has been through the provision of extra evidenceeducators, BCBAs-based instruction after-school Board- Certified Behavioral Analysts, Counseling Coordinator, and during Strategy Description the summerSocial Worker). We were able to serve over 400 students in the summer of 2021 and expect to serve a similar number in the summer of 2022. i. Impacts that Strategy #1 best addresses: (select all that apply) ii. If Other is selected above, please provide the description here: iii. Student group(s) that Strategy #1 most effectively supports: (select all that apply) iv. If Other is selected above, please provide the description here. i. Impacts that Strategy #2 best addresses: (select all that apply) ii. If Other is selected above, please provide the description here: Students from low-income families Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Gender (e.g., identifying disparities and focusing on underserved student groups by gender) English learners Children with disabilities (Radnor Township S.D. continues to utilize all available data including infantsstate and local assessments, toddlersstudent progress reports and grades, childrensocial-emotional related referrals, and youth with disabilities eligible under qualitative data/feedback from teachers, parents, and students to determine applicable learning deficits within each building and the Individuals with Disabilities Education Act district at large. In response to identified deficits, Radnor Township has taken the following steps to support this population: expanded and extended summer ELD (IDEAEnglish-Lang. Development) programming, expanded extended day academic support, Student Group Provide specific strategies that were used or will be used to identify and measure impacts expanded mental-health supports and services through exisiting outside contractors, and added support personnel (para-educators, BCBAs- Board-Certified Behavioral Analysts, Counseling Coordinator, and Social Worker)) Students experiencing homelessness Children and youth in ▇▇▇▇▇▇ care Migrant students Other student groups: (provide description below).

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 Assessments and has used these measures to assess the impact of learning loss grades were analyzed during the COVID pandemic. In grades K-7Results showed that several K-6 students needed literacy help and multiple High School Students needed to attend summer school to catch up. A Literacy Camp and Summer Recovery Courses will be held beginning in June. For the 2021-22 school year, all the implementation of new literacy curriculum for K-2 will occur using Heggerty, Fundations, and Making Meaning. Data pulled from these resources will be reviewed quarterly by the District Instructional Leadership Team. An early warning system to identify at-risk 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 studentswill be put into place. Chronic Absenteeism DASD maintains regular attendance for all students in our Student Information System, Infinite Campus. Automated alerts are sent Buildings will run weekly reports to review chronic absenteeism and begin the parents process 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 absencesearly intervention. Attendance is data is monitored regularlygoals and progress tracking will be implemented. Improved attendance will be celebrated. SAIPS will be implemented upon the 6th unlawful absence. Justice ▇▇▇▇▇▇ will meet with the District to discuss what he can do to assist the District and vice versa.Parents will have the opportunity to learn more about attendance and grading expectations at Back to School Nights. Parents will also be invited to join a building parent committee. Student Engagement Student engagement is evaluated through a variety of quantitaive and anecdotal measures including student attendanceThe District will implement instructional practices that include walkthroughs that will focus on learning targets, student performance and gradesconditions for learning, and regular communication with parents and familiesstudent engagement. In addition, beginning in the 2020-2021 school year, DASD began administering the Youth Truth survey, a cuture/climate measure that A common lesson plan framework will be given on an annual basisinstated to support those focuses. This gave us insight from students on These tools will assist in ensuring that there is a variety of topics, including specific feedback related strong foundation for early learning and high achievement for all learners. The District will also continue to how our students managed during the pandemicstrengthen relationships with families through parent and family engagement events and meetings. Social-emotional Well- being DASD utilizes the BASC/▇▇▇▇ behavior screening tool The District is committed to serve as creating positive school communities with an early warning system in identifying student inclusive equity lens and assure individual learning needs, social-emotional needs. The results of the sceener indicate whether a student may be at-risk and provides information from which to derive interventions as needed. Additional data is maintained by our school counselors with respect to student office visitswellness, and distictwide we maintain data related physical wellness of students are met. Professional development on trauma informed and culturally responsive teaching will be held as well as CPI De-Escalation training. Other Indicators The District has signed a PAPVS Commitment to suicide risk assessmentsFidelity Implementation Agreement with the goal of all schools being recognized as PBIS Tier I Fidelity schools by 2024-25. Climate Surveys were completed by students, staff, and parents/guardians in Spring of 2021 to explore the development of an action plan to be implemented in 22-23 