A Partnership Among Geisinger Commonwealth School of Medicine, Johnson College, Keystone College, Lackawanna College, Luzerne County Community College, Marywood University, Misericordia University, Penn State Scranton, Penn State Wilkes-Barre, The Wright Center for Graduate Medical Education, University of Scranton & Wilkes University

Institute Insights: Impact of COVID-19 on K-12 Education in Our Region Part 1: Spring 2020

August 2020

Education plans posted on websites or Introduction obtained from school administrators, and This research was underwritten by the Greater supplemented with information from published Scranton Chamber of Commerce, and UGI media reports. In a few cases, school districts’ Utilities and with support from the Luzerne Continuity of Education plans were no longer County COVID-19 Emergency Response Fund of available on district websites, and were unable to be The Luzerne Foundation, the Scranton Area obtained upon request by The Institute, limiting the information that could be collected regarding their Community Foundation COVID 19 Fund and approach. the Wells Fargo Foundation.

This report was developed to examine the impact of Spring 2020 Learning Approaches the COVID-19 pandemic on public school education School districts in Luzerne and Lackawanna Counties in our region for through 12th grade. used two approaches for providing continuity of This iterative study will involve several components. education to students in the spring of 2020 following The first part of this analysis examines the school closures. All districts in both Lackawanna and approaches used by school districts in Lackawanna Luzerne Counties initially offered Enrichment and and Luzerne Counties to provide Continuity of Review opportunities. These consisted of informal Education to students in the spring of 2020 following activities designed to reinforce or extend students’ the mandated closure of all schools prior learning. School districts also had the option to beginning in mid-March to mitigate the spread of transition to Planned Instruction, using planned the virus. courses of instruction of new concepts and skill aligned to grade levels. Just over one-third of the As schools were ordered to remain closed for the eleven school districts in Luzerne County remainder of the 2019-2020 academic year, the transitioned to Planned Instruction in mid to late Pennsylvania Department of Education (PDE) April following the determination that schools would strongly encouraged school districts to provide remained closed through the end of the academic continuity of education for all students in the most year.1 In Lackawanna County, nearly three-quarters appropriate and accessible ways possible. Continuity of the eleven school districts made the transition to of education is the overarching term for educational Planned Instruction.2 practices that occur in the event of a prolonged school closure. School districts were encouraged to develop Continuity of Education Plans at the local level based on feasibility, availability of resources, local student needs, access and equity considerations, and social distancing guidance.

The matrix included in the Appendix identifies the approaches used by each public school district in Lackawanna and Luzerne County, including the types of online or distance learning resources that were used, the grading and attendance policies that were followed, and other resources that were made available to students, including meal distribution. This information was compiled from Continuity of

1 Luzerne County School Districts include: Crestwood, Dallas, Valley, North Pocono, Old Forge, Riverside, Scranton and Valley Greater Nanticoke Area, Hanover Area, Hazleton Area, Lake View. Although Lackawanna Trail is within Wyoming County, it Lehman, Northwest Area, Pittston Area, Wilkes-Barre Area, was included in Lackawanna County’s totals for the purposes of Wyoming Area and Wyoming Valley West. this analysis. 2 Lackawanna County School Districts include: Abington Heights, Carbondale Area, Dunmore, Lackawanna Trail, Lakeland, Mid 2

Availability of Devices for Students Take-Home Packets Many School districts tried to provide assistance to Nearly three-quarters of school districts in students and families who did not have computers Lackawanna and Luzerne Counties had packets of or other electronic devices needed to access remote learning materials available for students who did not learning materials. About one-quarter of school have access to an electronic device. In some districts, districts in Lackawanna and Luzerne Counties packets were only combined had limited availability of devices to loan available in to students, while half were able to loan devices to isolated students upon request, and did not specify circumstances or limitations on the quantities available in their for certain grade Continuity of Education plans. Nine percent, or two levels, typically at school districts in total, had devices available for all the elementary students. Northwest Area school district in Luzerne level. Distribution County had Chromebooks for all students, and Lake of the packets Lehman had devices available to all students in varied. Some grades 3 through 12, and upon request to students school districts in kindergarten through grade 2. Chromebooks were had designated pickup times, often coinciding with the most common types of devices made available scheduled distributions of food. One district (Pittston to students. Area) mailed packets to all students in kindergarten and 1st grade and to other students upon request. Two districts in Lackawanna County, Carbondale Northwest Area used district vans to deliver packets Area and Lackawanna Trail, were not able to provide to students in need. devices to students, according to their initial Continuity of Education plans. As school districts Remote Instruction Methods outline their plans for re-opening in the fall, all are Nearly all school districts in Lackawanna and Luzerne relying on at least partial a virtual learning Counties used asynchronous remote instruction component. Student access to electronic devices will methods to deliver educational materials to continue to be a necessity, and many families will students. This self-guided content could include remain in need of assistance. lessons delivered through posted video content, message boards, or other resources that gave students the flexibility to complete assignments at their own pace. Synchronous lessons, or lessons delivered in real-time through virtual meeting technologies such as Zoom and Google Meet, were offered much less frequently. In Luzerne County, about one-quarter of school districts offered synchronous classes, while just over half of Lackawanna County school districts offered this method. Those districts offering synchronous lessons typically used a combined approach that also included asynchronous materials, and also the ability for students to watch a recording of the lesson at a later time.

