![]() Old Town -3.38 Not Met -4.86 Not Met 5.97 Exceeded Ibraham -1.88 Met -3.05 Not Met 3.46 Exceeded Growth Index Rating Growth Index Rating Growth Index Rating This occurred because the schools each exceeded expected growth. Because of disruptions caused by the COVID-19 pandemic, the accountability report for the 2021-22 school year is the first since 2018-19 to feature all components of the state’s accountability framework, including the calculation of School Performance Grades.Ĭelebrations: Schools Removed from Low Performing Listįour WS/FCS elementary schools were removed from the underperforming list according to the 2021-22 data. The 2021-22 school accountability data is used as part of the state’s Every Student Succeeds Act (ESSA) State Plan. Hired thirty more social workers to support the behavioral and mental health of our students. Providing teachers and staff with increased Professional Learning Opportunities.Īdopting new discipline responses and behavioral supports for students that focus on reducing suspensions and other barriers that interfere with learning. Implementing a 1:1 device plan to support instruction and individualized learning pathways for students. Hiring of literacy coaches, graduation coaches, and other instructional support personnel to work side by side with teachers to use data and design targeted instruction to accelerate learning.Ĭreating Extended Learning Programs (ELP) in each school, which include tutoring (before, during, and after the school day), as well as enrichment activities and mentoring supports for students. Classroom libraries were provided to all K-5 teachers and are currently being ordered for all middle and high school ELA classrooms. Teachers are using new K-12 ELA and Math textbooks for the first time in over 15 years. Use of a clear Instructional Framework that is supported with all new standards-aligned curriculum resources. ![]() “The Way Forward” means implementing all strategies with consistency and fidelity and ensuring that our students are in school every day and have the necessary resources and supports to excel. WS/FCS has developed and is implementing robust and evidenced-based strategies to address areas of literacy, math, science and culture and climate across all schools. WSFCS is offering the following to help recover from the COVID-19 learning loss and fill the gaps. "The things that we are seeing progress in include tutoring, extended learning, after school opportunities, making sure that students have access to resources they need, but that's not going to happen in a year, or in a summer or within one program," Dr. ![]() GCS says it's working to accelerate learning and address the national crisis in education. "That way we can hold them accountable every step of the way." "Does the current board have enough respect for parents to say the truth and set goals that are maybe shorter term, more obtainable?," Absher said. WSFCS is launching a goal to have 90 percent of third graders test as proficient readers by the end of the 2025 school year. ![]() "They need to come up with answers because they are spending their money on things like SEL and that's all fine and great, but look at the bigger problem you've got here with learning scores," Yokeley said. "The New York Times released an article that the nation has fell behind by nearly 2 decades after making lots of academic progress." "We do have a long road ahead in terms of academic recovery," said Dr. The average score for eighth grade math students in GCS dropped 10 points from 2019 to a score of 270. The average score for fourth grade readers dropped seven points from 2019 to a score of 211. Guilford County Schools also saw a drop in reading and math scores. "I don't want any math, science time, any of that taken away because we've already lost two years."Ībsher is also running for school board of education at-large. "Instead of having dedicated time to social emotional learning specifically, maybe we can merge that with some of the other extracurriculars to meet those requirements," said Sarah Absher, who had a student in the district. Overall, however, the district isn't considered low-performing. In 2022, those numbers plummeted to 49 percent or less. In 2019, between two and four thousand students scored 54 percent or above in math, science and reading. Thirty-five schools were identified as low-performing in 2021-2022, up from 21 the previous school year. In September, WSFCS released pandemic learning loss data. "He can tell me what he wants, he can give me math problems ever since he returned to school." "He's using words more than I have ever seen him use words," Yokeley said. She says the pandemic years really set them back. "We need to get away from remote learning, but the fact is we are still facing the problems from remote learning." "They keep mentioning we need to move on from remote learning," said Amanda Yokeley, a Winston-Salem Forsyth County Schools mother of two.
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