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Responses to questions on COVID-related learning delay by seven GSCS superintendents...'
Responses to Questions From Assembly Minority Office on Delayed Learning:
Assembly Education Committee
October 17, 2022
Respondents:
Metuchen: Vincent Caputo, Superintendent; Richard Cohen, Assistant Superintendent
Freehold Regional: Charles Sampson, Superintendent
Weehawken: Eric Crespo, Superintendent
Millburn: Christine Burton, Superintendent
Chatham: Michael LaSusa, Superintendent
Glen Ridge: Dirk Phillips, Superintendent
Readington: Jonathan Hart, Superintendent
1. As we begin our second school year since schools closed for the pandemic, what are you
seeing in terms of the lived experiences and academic challenges of students as they return to
school this fall?
(Metuchen) This is actually year three since the March 2020 shut down. Broadly speaking, we are almost at pre-pandemic levels of student achievement and growth. In the younger grades, we see a little more behavioral challenges and socialization issues, a few more kids
behind with school readiness and self-regulation skills that will need more time to develop. In
addition, we see more students last year and this year in the early grades with less literacy
background (knowing less letters and sounds for example).
(Weehawken) Students can accelerate the learning at a faster rate than they fell behind. However, the first portion is having students return to previous level and second to exceed the standards to where they belong. Early childhood has found challenging behaviors as students need more social skills and understanding of routines and protocols. Furthermore, students have needed counseling dealing with isolation they experienced and loss of life or parental income. Schools are a safe haven for many students and during the pandemic they were made to stay in a place of conflict for them.
(Millburn) ) We are seeing students needing a bit more time to get acclimated to routines, some additional behavioral issues (HIB determinations) and some learners not at the typical performance levels for their grade level at the start of the school year.
(Chatham) Some of our students visibly display angst, some do not. Some of our students have a stable home environment, some do not. We are exploring district-wide PD right now regarding trauma-informed instruction and recognizing signs of distress among students.
(Glen Ridge) This year students are better adjusted than last year. Better adjusted students have a positive impact on classroom instruction.
(Readington) Our NJSLA scores tell us that there are learning gaps for students. However, the state averages on NJSLA tell us that as well. We knew this would occur and we have identified areas of focus for our students this year.
2. How are you assessing/determining the level and types of student needs in your district,
school and/or classrooms?
(Metuchen) We are using our regularly scheduled local assessments, such as
diagnostic assessments (Linkit, DIBELS, F&P, iReady). In addition we are comparing results
from these assessments, NJSLA and Start Strong to previous years to compare where the
student population is in general compared to last year and years prior to the pandemic when
available. We also conducted a wide range of surveys covering emotional, social, academic,
culture and climate measures to get input and needs from all stakeholders.
(Weehawken) The district has used njsla results, Lexie levels, and quantile levels for each student to determine the need of each student academically. We have additional survey, assessments, and teacher checklist to assist with behavior and mental health.
(Millburn) We have multiple types of assessments that teachers administer to pre-assess where students' skills are as teachers approach each unit of study. These are the typical strategies that we use in any year to gauge and inform where students are as we launch into instruction.
(Glen Ridge) We use district-specific testing, standardized tests; teacher/counselor feedback; student discipline referrals; and referrals (of students) for risk analysis.
(Readington) The best piece of data we have is our own in-house diagnostic assessment. This is by far the most timely, accurate, and useful data set for our teachers and administrators. This assessment is given 3 times a year, is linked to math and language arts standards, and provides clear progress monitoring and growth for our students. Our own diagnostic is also accompanied by strategy lessons for teachers to deliver to students. Readington also used the evidence statements from the NJSLA. We used these evidence statements to target areas of focus at each grade-level. The school principals used them to design building goals. Start Strong is a far inferior assessment as it is limited in scope, and lacks validity and reliability. Start Strong provides little useful data when it comes to student achievement. This assessment should be optional for any district that can demonstrate the use of a diagnostic.
3. What practices, programs and innovations have you implemented to address the range of
student needs in your district/school/classroom?
(Metuchen) In November 2019, the voters passed a ballot question for a mental health initiative. This allowed us to hire additional staff and to partner with third-party clinicians. Hundreds of students have already benefited from these services. We have, in addition, kept students in-district that otherwise would have been OOD. Tutoring which was occurring prior to March of 2020 quickly moved to virtual tutoring and was expanded extensively with the receipt of ESSER II and now ESSER III funds. Funds have been designated for additional tutoring of sub-groups most affected by COVID with ESSER III funds.
(Weehawken) The district has provided intervention for those that have fallen behind. We have provided enrichment for those that are on grade level but could be above if not for loss time. The district has implemented behavioral, social, and mental health programs to assist depending on the needs of the student. The district has invested heavily in programs that focus on STEAM and the arts as the pandemic impacted the hands on participation of each. Furthermore all is offered before and after school to avoid missing anyone.
(Millburn) Differentiation of instruction, varying leveled resources, and support strategies are implemented as needed to meet students where they are and to take them to the next step in their learning.
(Chatham) We are doing everything we can to ensure that students are having a positive academic and social experience in school, and that they feel valued and connected in the school setting.