3

Participation and Attendance Policies School districts outlined students’ attendance and accountability expectations in their Continuity of Education plans. In some cases, this expectations shifted when school districts that offered Planned Instruction began that phase. The following chart reflects that policies that were in place as of the end of the school year. In both Lackawanna and Luzerne Counties, about two-thirds of school districts encouraged students to participate. However, some school districts noted that although students were encouraged to participate, they were not required to participate. One district, Greater Nanticoke Area, Instructional Technologies noted that “Students are highly encouraged to School districts used a variety of instructional participate in review and enrichment but due to technologies to communicate with students and limitations with technology and internet connectivity 3 present lessons in the remote learning students’ participation is voluntary.” environments, according to their Continuity of Education plans. Google Classroom was used most frequently, by 91 percent of school districts in the two counties combined. Over one-third of school districts included the option to use the Zoom meeting platform to meet virtually with students, while nine percent used Microsoft Teams. The Class Dojo app, a school communication platform, was used by 36 percent of districts within their primary schools to connect teachers, students, and families. Other tools used included: Edmentum’s Study Island reading and math resources (23 percent), Think Central, Odyssey-ware, Edgenuity and Khan Academy (14 percent), Moby Max (9 percent), and a Around one-third (36 percent) of school districts in variety of other resources (68 percent). Lackawanna and Luzerne Counties required or mandated student participation. These districts also had electronic devices available to students upon request, or available to all students. This reinforces the importance of access to electronic devices in order for students to participate in virtual learning environments.

School districts’ policies regarding recording of student attendance varied, and were often tied to participation requirements. Attendance was recorded in all cases where student participation was mandated. Some school districts that encouraged, but did not require, participation recorded attendance, and used it in the grading criteria. One of these districts, Pittston Area, noted

3 (Grevera, 2020) 4

in their grading procedures that students would participated in some live sessions), “receive credit for a course by participating daily in Unsatisfactory (below 60, student did not their lessons and completing 60% of the work participate in any live sessions). assigned.”4 Some school districts, including Valley View, used a Grading Procedures “grade improvement” system in certain cases. For Valley View high school students, assignments In over half of school districts in Lackawanna and handed in during the 4th quarter remote learning Luzerne Counties, assignments submitted by period were only counted if their scores improved students during the remote learning period were the students’ final grade. Scores that would lower a either reviewed or marked complete/incomplete, student’s grade were not counted. but not graded. Just over one-third of districts graded student assignments, or graded them based Special Education, Gifted Education and on participation. Grading procedures could not be located for the Lakeland school district. English Language Learners Support Intermediate Units in Lackawanna and Luzerne Counties worked with their member school districts to develop Continuity of Education plans and ensure access to learning to all students, including students with disabilities and students who require English as a second language services. Luzerne Intermediate Unit #18 (LIU 18), which serves school districts in Luzerne and part of Wyoming Counties, assisted its member school districts and career technology schools with developing continuity of education plans for an extended closure.5