school year. 2. Identify at least three student groups in the LEA that faced particularly significant impacts from the pandemic. For each, provide specific strategies that were used or will be used to identify and measure impacts. Student Group Provide specific strategies that were used or will be used to identify and measure impacts Student Group Provide specific strategies Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Students from primarily Hispanic backgrounds or Spanish-speaking households will play a large role in our literacy goals for the 2021-22 school year. The student achievement rate of Hispanic students in ELA fall well below that were used or of their non- Hispanic peers. Our students from historically underperforming groups continue to struggle to achieve proficiency on assessments. The use of Heggerty, Fundations, and Making Meaning will be used to identify assist historically underperforming students in their academic success. Data meetings will be held quarterly to review student data, achievement, and measure impacts growth. Students from low-income families Early intervention practices will be used to assist historically underperforming students in their academic success. Our students are matched with 1:1 technology during the school year. Those who needed extra assistance were invited to literacy camps this summer. Hot spots will be provided to students without internet for the 2021-22 school year. ELA curriculum and assessments will assist with the monitoring of progress. Data meetings will be held quarterly to review student data, achievement, and growth. Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act [IDEA]) For our students The school district will align with IEPs, our IEP teams assessed the degree special education classes by adding Heggerty to which services disruption may have occurred its curriculum for students a more seamless transition for some as they learn in a result of school closures regular education classroom. Teachers will go through professional development on techniques for teaching with ES and ensured that any missed services/specially designed instruction were made up and provided at a later date. Fortunately for our low-incidence disability population, we were able to maintain in-person learning for the entirety of the 2020-2021 school year. Students from low-income families Student grades and universal screening data was analyzed across demographic areas, including students from low-income families. Particular attention was paid to the scores of AS students in our 4 Title 1 elementary buildingsregular education setting with fewer learning disruptions. GenerallySchool Counselors will revise Student Support Plan processes and Data meetings will be held quarterly to review student data, our data indicated that students in our Title 1 schools were not disproportionally affectedachievement, rather, students in grades K, 1 and 2 across all 10 elementary schools are demonstrating the largest gaps. Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Student grades and universal screening data was analyzed across demographic areas, including students from different racial and ethinc backgrounds who speak English as a Second Language. We will continue to monitor AimswebPlus benchmarking data for these students as well as those across all ethinc groups to assist in identifying any descrepancies in student performancegrowth. 3. Provide the LEA’s assessment of the top two or three strategies that have been most effective in supporting the needs of students, in particular specific student groups most impacted by the COVID-19 pandemic. Include at least one strategy addressing academic needs and at least one strategy addressing social-emotional needs. Strategy Description Strategy #1 SmallStrong Foundation for Early Learning-groupWe will provide all students in Kindergarten, evidenceFirst, and Second Grade with high quality early childhood experiences, focusing on research-based instructionfoundational skills necessary for learning to read. Includes the implementation of Heggerty and Fundations.The primary way that we haveattempted High Achievement for all Learners – We will provide a high- quality education for all learners and remove barriers for at-risk students, students with disabilities, and English Learners. Includes the implementation and continuing practice of SIS early warning system; Performance Matters to make up for lost learning time with students has been through the provision of extra evidence-based instruction after-school track behaviors and during Strategy Description the summer. We were able to serve over 400 students in the summer of 2021 and expect to serve a similar number in the summer of 2022student progress. i. Impacts that Strategy #1 best addresses: (select all that apply)) Academic impact of lost instructional time Chronic absenteeism ii. If Other is selected above, please provide the description here: iii. Student group(s) that Strategy #1 most effectively supports: (select all that apply) iv. If Other is selected above, please provide the description here. i. Impacts that Strategy #2 best addresses: (select all that apply) ii. If Other is selected above, please provide the description here: Students from low-income families Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Gender (e.g., identifying disparities and focusing on underserved student groups by gender) English learners Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act (IDEA)) Students experiencing homelessness Children and youth in ▇▇▇▇▇▇ care Migrant students Other student groups: (provide description below)

