WSESU Recovery Plan

Planning Process

Recovery Planning Process Steps:

1. Assess need at the local level, using readily available information and data. (March and April). Teams reflected on the three areas identified by the VT Agency of Education using measures that were readily available to identify goals based on the needs we were seeing in our schools.
2. Create an action plan to meet that need. (May) Multiple recovery teams met weekly to collaborate and develop plans for meetings needs that also would bring forward learning that has occurred across the past year.
3. Executing an initial implementation of the action plan. (2021-22 School year) Implementation will begin this summer and continue across the upcoming school year.
4. Tuning and refining the plan along the way. This is an important component of the year to come. Across the coming year , we will continue to evaluate our work based on emerging data, reflect and adjust along the way.

Recovery Goals for 2021-24

In planning for the future, we are committed to providing equitable, core instruction that is accessible for all of our students. We also want our schools to be highly engaging places where students experience a strong sense of belonging and where they want to be every day.

We also aim to carry forward the lessons that have been learned about the importance of:

• collaboration
• innovation
• equity and inclusion practices
• meeting students where they are
• cultivating deep learning and engaging curriculum
• technology integration
• partnerships with families

Social Emotional Learning/Mental Health/Well-Being

If we focus our summer and school-year learning programs on engagement, re-integration and social-emotional learning, and if we provide additional mental health supports, students will be more engaged in learning.

Needs-based Assessment Results

1. Panorama Winter 2021 SEL assessment results showed that, on average, our teachers perceive that 50% of our students demonstrate self management skills, 56% demonstrate engagement and 48% demonstrate self-efficacy

2. Results of our Spring 2021 student climate survey indicate that only 54% of our student body have a positive perception of the overall social and learning climate of their school.

Engagement/Truancy

If we partner with community organizations to improve family outreach, hire family engagement coordinators, provide UDL PD, and utilize EST process to support students, then attendance and engagement will improve

Needs-based Assessment Results

Truancy, as measured by the number of students absent 15 days or more has doubled relative to pre-Covid levels. This indicates a significant increase in the number of students nearly or entirely disengaged from school.

Academic Achievement and Success

If we hire and support instructional coaches, provide job-embedded professional development in Universal Designs for Learning (UDL) to teachers, further develop our Educational Support Team (EST) process, and track student growth, we will see improvement in assessment scores for underserved populations.

If we provide additional pathways for graduation, provide additional diversity/equity support to teachers through a UDL lens, and additional academic support for struggling students, then engagement and student performance for identified subgroups will improve.

Needs-based Assessment Results

In 2018-2019, students with IEP’s were included at rates below the state average (WSESU- 62.08%, VT State- 77.99%).

Students from underserved populations are scoring at lower percentages than students not in those populations, and not graduating at the same rate

We believe the high levels of unfinished learning after this year’s disruption, particularly for our students with IEP’s, will increase the challenges associated with providing access to grade level content in a general education classroom.