Learning Loss How 7 Educators are Addressing the COVID Slide Find out what 7 educators are doing to use data to guide curriculum and instruction to get students back on track and overcome learning loss from school closures

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When COVID-19 forced schools to close, many districts weren’t ready to continue their students’ education remotely. A majority (67%) of educators said they didn’t feel prepared for online instruction.1

Most districts closed out the 2019-20 school year remotely with few assessments and final grades, and considerable concern and next steps. Now, districts everywhere face the prospect of significant learning loss, while lacking the performance data they need to clearly identify and address those losses. It’s estimated that students will return to school with only 50-70% of their learning gains based on a typical school year, with some students nearly a full year behind.2

To overcome what’s been labeled the "COVID Slide," or learning loss resulting from diminished education during 2020 spring school closures, educators must now identify standards-based instructional gaps and tailor a personalized plan to get them back on track.

1 NWEA Research, The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement, April 2020

2Educators For Excellence, Voices from the Virtual Classroom: A Survey of America’s Teachers on COVID-19-Related Education Issues, 2020

Introduction

We asked educators: How are you preparing to support students, many of whom will likely be behind academically, in the fall?

What data do you plan to use to guide curriculum and instruction in addressing these learning gaps?

of teachers say addressing achievement gaps will

become a higher priority next school year3

70% ALMOST

3Education Dive, Survey: Most Principals Against Holding Students Back a Year, May 26th, 2020

This eBook was created by consulting with K-12 educators on how they’ve responded to the COVID-19 pandemic and are now addressing learning gaps for when school returns. The tips they share can help other schools with multiple options and ideas on how to ensure learning continues for students.

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By doing this, we are creating the space where teachers can effectively connect with their students using asynchronous discussions and Microsoft Teams meetings, support their students’ needs as fellow humans, and help ensure their students’ growth academically using learning objectives and the authentic academic feedback tools within Schoology Learning.

Honestly though, the largest hurdle with the shift to a blended, and possibly virtual, environment is to take the focus off the tool (as wonderful as it may be) and put it back on great teaching (while using the fantastic tool).

Combining Known Strategies with Edtech ToolsOne of the major foci of our team this summer and fall is helping teachers see the parallels between the high-yield strategies they already know and use and the fantastic tools available in Schoology Learning.

JEREMY ATKINS

Instructional Designer, Metro Nashville Public Schools

Many teachers are worried about negotiating large disparities in student performance as a result of the digital

divide and differential access to learning materials.4

4Edweek, 5 Tips for Measuring and Responding to COVID-19 Learning Loss, June 12th, 2020 https://www.edweek.org/ew/articles/2020/06/12/5-tips-for-measuring-and-responding-to.html

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Our district used PowerSchool Performance Matters to administer weekly mathematics practice and assessments during our eLearning time for grades 3 through 12.

Each activity could allow for embedded videos that delivered content, interactive questions, and content tied to standards. The tools allowed students the necessary math type, mirrored on district/state assessments in preparation for the following year. Teachers used the feedback option to deliver specific content knowledge for students to consume in the student portal.

We plan on using all that data in the fall to determine which students participated, identify what instructional standards need to be addressed to whom, and track longitudinal data regarding whether participating in eLearning made an academic difference for students or not.

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Administering Online Assessments with PowerSchool Performance Matters Assessment to Measure Student Progress and Identify Instructional Gaps

ANNA HARDING Accountability Data Administrator,

Anne Arundel County Public Schools

SUBMIT

Universal diagnostic screenings play a vital role in identifying knowledge and skill gaps. In the first two weeks of returning to the classrooms, all students will participate in reading and math screenings to determine their current knowledge levels. The universal screeners, however, are only the first step.

Teachers-constructed assessments will be used to measure student knowledge and skill levels in specific subject area content. These assessments don’t have to be long or given during the first few weeks of school; short assessments of three to four multiple choice questions and one short response item often provide enough information to determine where students need remediation. To prevent students from being overwhelmed, the assessments can be spaced out over the first few weeks of school.

Using the diagnostic data, teachers can work collaboratively to build remediation modules to address gaps in the students’ knowledge and skills. For instance, students demonstrating a need for

remediation with simplifying fractions can be assigned a learning module with instructional videos and practice opportunities to improve the skill. Using our school’s LMS assessment tools, teachers will be able to determine when students can exit the remediation modules or require additional remediation at a greater intensity.

Through a focus on identification and remediation, teachers can support our students’ academic success through these unprecedented times.

Using Data to Identify and Remediate Struggling LearnersStudents returning to the classroom in the fall will need additional support to ensure academic success. My school will use a variety of data sources to determine the focus of instruction.