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 Analyze data from local assessments to assess student progress on a reguar basis identify appropriate students. Specifically, Dibels, CDTs, 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 studentsindividual class grades. Chronic Absenteeism DASD maintains regular Analyze daily attendance for all students reports that were ran by attendance officer in our Student Information System, Infinite Campuseach school building. 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 regularlyHome visits were done as needed. Student Engagement Student engagement is evaluated through a variety of quantitaive and anecdotal measures including Attendance records that were collected during remote learning for indivdual 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 pandemicclasses. Social-emotional Well- being DASD utilizes the BASC/▇▇▇▇ Analyze data offered through our behavior screening tool management system (SWiS) to serve as an early warning system in identifying student social-identify social emotional needs. The results of the sceener indicate whether a student may be at-risk and provides information from which to derive interventions as needed. Additional data is maintained by our school counselors with respect to student office visits, and distictwide we maintain data related to suicide risk assessments.Other Indicators N/A 2. Identify at least three student groups in the LEA that faced particularly significant impacts from the pandemic. For each, provide specific strategies that were used or will be used to identify and measure impacts. Student Group Provide specific strategies that were used or will be used to identify and measure impacts Student Group Provide specific strategies that were used or will be Students from low-income families Based on grades and attendance for this group, students are identified to receive instruction geared specifically for learning loss. Engagement during remote learning is used to identify and measure impacts specific students as well. Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act [IDEA]) For our Based on grades and attendance for this group, students with IEPs, our IEP teams assessed the degree are identified to which services disruption may have occurred receive instruction geared specifically for learning loss. Engagement during remote learning is used to identify specific students as a result of school closures and ensured that any missed services/specially designed instruction were made up and provided at a later datewell. Fortunately for our low-incidence disability population, we were able to maintain in-person learning for the entirety of the 2020-2021 school year. Students from low-income families Student English learners Based on grades and universal screening data was analyzed across demographic areas, including students from low-income families. Particular attention was paid to the scores of students in our 4 Title 1 elementary buildings. Generally, our data indicated that students in our Title 1 schools were not disproportionally affected, ratherattendance for this group, students in grades K, 1 and 2 across all 10 elementary schools are demonstrating the largest gapsidentified to receive instruction geared specifically for learning loss. Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Student grades and universal screening data was analyzed across demographic areas, including students from different racial and ethinc backgrounds who speak English as a Second Language. We will continue Engagement during remote learning is used to monitor AimswebPlus benchmarking data for these identify specific students as well as those across all ethinc groups to assist in identifying any descrepancies in student performancewell. 3. Provide the LEA▇▇▇’s assessment of the top two or three strategies that have been most effective in supporting the needs of students, in particular specific student groups most impacted by the COVID-19 pandemic. Include at least one strategy addressing academic needs and at least one strategy addressing social-emotional needs. Strategy Description Strategy #1 Small-group, evidence-based instruction.The primary way Extended school year was established to utilize data to identify areas of learning loss and deficiencies that we haveattempted to make up for lost learning time with students has been through the provision of extra evidence-based instruction after-school and during Strategy Description the summer. We were able to serve over 400 students in the summer of 2021 and expect to serve a similar number in the summer of 2022will be supported by academic interventions. i. Impacts that Strategy #1 best addresses: (select all that apply)) Academic impact of lost instructional time Chronic absenteeism ii. If Other is selected above, please provide the description here: iii. Student group(s) that Strategy #1 most effectively supports: (select all that apply)) Gender (e.g., identifying disparities and focusing on underserved student groups by gender) English learners iv. If Other is selected above, please provide the description here. i. Impacts that Strategy #2 best addresses: (select all that apply)) Academic impact of lost instructional time Chronic absenteeism ii. If Other is selected above, please provide the description here: Students from low-income families Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Gender (e.g., identifying disparities and focusing on underserved student groups by gender) English learners Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act (IDEA)) Students experiencing homelessness Children and youth in ▇▇▇▇▇▇ care Migrant students Other student groups: (provide description below)

