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Learning Recovery & Extended Learning Plan

Governor DeWine has requested that schools and districts design plans that address learning recovery and extended learning opportunities to meet the needs of students that could include, but are not limited to, extending the current school year, beginning the new year early, extending the school day or instituting summer programs, tutoring, remote options, and other remedial or supplemental activities.

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Plans should address, but are not limited to, the following key components:

Impacted Students: How will schools and districts identify which students have been most impacted by the pandemic in terms of their learning progress (with a focus on the most vulnerable student populations)?
Needs Assessment: How will schools and districts identify the needs of those students?
Resources and Budget: What resources are available to address those needs? Generally, what is the budget for the plan?
Approaches: What approaches can best be deployed to address those needs? (This may include approaches such as ending the school year later than scheduled, beginning the new year early, extending the school day, summer programs, tutoring, and remote options.)
Partnerships: Which local and regional partners (such as Educational Service Centers, Information Technology Centers, libraries, museums, after-school programs, or civic organizations) can schools and districts engage in supporting student needs?
Alignment: How can this plan reinforce and align to other district or school plans? This may include but is not limited to Student Wellness and Success Fund plans, remote learning plans, improvement plans, CCIP-related plans, graduation plans.

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Partnerships

Each district or school should consider its unique needs and issues and prepare its plan in a way that responds appropriately and leverages the assets of its unique partners including their Educational Service Center and other regional and community-based partners.

Each district or school should consider a wide range of representation and voices from district and community stakeholders in planning for learning recovery and extended learning opportunities.

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External (State/Local) Timeline

The governor asked schools and districts to provide their plans to the public and General Assembly no later than April 1.

Posted on website
Emailed link

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Intergenerational Schools Timeline: Summer

April 9:	Early draft similar to CMSD’s currently posted plan posted on website
May 6:	Plan presented at Family Town Hall; Second draft with additional details posted to website.
May 7-28	Summer Programming advertised to students and families/Preparation for Summer Programming
June 7	Summer Programming Begins

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Planning Support Document

This template has been designed to assist districts in meeting and exceeding this requirement and in supporting their long-term instructional planning efforts. Please refer to the Planning Support Document (linked here and posted in the next section of slides) for guiding questions and resources.

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Three Buckets:

Academic Planning,

Social Emotional Needs,

Professional Learning

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ACADEMIC PLANNING
Determining Academic Needs	How will instructional needs be determined? Possible/Optional item(s) to consider: Performance on tests (e.g., district assessments, statewide tests, ACTs, etc.); (Districts will not have statewide achievement data until after the end of the school year and may need to identify assessment tools to identify gaps.) How will districts determine impacted/vulnerable populations? How will districts/schools combat barriers for disengaged students? What opportunities were missed due to the inability to access programming? Can any of these opportunities be reinstated in the summer or next school year? (Districts are encouraged to consider this question through an equity lens for student populations-- Students with Disabilities, English Language Learners, Gifted Students, All Learners, etc.) Access to key opportunities (e.g., advanced mathematics, physics, higher education, interventions, etc.) may have been lost due to the pandemic. Attainment (e.g., high school diploma, college degree, employment) What essential elements of determining instructional needs are already in place? District MTSS Process and Universal Screeners Use of/Alignment with the OIP/DLT/BLT/TBT process to determine; What do students need to know? How do we know if they’ve learned it? How do we intervene for those students who have not learned it? How do we extend other opportunities for those students who have learned it? Gap Analysis for ELA, Math, Science, and Social Studies Prioritize Literacy and Math Prioritized Standards Supports for IEPs/Compensatory Services, Written Education Plan (WEP) adjustments, etc. Rising Kindergarteners (These students have spent a significant portion of their life in a pandemic environment. What needs might they have as they enter Kindergarten in Fall 2021?)

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ACADEMIC PLANNING
Filling Academic Gaps	How will academic gaps be filled? Possible/Optional item(s) to consider: Existing processes and supports Partnerships (ESC, libraries, museums, after-school programs, civic organizations, pre-school providers, etc.) MTSS processes Effective district-wide/school-wide leadership teams focusing on achievement gaps Data-based decision-making - How will achievement gaps be addressed in BLTs and TBTs? Will measurable objectives be required? Or will these be supplemental offerings that the parent/guardian may choose to have their student participate in and benefit from? What happens with students who do become proficient? Triage plans for Seniors/Credit Recovery Options for HS Supports for IEPs/Compensatory Services, Written Education Plan (WEP) adjustments, etc. Student Success Plans Personalized learning opportunities Clear instructional plans have been created with prioritized standards Clear instructional plans have been communicated with staff, parents, and other stakeholders Cross grade-level communication Coordination with relevant partners to support Literacy, Math, and SEL - ESCs, tutors, etc. Who, When, How…Cohorts, Family PODs, Layout, and Delivery How do we ensure at-risk students are taking advantage of the opportunities? How can disengaged students be reengaged? How can ESC Family and Community Partnership Liaisons support this work with vulnerable student populations including but not limited to disengaged students? What steps will be taken to remove/overcome barriers that may be associated with the “Gap Filling Approaches” (transportation to tutoring, no data to track/identify specific student needs, funding concerns to support approaches, etc.)?

