District Name: | Coventry Local School District |
District Address: | 3257 Cormany Rd., Akron, Ohio 44319 |
District Contact: | Shannon DeMita, Director of Academic Accountability |
District IRN: | 049999 |
On February 9, 2021, Governor DeWine asked schools and districts to work with their communities and educational stakeholders to help students continue to advance academically and to make up for any learning that may have been lost or delayed due to the coronavirus pandemic and related disruptions.
“This once-in-a-lifetime pandemic has impacted all of us, so it should be no surprise that it has impacted our children. But we should not panic, nor should we be surprised by the results of assessments,” said Governor DeWine. “Instead, we should do what Ohioans have always done when facing a challenge – stay calm, roll up our sleeves, and work to solve the problem.”
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.
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.
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.
The governor asked schools and districts to provide their plans to the public and General Assembly no later than April 1.
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 at the end of this template for guiding questions and resources.
ODE’s Planning for Extended Learning FAQ’s
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)? |
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? | Budget |
Spring 2021 | Students in grades K-12 will be monitored and assessed, in order to identify those most impacted by the pandemic in terms of learning progress. Data will be collected and analyzed, using various sources such as: iReady, RedBird, Success Maker; classroom assessments; Restart Readiness Assessments, course grades, and grade-level common assessments. | |
Summer 2021 | Progress monitoring will continue for those identified students attending summer school. | |
2021 - 2022 | All K-12 students will be assessed on incoming knowledge and skills in order to plan for targeted intervention throughout the 2021-2022 school year. | |
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.)? |
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? | Budget |
Spring 2021 | Continue with in-person learning and differentiated instruction to address academic gaps within the regular school day. | |
Summer 2021 | Summer School will be offered to all students identified as academically at-risk, potential retentions, and those needing credit recovery. Summer School 2021 (June 1 – July 8; M-Th; 8 am – 12 pm) = 6 weeks of intense intervention = K-4 Reading = 5-8 Reading and Math = 9-12 All subject areas = Small group and one-to-one instruction = Credit recovery = Promotion opportunities | ESSER II funds will be used to pay teacher salaries, instructional supplies costs, and transportation costs |
2021 - 2022 | Targeted invention will continue throughout the 2021-2022 school year in order to address any continued academic gaps. | |
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)? |
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.) | Budget |
Spring 2021 | Multiple measures will be used to identify those students most impacted by the pandemic, in terms of their social and emotional needs. Assessments tools include, but are not limited to: wellness surveys, contracted counselor evaluations, district counselor evaluations, student conferences, home visits, parent requests, teacher and peer observations. | |
Summer 2021 | Social/Emotional will be monitored at all summer school-sponsored events. Any students identified as severe concern will also be checked on during their time away from school (follow-up wellness checks). | |
2021 - 2022 | Social/Emotional health monitoring will continue throughout the 2021-2022 school year, using the multiple methods listed above (Spring 2021). | |
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.)? |
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.) | Budget |
Spring 2021 | Students identified as in-need of emotional and social support will receive appropriate services including, but not limited to the following: = Counseling = Teacher/Student Mentoring = Peer/Peer Mentoring = Planned Social Interactions = Normalcy-Focused Schedules | |
Summer 2021 | All students will be given the opportunity to participate in a number of district sponsored “Summer Clubs”. Summer Clubs will be offered, over a 6-week period, and will focus on providing opportunities for students to interact with their peers, learn a new skill, show off their talents, and simply have fun! Those students identified as in-need of social and emotional support will be highly encouraged to participate in all summer events. | ESSER II funds will be used to pay club supervisor salaries, and club supplies costs |
2021-2022 | Social and emotional support services will continue throughout the 2021-2022 school year. Services listed above (Spring 2021) will continue, as well as opportunities for extra-curricular activities at all grade levels. | |