Assessing Impacts and Needs. In this first section, LEAs CTCs are asked to describe the impact of the pandemic on their students, examine disproportionate impacts on specific student groups, and highlight the LEACTC’s promising practices in supporting student needs since March 2020. 1. Understanding the Impact of the COVID-19 Pandemic: Describe how the LEA 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 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 Academic/Technical Impact of Lost Instructional Time DASD utilizes 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 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 teacher 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 studentsresource room. Chronic Absenteeism DASD maintains regular attendance for DCTS School Counselors, Psychologist, and Social Worker provide support services to all students in our Student Information System, Infinite Campusby collecting data on attendance daily to monitor chronic absenteeism. Automated alerts are sent This team contacts parents and students regularly to determine the parents cause of students who are absent on a given day the absences and additional notices are sent to the families fo students who are have 3 or more unexcused absences. Attendance is data is monitored regularlyprovide support where needed. Student Engagement Student 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 evaluated through 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 variety of quantitaive and anecdotal measures including student attendance, student performance and grades, and regular communication with parents and families. In addition, beginning teacher 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 our resource room to how our students managed during the pandemichelp them overcome learning gaps. Social-emotional Well- being DASD utilizes All faculty and staff were required to attend training through SafeSchools at the BASC/▇▇▇▇ behavior screening tool beginning of the school year to serve as an early warning system in identifying student understand and identify students whose social-emotional needswell-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 results of School Counselors, Social Worker and Psychologist work with the sceener indicate whether student and parent(s) to provide support, and often, recommend a student to our Student Assistance Program (SAP). Other Indicators DCTS employs two (2) English Language Development (ELD) specialists to support our English Language Learner (ELL) students and to assist students that may be athave a language barrier and struggle to express the impact that the COVID pandemic may have had on ther learning, absentism, engagement and well-risk being. A resource room is available for students who need assistance with interpretation to understand assignments and provides information from which establish career goals. DCTS also uses “Language Line” to derive interventions as needed. Additional data is maintained by our school counselors with respect to student office visits, and distictwide we maintain data related to suicide risk assessmentsengage ELL parents in their students learning. 2. Identify at least three the student groups in the LEA CTC that faced particularly significant impacts from the pandemic. For each, provide specific strategies that were used or will be used to identify and measure impacts. Student Group Provide specific strategies that were used or will be used to identify and measure impacts Student Group Provide Children and youth in ▇▇▇▇▇▇ care Faculty and staff are required to attend training through SafeSchools at the beginning of each school year to understand and identify students that may need additional support such as students in ▇▇▇▇▇▇ care. Our school Social Worker attends monthly PDE webinars to keep updated on new strategies to support students in ▇▇▇▇▇▇ care. Additionally, our school Social Worker works with Children and Youth services to assist us with identifying students in ▇▇▇▇▇▇ care. Once a student is identified, our School Counselors, Psychologist, and Social Worker provide support services to the ▇▇▇▇▇▇ care student(s) by conferencing with the student to seek information to determine if additional support services are needed such as emotional support, technology access, program clothing, food, transportation, etc. Administration and the student support services team meet biweekly and discuss students that may need support and strategize the best method to help a ▇▇▇▇▇▇ student in need. This is done on a case-by-case basis as each student has their own specific strategies pandemic impact. Attendance data is closely monitored as well as disciplinary actions, grades and summative assessments so that were used or will be used to identify the team can intervene early if a ▇▇▇▇▇▇ student is struggling and measure impacts needs more support. Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act [IDEA]) For Faculty and staff are required to attend training through SafeSchools at the beginning of each school year to understand and identify students that may need additional support such as a student with disabilities. Each student with a disability has an Individualized Education Plan (IEP) and is assigned to a case worker. The case worker along with our School Counselors, Psychologist, and Social Worker provide support services and monitors the impact that COVID may have on a student with disabilities. Support services are put in place on a case-by-case Student Group Provide specific strategies that were used or will be used to identify and measure impacts basis as each student has their own specific pandemic impact. Attendance data is closely monitored as well as disciplinary actions, grades and summative assessments so that the team can intervene early if a student with a disability is struggling and needs more support. English learners DCTS employs two (2) English Language Development (ELD) specialists to support our English Language Learner (ELL) students. A resource room is available