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ACADEMIC PLANNING
Determine Competency	What method(s) will be used to determine competency for pandemic learning? Possible/Optional item(s) to consider: Develop and communicate a plan for determining competency (grading and assessments, grade-level advancement) Develop and communicate a plan for promoting students vs. retention Consider equity of practices, long-term consequences, social/emotional factors
Resource Link(s):	What Works Clearinghouse Priority Math, Reading and Writing Standards Determination of Student Educational Needs Exceptional and At-Risk Youth District & Building Level Educational Considerations & Planning Teacher Level Educational Considerations and Planning Non-Building Based Learning Opportunities Ohio Improvement Process

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SOCIAL & EMOTIONAL NEEDS
Determining Social Emotional Needs	How will social and emotional needs be determined? Possible/Optional item(s) to consider: District MTSS Process and SEL Screeners Student Wellness and Success Plans Integrate, coordinate, and align with relevant partners to support this work including ESCs, SSTs, ADAMHS boards, key health care, behavioral health, social services and cultural partners. How can ESC Family and Community Partnership Liaisons support in this area? Are there prevention services/opportunities available through ADAMS and ESCs?

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SOCIAL & EMOTIONAL NEEDS
Addressing Social and Emotional Needs	How will social and emotional needs be addressed? Possible/Optional item(s) to consider: MTSS processes Alignment to existing Wellness Plans Alignment to existing Student Success Plans Triage plans Integrate, coordinate, and align with relevant partners to support this work including ESCs, SSTs, ADAMHS boards, key health care, behavioral health, social services and cultural partners. Comprehensive Support for Students - screen for social and medical services (work with community agencies), identify students who need instructional support (mentors, tutors, peer support, etc.)
Resource Link(s):	Panorama Equity Guide to Student Learning Loss CASEL Online SEL Assessment Guide Ohio’s K-12 Social & Emotional Learning Standards INFOhio’s Educator Tools Curriculum Library (filter for “Social Emotional Learning” under Subject) Ohio’s Whole Child Framework

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PROFESSIONAL LEARNING NEEDS
Professional Learning	What professional development activities will be needed/offered to your school district’s teachers and partners to support learning recovery? Possible/Optional item(s) to consider: Create and communicate a Professional Learning plan that includes professional development to help teachers determine academic needs, social emotional needs and to coach partners. How will teachers, stakeholders, and others be brought into the planning and professional learning process? If schools are looking to partners to support learning recovery, how will efforts be coordinated? How will tutors or others be trained? What school staff/ESC/SST staff can support training community partners? Alignment to the Ohio Improvement Process and One Needs Assessment What social and emotional PD will help teachers address wellness needs of students and staff recovering from added pandemic stressors? (Consider alignment to Student Wellness and Success Plans)
Resource Link(s):	Professional Learning Supports Mental Health Resources ESC Customized Support

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Parts of the Plan

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Identifying Academic Needs
Impacted Students	How will schools/districts identify which students have been most impacted by the pandemic in terms of their learning progress (with a focus on the most vulnerable student populations including but not limited to disengaged students)?

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Identifying Academic Needs
Considerations: Resources (Existing and Needed) Partnerships (Local/Regional, ESC, ITC, libraries, museums, after-school programs, civic organizations, etc.) Alignment (Other District/School Plans, Wellness and Success plans, remote learning plans, improvement plans, CCIP-related plans, graduation plans, student success plans, etc.) Alignment with current OIP five-step processes (1-Identify Critical Needs, 2-Research and Select Evidence-Based Strategies, 3-Plan for Implementation, 4-Implement and Monitor, 5-Examine, Reflect, Adjust) Core Questions to Consider: What do students need to know? How do we know if they’ve learned it? How do we intervene for those students who have not learned it? How do extend other opportunities for those who have learned it?

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Spring 2021		Budget
Summer 2021
2021 - 2022
2022 - 2023

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Approaches to Address Academic Gap Filling
Approaches & Removing/ Overcoming Barriers	What approaches will schools/districts use to fill learning needs identified above? What steps will be taken to remove/overcome barriers that may be associated with the “Gap Filling Approaches” (transportation to tutoring, no data to track/identify specific student needs, funding concerns to support approaches, etc.)?