DR. BRANDON LEDFORD

Teacher, Carroll County Schools

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So far, we have surveyed parents to get information on their thoughts and concerns on several related issues, including home internet access, transportation concerns, and concerns about returning to face-to-face instruction versus remote learning, or a blend of both. We also asked about what other considerations parents felt their child(ren) may need this fall that are different than what you would consider as normal needs. This included subject areas such as math and language/reading, as well as social-emotional supports.

Once the survey is complete, we will have a better idea of the issues that we need

Using Parent Engagement Gathers Data on Needs, Issues, and Concerns to Inform Decision-MakingI’m currently on our district’s ‘‘Return to Learning’’ team to look at these issues.

PHILIP PULLEY

Teacher, Fieldcrest CUSD 6

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to address. So far just under half of the parents said no additional supports would be needed, but many parents have asked for help for math (40%), English (30%), and a smaller number for social-emotional support (22%).

For proposed new protocols, most often selected were cleaning and sanitizing (85%), frequent hand washing (82%), and no sharable materials (45%). Other items mentioned included 6-foot spacing (23%) and mask-wearing (14%).

While the vast majority of respondents felt their students could safely return to school (about 63%), and about 36% felt the school

would be safe with CDC guidelines, there were still 15% of parents who felt the school should provide remote learning.

We will have to plan for all eventualities as the ultimate decision lies with the state. We might come back fully face-to-face, we might have to do a hybrid rotation model, or even be fully online. My biggest concern is for the approximately 15% of households that reported either no internet or trying to use phones as hotspots. We need to find a way to address this inequity beyond printed packets or setting up parking lot access at the schools. Often the students in those households also have the greatest support needs while at school.

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I’m not worried about the ‘‘slide’’ so much as I’m thinking about how to make my curriculum engaging enough to spark and maintain interest throughout the year—whether we are in face-to-face, hybrid, or distance learning.

I’ve been attending webinars and taking classes to help me gain the skills needed to design a dynamic and flexible curriculum.

DANIELLE FILAS

English Teacher (8th grade), Presbyterian School

Only 12% of teachers reported covering all or nearly all of the curriculum that they would have

covered had their buildings remained open5

5The 74, 2 New Surveys Find Teachers Stressed by Shutdown, Unable to Contact Students and Feeling their Confidence Drop, June 29th, 2020

Designing Flexible and Responsive Curricula to Engage Students

First, we are planning to offer an instructional platform through the Schoology learning management system that supports learning in a technology-enhanced classroom to ensure that all learners are being served to meet their individual learning needs.

Secondly, we will be implementing unique and personalized learning experiences for our students with special needs, including instructional and linguistic scaffolding and supports. And finally, we will continue to provide intervention for students who need additional support to maintain personal success.

Meeting Every Student, One at a TimeWe are planning a three-tiered approach to meeting the needs of all of our students.

SEAN COFFRON Instructional Technology

Training Specialist, Manassas City Public Schools

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Our school district departments have come together during the distance learning this past spring and continue to work academically with students during summer school.

We utilize many platforms to access student data including Google Classroom and PowerSchool Performance Matters. We will also use the data, received from numerous district families surveyed during our distance learning program, to better assess individual student learning gaps.

Collaborating and Gathering Family Survey Data to Address Learning Gaps

DENISE DEJULIANNIE

Technology Director, Eden Valley-Watkins ISD 463

70% of parents want to know how schools will address learning loss6

6Forbes, The Survey Results Are In: 70% Of Parents Want to Know How Schools Will Address Learning Loss, June 8th, 2020

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ConclusionUsing Edtech for Whatever Tactic You Take

There’s no simple fix or single path to overcome learning gaps on such a large school- (and district-) wide scale. But looking at how other educators are addressing the issue can be helpful. While districts can use many different tactics to close the COVID-19 instructional gap, a comprehensive edtech solution is essential fill the data gap to address classroom instruction, assessments, and analytics for individual students, classes, and the entire district.

Schedule a custom demo to see PowerSchool products can help you address the learning gap. As the K-12 leader, PowerSchool is the only edtech provider with a complete set of integrated best-of-breed products to fill the data gap and keep the learning going.

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At PowerSchool, we believe in the simple truth that every student deserves the best opportunities in life. That’s why our mission is to power the education ecosystem with unified technology that helps educators and students realize their potential, in their way. From the office to the classroom to the home, PowerSchool helps schools and districts efficiently manage instruction, learning, grading, attendance, assessment, analytics, state reporting, special education, student registration, talent, finance, and HR. Today, we’re proud to be the leading provider of K-12 education application technology supporting over 45 million students in over 80 countries.