for students who need assistance with IEPsinterpretation to understand assignments and establish career goals. DCTS also uses “Language Line” to engage ELL parents in their students learning. Moreover, an ELL Parent Night is held as an additional avenue to engage ELL parents in their student’s educational opportunities so that parents have the opportunity to talk about any impact that the pandemic may have on their student. Our ELD specialists, School Counselors, Psychologist, and Social Worker provide support services to the ELL student(s) by conferencing with the student to seek information to determine if additional support services are needed such as emotional support, technology access, program clothing, food, transportation, etc. Administration and the student support services team meet biweekly and discuss students that may need support and strategize the best method to help an ELL student in need. This is done on a case-by-case basis as each student has their own specific pandemic impact. Attendance data is closely monitored as well as disciplinary actions, grades and summative assessments so that the team can intervene early if an ELL student is struggling and needs more support. School Counselors, Psychologist, and Social Worker provide support services to students that are identified as underserved by gender to determine the impact of the pandemic by conferencing with the student to seek Student Group Provide specific strategies that were used or will be used to identify and measure impacts Gender (e.g., identifying disparities and focusing on underserved student groups by gender) information to determine if additional support services are needed such as emotional support, technology access, program clothing, food, transportation, etc. Administration and the student support services team meet biweekly and discuss students that may need support and strategize the best method to help an underserved gender student in need. This is done on a case-by-case basis as each student has their own specific pandemic impact. Attendance data is closely monitored as well as disciplinary actions, grades and summative assessments so that the team can intervene early if an gender underserved student is struggling and needs more support. Migrant students DCTS employs two (2) English Language Development (ELD) specialists to support our English Language Learner (ELL) students and to support migrant students that may have a language barrier. A resource room is available for students who need assistance with interpretation to understand assignments and establish career goals. DCTS also uses “Language Line” to engage ELL parents in their students learning. Moreover, an ELL Parent Night is held as an additional avenue to engage ELL parents in their student’s educational opportunities so that parents have the opportunity to talk about any impact that the pandemic may have on their student. Our ELD specialists, School Counselors, Psychologist, and Social Worker provide support services to the ELL student(s) by conferencing with the student to seek information to determine if additional supports are needed such as emotional support, technology access, program clothing, food, transportation, etc. Administration and the student support services team meet biweekly and discuss students that may need support and strategize the best method to help a migrant student in need. This is done on a case- by-case basis as each student has their own specific pandemic impact. Attendance data is Student Group Provide specific strategies that were used or will be used to identify and measure impacts closely monitored as well as disciplinary actions, grades and summative assessments so that the team can intervene early if a migrant student is struggling and needs more support. Other groups disproportionately impacted by the pandemic that have been identified by the LEA (See Help Text for examples) Faculty and staff are required to attend training through SafeSchools at the beginning of each school year to understand and identify students that may need additional support services such as students that may be identified in the “other groups” category. Once a student is identified, our IEP teams assessed School Counselors, Psychologist, and Social Worker provide support services to the degree student(s) by conferencing with the student to which seek information to determine if additional support services disruption are needed such as emotional support, technology access, program clothing, food, transportation, etc. Administration and the student support services team meet biweekly and discuss students that may need support and strategize the best method to help a student identified in the “other groups” category. This is done on a case-by-case basis as each student has their own specific pandemic impact. Attendance data is closely monitored as well as disciplinary actions, grades and summative assessments so that the team can intervene early if a student is struggling and needs more support. Students experiencing homelessness Faculty and staff are required to attend ▇▇▇▇▇▇▇▇ Veto training through SafeSchools at the beginning of each school year to understand and identify students that may be homeless. Our Social Worker also works with organizations that report homeless students. Once a student is identified, our School Counselors, Psychologist, and Social Worker provide support services to the homeless student(s) by conferencing with the student to seek information to determine if additional support services are needed such as technology access, program clothing, food, transportation, etc. Each student that may be homeless works with our Social Worker regularly Student Group Provide specific strategies that were used or will be used to identify and measure impacts