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Approaches to Address Academic Gap Filling
Considerations: Resources (Existing and Needed) Partnerships (Local/Regional, ESC, ITC, libraries, museums, after-school programs, civic organizations, etc.) Alignment (Other District/School Plans, Wellness and Success plans, remote learning plans, improvement plans, CCIP-related plans, graduation plans, student success plans, etc.) Alignment with current OIP five-step processes (1-Identify Critical Needs, 2-Research and Select Evidence-Based Strategies, 3-Plan for Implementation, 4-Implement and Monitor, 5-Examine, Reflect, Adjust) Core Questions to Consider: What do students need to know? How do we know if they’ve learned it? How do we intervene for those students who have not learned it? How do extend other opportunities for those who have learned it?

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Spring 2021		Budget
Summer 2021
2021 - 2022
2022 - 2023

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Approaches to Identify Social & Emotional Needs
Impacted Students:	How will schools/districts identify which students have been most impacted by the pandemic in terms of their social/emotional needs (with a focus on the most vulnerable student populations including but not limited to disengaged students)?

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Approaches to Identify Social & Emotional Needs
Considerations: Resources (Existing and Needed) Partnerships (Local/Regional, ESC, ITC, libraries, museums, after-school programs, civic organizations, etc.) Alignment (Other District/School Plans, Wellness and Success plans, remote learning plans, improvement plans, OIP, CCIP-related plans, graduation plans, student success plans, etc.)

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Spring 2021		Budget
Summer 2021
2021 - 2022
2022 - 2023

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Approaches to Address Social and Emotional Need
Approaches & Removing/ Overcoming Barriers	What approaches will schools/districts use to address social and emotional needs identified above? What steps will be taken to remove/overcome barriers that may be associated with the social/emotional needs” (transportation to support services, no data to track/identify specific student needs, funding concerns to support approaches, etc.)?

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Approaches to Address Social and Emotional Need
Considerations: Resources (Existing and Needed) Partnerships (Local/Regional, ESC, ITC, libraries, museums, after-school programs, civic organizations, etc.) Alignment (Other District/School Plans, Wellness and Success plans, remote learning plans, improvement plans, CCIP-related plans, graduation plans, student success plans, etc.)

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Spring 2021		Budget
Summer 2021
2021 - 2022
2022 - 2023

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Link to our final plan (currently a Google Doc): https://docs.google.com/document/d/17CKXzV5x2Q_VH7u9FpvKu-Z8_epZCx4FosJAQaxq46E/edit#

(to be posted on website)

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Basic Outcomes

Academic

Clarify what we want students to know and be able to do as readers, writers, and mathematicians.
Use assessments and curricular resources to identify where students have control and what they need to learn next.
Increase consistency of instruction and opportunities to practice and engage with reading, writing, and math.

Social Emotional

Increase access to in-person learning.
Increase access to mental health and equity resources and training for staff.
Increase opportunities for social engagement for students.

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Intended Outcomes of this Plan

	Academic Needs	Social Emotional Needs	Professional Learning
Family Engagement	Increase access to in-person learning.	Increase staff and family access to social services.	Increase staff and teacher knowledge around mental health and equity.
Learning Partner Engagement	Increase the number of math learning partners to at least 10 at each school.	Improve Learning Partner and family connections to support social emotional needs of both.	Provide teachers and LPs with training around supporting math learning.
Community Engagement	Gain knowledge from at least two other schools and organizations in each neighborhood that are responding to learning loss.	Develop and foster community partnerships that support access to social services for staff and students.	Attend at least one training or meeting with other schools and organizations in each neighborhood that are responding to support for students and/or families..
SIS Transition	Create a report card that clearly communicates learning objectives.	Create a system within Power School that allows for tracking and responding to data.	Provide teachers with Power School training.

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Next Steps: Meet Again

Wednesday, April 14th, 11-12 PM

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Next Steps: Surveys to Send

Teachers

What are you most pressing academic concerns for your students?
What are your most pressing social emotional concerns for your students?
In what areas would you like to professionally develop in the coming months?
What opportunities have you heard about for learning recovery at other schools or in other organizations?
Are you interested in being part of the Extended Learning Task Force as a teacher/staff representative?
We intend to offer 5 days of in-person school for any interested student in August 2021. If there is a critical mass of students requesting remote learning and the state gives us permission to, there is a chance we would post a remote learning-only teaching position. Would you apply?

Families

School
Student(s)’ name
Student current grade level (conditional questioning to allow for up to 6 students)
We intend to offer 5 days of in-person instruction for any student interested in attending school in-person for the 2021-22 school year.
Based on information we’re hearing from our medical advisors a vaccine for children under the age of 12 before 2022. If possible, would you prefer a remote learning option for your child?
If we do not offer a remote learning option, will you seek enrollment at a different school?

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Learning Recovery & Extended Learning Plan

Meeting #2

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Family and Staff Survey Responses so far...

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