Waynesfield-Goshen Learning Recovery & Extended Learning Plan
March 15, 2021
District Background:
- The district has a strong historical technology program with a 1:1 Chromebook program in place for all students for the past six years (K-5 in racks and released to students when we were ordered closed in March 2020 and grades 6-12 Chromebooks with the student at all times)
- Additionally all students that needed internet were provided with Verizon Hotspots
- All students with any technology issue March-June 2020 could call the tech hotline for immediate assistance; including device repair, internet connection or resolution of any barrier to be able to connect with their teachers; which continues today and will continue in the future
- All teachers have a high quality, multi-function touch screen TV (size of a whiteboard) in their classroom that can be connected to their high end touch screen laptop computer with them at all times
- Multiple apps were purchased; as well as high end Zoom
- Teachers have been engaged in technology professional development annually for many years and were immersed in eleven full days of technology/remote learning in-service in August 2020; designed by the technology team led by the Director of Technology
- The district has operated in person four days a week, with all teachers and aides working with full-time remote students (30) having difficulty by requiring in-person attendance on Fridays as well as teaching all students remotely on Fridays the first three quarters of2020-21 [94% of students attended in-person on campus]
- Students that selected remote learning five days a week were required to return to in-person classes if they were failing one or more subjects at the end of each quarter
- 100% of students will return to in-person classes the first day of the fourth quarter, March 22, 2021, and teachers will continue to use the technology developed and refined over the past year in the classroom
- The WG Makerspace, the Maker Den (Tigers), is high end integration of maker-equipment, robotics, technology, literacy, and numeracy. The Maker Den has been visited by Minster and New Bremen Districts and they are duplicating our design model and curriculum
Process:
Administrative Leadership Team completed the first draft and then
principals took to a staff meeting to solicit teacher ideas on learning gap
closing
1A Identifying Impacted Students/Needs Assessment (how do we
know which students are impacted?):
2020-21
- WG is a small district district (461 students K-12) and has had consistent on-going instruction, with interventions, all year. Our two principals, two counselors, and solid instructional staff know where all students stand academically and social-emotionally
- Diagnostics and teacher developed formative assessment continue to be used to inform instruction; multiple assessments, including Collins Writing Assessments and MAP testing K-8
- Students K-6 also continue with the MindPlay Reading/ELA program, all on-line that informs teachers of student progress [interestingly third grade students scored 15 points HIGHER on the fall reading test than did students in the fall of 2019 when we were in regular session. We believe there could be multiple factors but clearly these students are not behind because of the pandemic]
- All MS and HS students use the ALEX math system that informs teachers about student progress as well as using multiple formative assessments
- Counselors interact with students consistently (majority of time with students one to one) and have several clubs, such as the TADS (Teens Against Depression and Suicide) also with on-line students
2021-22
- We believe in continuity and consistency (not the failed practice of some new initiative annually). We will continue to do what works and discontinue what doesn’t. We will continue with the assessments above in 2021-22 and most likely in 2022-23; perhaps adding something if teachers find a system or practice that better informs instruction.
1B Approaches to Address Academic Gap Filling (what steps will be
taken to overcome/remove barriers and catch students up?)
2020-21
- We will continue to do all that is listed in “district background” and “assessment of student learning/social-emotional needs” above
- We will continue to provide the Academic Assist program (one hour after school four days a week) for all students that have issues. Teachers request students to attend based on identified issues/gaps
- We will also continue the “study tables” after school program at the elementary grades
- We will continue to partner with the White Memorial Library (our school library-a part of the Auglaize County Library System for all resources during the school year; as well as weekend and summer tutoring)
- We will continue to partner with the Auglaize County ESC and ACE Academy for credit recovery services for MS/HS students
- We will continue to partner with the Auglaize County ESC preschool specialist for support of the 48 preschool students and particularly for itinerant student support
- We will continue to partner with the Auglaize County ESC special education supervisors for additional support of our two principals (SEOs) and our four intervention specialists/teachers
- We will continue to partner with MCESC for support of gifted students and for learning gap recovery for students in grades K-5 (currently two students are participating in the MCESC remote learning center}
2021-22
- Again we believe in continuity and consistency and will continue all of the above in 2021-22 and most likely in 2022-23, but adjusting contingent upon what teachers may find that produces better results; teachers want to continuously improve and focus on outcomes
- Additionally we are in process of hiring a fifth academic recovery/intervention teacher to work directly with the small group (8-10) of students (identified and unidentified) that are behind and may lack the credits to meet graduation requirements
2A Identifying Impacted Students with Social Emotional Needs (how do we know which students are impacted?):
2020-21
- We will continue to partner with PASS and the three county Mental Health Services Board for mental health assessments
- Our two counselors will continue to assess social-emotional needs
- Our school psychologist will continue to support the principals (SEOs)
- Our teachers are also very good at identifying issues and working with students on emotional issues and refer to counselors when needed
2021-22
- Again we believe in continuity and consistency and will continue all of the above in 2021-22 and most likely in 2022-23, but adjusting contingent upon what teachers and mental health specialists may find that produces better results; principals, counselors, and teachers want to continuously improve and focus on outcomes
2B Approaches to Address Social and Emotional Needs (what steps
will be taken to overcome/remove barriers and help students cope?):
2020-21
- Our two counselors will continue to work with individual students and with clubs and small group counseling
- Again our teachers are very good at working with students at the “human level” and provide additional support
- We will continue to partner with PASS and the three county Mental Health Services Board for student and family assessment and support in the most difficult situations
- We will also continue to work with the county Children's Protective Services (CPS), the Village Police, and our SRO with most challenging situations that could be in violation of law
2021-22
- Again we believe in continuity and consistency and will continue all of the above in 2021-22 and most likely in 2022-23, but adjusting contingent upon what teachers may find that produces better results; principals, counselors, and teachers want to continuously improve and focus on outcomes
3A Resources and Budget
2020-21
- Administration and the Board of Education have always supported opportunities for students and continued to provide whatever was needed during this pandemic
- The district has dedicated all ESSER I and ESSER II funding to COVID protocols and technology incurred in the past 12 months
- However, the Board and Administration will provide whatever resources are needed to support all of the assessment, delivery of instruction, and student social-emotional needs as listed above.
2021-22
- Fortunately with a solid financial position (ESSER I and II are very helpful) and if ESSER III comes through, we should continue with a very solid financial position. We anticipate continuation of all initiatives in support of children in 2021-22 and 2022-23.
4A How does this plan align with other district plans and
partnerships?
Other Plans:
2020-21
- This plan aligns with CCIP and keeps consistency with the Major Emphasis (Annual Board Approved Goals), Counselors Annual Plan, and Building Leader Targets (Principals key instructional goals)
2021-22
- The plan will continue, allowing for any adjustments needed based on the OneNeeds Plan currently in process. The 2022-23 plan will be based on a new superintendent working with the admin team, staff, community, and the Board of Education.