to provide support services and monitors the impact that the pandemic may have occurred for students on a homeless student. Support services are put in place on a case-by-case basis as a result of school closures and ensured that any missed services/specially designed instruction were made up and provided at a later dateeach student has their own specific pandemic impact. Fortunately for our low-incidence disability populationAttendance data is closely monitored as well as disciplinary actions, we were able to maintain in-person learning for the entirety of the 2020-2021 school year. Students from low-income families Student grades and universal screening data was analyzed across demographic areas, including students from low-income families. Particular attention was paid to summative assessments so that the scores of students in our 4 Title 1 elementary buildings. Generally, our data indicated that students in our Title 1 schools were not disproportionally affected, rather, students in grades K, 1 team can intervene early if a student is struggling and 2 across all 10 elementary schools are demonstrating the largest gapsneeds more support. Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Student grades School Counselors, Psychologist, and universal screening our Social Worker provide support services to the racial/ethnic student(s) by conferencing with the student to seek information to determine if additional support services are needed such as emotional support, technology access, program clothing, food, transportation, etc. The School Counselors regularly provide support services and monitor the impact that COVID may have on a student in the racial/ethnic group category Support services are put in place on a case-by- case basis as each student has their own specific pandemic impact. Attendance data was analyzed across demographic areas, including students from different racial and ethinc backgrounds who speak English as a Second Language. We will continue to monitor AimswebPlus benchmarking data for these students is closely monitored as well as those across all ethinc groups disciplinary actions, grades and summative assessments so that the team can intervene early if a student in the racial/ethnic group category is struggling and needs more support. Students from low-income families Once a student is identified as socio-economic disadvantaged, our School Counselors, Psychologist, and Social Worker provide support services to assist the low-income student(s) by conferencing with the student to seek information to determine if additional support services are needed such as emotional support, technology access, program clothing, food, transportation, etc. Each student that may be identified in identifying any descrepancies the “low-income” category works with our Social Worker regularly to provide support services and monitors the impact that the pandemic may have on a low income student. Support services are put in place on a case-by- Student Group Provide specific strategies that were used or will be used to identify and measure impacts case basis as each student performancehas their own specific pandemic impact. Attendance data is closely monitored as well as disciplinary actions, grades and summative assessments so that the team can intervene early if a student with a low- income is struggling and needs more support. 3. Provide the LEACTC’s assessment of the top two or three strategies strategy that have has been most effective in supporting the needs of students, in particular specific student groups most impacted by the COVID-19 pandemic. Include at least one strategy addressing academic needs Strategies two and at least one strategy addressing social-emotional needsthree below are optional. Strategy Description Strategy #1 Small-groupHomeless students have been greatly impacted by the COVID-19 pandemic and have chronic absenteeism. DCTS employs a school Social Worker who makes contact, evidence-based instruction.keeps contact, and provides emotional support for students identified as homeless that were impacted by the pandemic. The primary way support may be a food card, food, clothing, transportation, or communication between school districts, parents, and other family members. Additionally, DCTS offered summer school to homeless students that we haveattempted were not able to make up for lost learning time with students has been through the provision of extra evidence-based instruction after-school attend due to financial and during Strategy Description the summertransportation requirements. We were able provided homeless students with the educational resources, transportation to serve over 400 students in the summer of 2021 school, food, and expect to serve a similar number in the summer of 2022technology. i. Impacts that Strategy #1 best addresses: (select all that apply)) Impact of lost instructional time Chronic absenteeism Social-emotional well-being Other impact ii. If Other is selected above, please provide the description here: iii. Student group(s) that Strategy #1 most effectively supports: (select all that apply) iv. If Other is selected above, please provide the description here.. Strategy #2 i. Impacts that Strategy #2 best addresses: (select all that apply) ii. If Other is selected above, please provide the description here: Students from low-income families Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Gender (e.g., identifying disparities and focusing on underserved student groups by gender) English learners Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act (IDEA)) Students experiencing homelessness Children and youth in ▇▇▇▇▇▇ care Migrant students Other student groups: (provide description below)

