The 2020-2021 school year was a year like no other. We began the year by implementing a virtual learning model. We then expanded to a hybrid schedule. We then started having students attend Hoover four days a week. We ended the year with most students attending Hoover five days a week. We implemented a new Math program, while simultaneously learning how to create learning opportunities for our students in Zoom and in the Canvas Learning Management System. We also had many students and staff members who missed several days of school due to being ill, or due to the fact that they were required to quarantine at home.
In spite of these challenges, Hoover was able to meet Goals 4 and 5. All staff received training from our Instructional Coaches in strategies to use data from our DIBELS assessment and our iReady assessments to inform their planning and to differentiate instruction based on need. Classroom walkthrough data indicates that over 85% of our staff members were able to implement what they learned from our Instructional Coaches to differentiate instruction for students based on need. Teachers used the iReady program, the My Path program, small group instruction, the WIN (What I Need) period, and Zoom breakout rooms to differentiate instruction for students. Some students received additional support from our Federal Instructional Aides. Others received additional support from our Reading Specialists or our Special Education Teachers.
We set an ambitious goal for our students in Math this year. We hoped that 75% of our students would meet the end of the year benchmark for their grade level on the iReady Math Diagnostic Assessment, which we implemented for the first time this year. The actual data is listed below:
- Kindergarten - 85% of students met the End of the Year Benchmark - Goal Met
- 1st Grade - 60% of students met the End of the Year Benchmark
- 2nd Grade - 60% of students met the End of the Year Benchmark
- 3rd Grade - 51% of students met the End of the Year Benchmark
- 4th Grade - 67% of students met the End of the Year Benchmark
We hoped that 85% of our teachers would indicate in a Staff Survey that the academic interventions developed for students during our Elementary School Assistance Program (ESAP) meetings were effective in supporting students with improving their academic skills. Only 60% of our teachers indicated that they believed that the interventions developed by the ESAP Team were effective in supporting students with improving their academic skills.
Since Goals 2 and 3 were not met, Goal 1 was not met. Goal 1 states:
The Principal will establish a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching.
Since many students did not reach their End of Year Benchmark Goals for Math, it would be hard to argue that our school currently "ensures consistent implementation of effective instructional practices that meet the needs of all students."
After reviewing all available data, consulting with parents, teachers, staff, and Instructional Coaches, Hoover has developed new Title I Goals for 2021-2022. Hoover will also implement the Multi-Tiered System of Supports (MTSS) program next year, which should help to ensure a "consistent implementation of effective instructional practices that meet the needs of all students."