(Glen Ridge) We have worked to remedy delayed learning with the “Summer Boost” summer instruction program; Orton-Gillingham (reading) instruction, both during and after school; and a new literacy program (elementary level). We have also added academic interventionists and SEL counselors.
(Readington) We have developed after school virtual homework help, after school tutoring sessions, and online 1 on 1 tutoring in language arts using a third party vendor.
4. How are your practices/programs/ innovations being received by the parents in your community? Is there parent, student and community buy-in?
(Metuchen)The community is very supportive. The teachers are thankful for the support. The students take advantage of the additional supports, all the time. We did an assessment of which technology tools and online programs launched during remote learning to find which tools and programs should continue and which ones were no longer needed or less effective. This tech tool and online programming assessment was done with staff, parent and student input.
(Weehawken) Parents are deeply concerned of the time missed during the height of the pandemic. All of the programs we launched have been heavily attended and have shown tremendous amount of student growth. The parents have never been more committed to our additional programs and have asked for them to return.
(Millburn): Parents know that we monitor the progress of students carefully and add supports as needed based on the unit of study, performance metrics and student requests. Teachers have made themselves available on a regular basis to add supports when students need to address specific areas that students need further review or a repeat of the instruction.
(Glen Ridge) Parents showed a high level of interest in the first year of the “Summer Boost” program (less in the second year). The additional counselors were well received, as was additional small-group instruction.
5. What progress are you seeing?
(Metuchen) Everyone we speak to at all levels of the organization and our community all say they are so much happier, that things are back to normal.
(Weehawken): We have estimated in our district losses of 18 weeks of math and 12 weeks of English language arts. This projection takes into account where we were prior to the pandemic, in-person days and virtual days. Students are now accelerating at a faster pace than they loss. This I would not be the time for us to stop when there is so much to gain.
(Millburn) Students are making gains each week we are back into the regular routine of school. The longer we have our students in school under the keen eyes of our highly capable staff, they will regain all of the routines and skills to allow them to be at the same or better achievement standards of their pre-pandemic grade level peers.
(Glen Ridge) We are seeing more “normal”, age-appropriate behavior. English Language Arts scores are close to past norms.
6. How can the Legislature help you and all students and districts in addressing interrupted
learning?
(Metuchen) Consult with the educators. All the time. Before decisions are made.
(Freehold Regional) Restore aid to districts that lost aid through S2. We need more counselors, clinicians and support staff. Instead, we will be cutting staff.
(Weehawken) Legislature can continue to provide districts funding to have programs for all students. In addition, ensure that funding provided is used specifically for acceleration of academics and mental health initiatives.
(Millburn) If the Legislature is truly wanting to help school districts, they need to put an end to interrupting the learning process with unnecessary standardized testing.
(Glen Ridge) The Legislature can help the most by not imposing new standardized tests; ending the Start Strong test (if this is within their purview); thinking carefully about new mandates; providing full funding of special education and especially Extraordinary Aid for Special Education. With the current high rate of inflation, flexibility on the two percent tax levy cap would enable districts to continue positions funded by ARP grants.
(Readington) First, please stop calling it a learning loss (I recognize that it is not framed this way in the question but it is referred to as a loss often) Our students did not lose anything. A loss of learning implies there is something extraordinary or unique we need to do to recover, like some key needs to be found for a lock. There are learning gaps that need remediation - yes. Educators have always identified learning gaps and provided instruction to close those gaps - this situation is no different. The gaps may be wider and perhaps more unique than we have seen before, but nothing is lost. I suggest the Legislature discontinue introducing partisan legislation related to education. If the Legislature really has an interest in educators addressing learning gaps due to COVID, let us focus on that rather than complying with the newest pieces of legislation.
7. How effective are the federal funds in helping your district/classrooms to address interrupted
learning?
(Metuchen) They have been instrumental in addressing the challenges and needs experienced
from the pandemic and aftermath. We have used the funds for:
A. Instructional online tools
B. Tutoring for individual students across subject areas and grade levels
C. Nursing assistance
D. Summer programming
E. Additional mental health supports and BCBA staffing
F. Professional development for all staff on:
● embedding SEL,
● literacy at the younger grades to support needed literacy and foundational reading skills
● Reading intervention
● Best uses of technology
● Equity and diversity
(Weehawken) Federal funds have allowed the district to implementing specialized programs. These personalized programs focused on accelerating learning in academics, behavioral and mental health services, and provide additional related services. Once the federal funds are exhausted keeping the programs intact will be difficult. Also working on a Plan called “Accelerated Break” for tutoring during one of our breaks for students. All these programs would not be possible without continued support and federal funding.
(Millburn) The federal funds have helped to address the mental health needs of students who were home for an extended period of time. The additional counselors have helped to rebuild the level of students' self esteem, self confidence and self worth that were diminished during virtual learning where the human and peer interactions were severely diminished. The social aspects of school is an integral part of a child/adolescents' growth and development. When that is diminished or eliminated for a period of time, there is the natural response for this area to be negatively impacted and these are the targeted areas that we have to couple our instructional practices around as the year progresses.
(Glen Ridge) Federal funds have been essential in our ability to provide student support services before and during the school day.
(Readington) We have used our federal funding to address programs in #3 above. It has been a huge help.
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