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 grade comparisons, diagnostic/benchmark assessment measures to assess student progress on a reguar basis data analysis, meetings with staff and has used these measures to assess the impact of learning loss during the pandemic. In grades K-7families, all students are administered the AimswebPlus universal screener in both reading and math. These results have been compared to prior years' cohort classroom assessments Chronic Absenteeism attendance data to make comparisons about the impacts of school closures and virtual learning during the pandemic. Similarlyfrom SIS Student Engagement attendance data from SIS, academic indicators as listed above, student grades and credit totals for students interviews, participation 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. activities Social-emotional Well- being DASD utilizes the BASC/▇▇▇▇ behavior screening attendance data from SIS, academic indicators as listed above, student interviews, participation in school activities, PASS survey tool to serve as an early warning system in identifying student social-emotional needs. The results of the sceener indicate whether a student may be at-risk and provides information Other Indicators feedback from which to derive interventions as needed. Additional data is maintained by our school counselors with respect to student office visitsparents through various committees, email, and distictwide we maintain data related to suicide risk assessments.in-person conversations 2. Identify at least three student groups in the LEA that faced particularly significant impacts from the pandemic. For each, provide specific strategies that were used or will be used to identify and measure impacts. Student Group Provide specific strategies that were used or will be used to identify and measure impacts Student Group Provide specific strategies that were used or will be used Students from low-income families provide technology resources, opportunities for additional instruction, direct support to identify and measure impacts families (ex. food, school supplies) Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act [IDEA]) For our students with IEPscompensatory education when appropriate, our IEP teams assessed the degree to which services disruption may have occurred additional staffing and support for students as a result of school closures and ensured that any missed services/specially designed instruction were made up and provided at a later date. Fortunately for our low-incidence disability population, we were able to maintain in-person learning and virtual learning/supplemental services Other groups disproportionately impacted by the pandemic that have been identified by the LEA (See Help Text for examples) Students who opted to remain fully virtual for the entirety of the 2020-2021 school year have some specific struggles with academic skill, social emotional skill, and managing behavior as we returned this year. Students from low-income families Student grades and universal screening data was analyzed across demographic areas, including students from low-income families. Particular attention was paid to the scores of students in our 4 Title 1 elementary buildings. Generally, our data indicated that students in our Title 1 schools were not disproportionally affected, rather, students in grades K, 1 and 2 across all 10 elementary schools are demonstrating the largest gaps. Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Student grades and universal screening data was analyzed across demographic areas, including students from different racial and ethinc backgrounds who speak English as a Second Language. We will be working as a team to align curriculum, implement/continue assessments, and provide additional behavioral/social emotional support to monitor AimswebPlus benchmarking data for these students as well as those across all ethinc groups students. Student Group Provide specific strategies that were used or will be used to assist in identifying any descrepancies in student performance.identify and measure impacts 3. Provide the LEA’s assessment of the top two or three strategies that have been most effective in supporting the needs of students, in particular specific student groups most impacted by the COVID-19 pandemic. Include at least one strategy addressing academic needs and at least one strategy addressing social-emotional needs. Strategy Description Strategy #1 Smalluniversal screening and follow-group, evidence-based instruction.The primary way that we haveattempted to make up for lost learning time with students has been through the provision of extra evidence-based instruction after-school and during Strategy Description the summer. We were able to serve over 400 students in the summer of 2021 and expect to serve a similar number in the summer of 2022.interventions i. Impacts that Strategy #1 best addresses: (select all that apply) ii. If Other is selected above, please provide the description here: iii. Student group(s) that Strategy #1 most effectively supports: (select all that apply) iv. If Other is selected above, please provide the description here. i. Impacts that Strategy #2 best addresses: (select all that apply) ii. If Other is selected above, please provide the description here: Students from low-income families Students from each racial or ethnic group (e.g., identifying disparities and focusing on underserved student groups by race or ethnicity) Gender (e.g., identifying disparities and focusing on underserved student groups by gender) English learners Children with disabilities (including infants, toddlers, children, and youth with disabilities eligible under the Individuals with Disabilities Education Act (IDEA)) Students experiencing homelessness Children and youth in ▇▇▇▇▇▇ care Migrant students Other student groups: (provide description below)