LIU 18 provided member districts with a toolkit of In most cases, students did not receive traditional resources to assist in providing review and grades during the periods of remote learning. Some enrichment opportunities to students, including school districts, including Mid Valley, Old Forge and information on service delivery models, special Scranton in Lackawanna County, noted that 4th education process, technology access, and online quarter grades would be Pass/Fail based on student and paper and pencil resources.6 According to LIU participation. Other school districts noted the 18’s Continuity of Education plan, teachers and specific grading procedures in their Continuity of related service providers in Special Education Education plans. Pittston Area used a Pass/Needs programs were given professional development in Improvement/Non-Participant rating scale. Wilkes- Google virtual platforms, and they created Google Barre Area established different rating scales by Meets classroom pages with daily schedules of grade: activities to support students’ IEP goals. Students without access to a virtual program would be • Grades K-2: Students were rated contacted by phone daily and pen and provided with Satisfactory or Unsatisfactory based on pen and paper activities. completion of 60% or more of assignments. • Grades 3-12: Students were rated According to the LIU plan, teachers in English Leaner Exemplary (85-100, student participated in (EL) programs also received professional almost all live sessions), Satisfactory (70-84, development and training in online learning student participated in most all live techniques, and created a Google Meet classroom sessions), Limited (60-69, student

4 (Booth, 2020) Area, Pittston Area, Tunkhannock Area, Wilkes-Barre Area, 5 Members of LIU 18 are Crestwood, Dallas, Greater Nanticoke Wyoming Area and Wyoming Valley West. Area, Hanover Area, Hazleton Area, Lake-Lehman, Northwest 6 (Guydish, 2020) 5

for delivery of live instruction and daily schedules for Other Resources Available to Students English Learner students. As schools throughout the region closed in mid- Students had the ability to interact with staff March, student access to breakfast and lunch through Google Meets, and were provided with provided by schools was in jeopardy. The electronic tablets based on responses to a needs Pennsylvania Department of Education received a assessment survey. Teachers and education staff waiver from the federal government to allow schools were expected to deliver enrichment activities to provide free meals to all children during statewide virtually when possible, either synchronously or COVID-19 mitigation efforts. Recognizing that many asynchronously. Students were expected to students depend on meals provided by schools, and participate and engage in activities regularly. that families’ food concerns might be intensified by spikes in unemployment as many businesses were The Northeastern Educational Intermediate Unit 19’s forced to temporarily close, school districts quickly (NEIU19) Continuity of Education plan outlined the reorganized to distribute grab and go meals to expectations for students in IU programs to receive students. All school districts in Lackawanna and planned instruction/materials in the form of virtual Luzerne Counties provided bagged meal programs, Zoom meetings, pencil/paper activities, distributions, usually multiple times per week and at 7 television programs and website activities. Teachers multiple locations throughout their districts in order were expected to provide two (15 minute) virtual to accommodate those without access to sessions per student per week and document transportation. Meals were often offered to student participation. Students without virtual students, regardless of free-lunch status. access were to be contacted by phone and materials Distributions of meals were often handled by school were to be sent to their home. In addition, teachers administrators and other volunteers. were also expected to provide at least one (up to 30 minutes) virtual session per week with the whole Some school districts provided families with class. Students were expected to participate in assistance to Internet access, either by supplying planned instruction learning activities, and personal Wi-Fi hot spot connections through the participation was documented. district and offering Wi-Fi connectivity in school parking lots. School districts also provided resources School districts also documented planned resources for accessing free Internet service on a temporary for Gifted Education students in their Continuity of basis through local service providers. Education plans. These included establishing a Google Classroom to provide opportunities for Several school districts also address students’ enrichment, and providing virtual check-ins with potential health needs, by providing access to gifted education teachers/case managers. School consultations with school nurses during school districts strived to continue to complete closures. In addition, to support students’ academic Individualized Education Plans in accordance with planning needs, several school districts provided federal timelines. access to school guidance counselors via email.

7 Members of NEIU 19 are Abington Heights, Blue Ridge, View, North Pocono, Old Forge, Riverside, Scranton, Susquehanna Carbondale Area, Dunmore, Elk Lake, Forest Regional, Community, Valley View, Wallenpaupack Area, Wayne Highlands, Lackawanna Trail, Lakeland, Mid Valley, Montrose Area, Mountain and Western Wayne. 6

Summary & Next Steps of districts recorded student attendance. Typically it was recorded in districts with mandated student Schools were faced with an unprecedented situation participation, and factored into grading criteria. in the spring of 2020 as a result of the COVID-19 pandemic. It required them to cease in-person In over half of school districts in Lackawanna and instruction of students and quickly develop alternate Luzerne Counties, assignments submitted by plans to resume educational activities through students during the remote learning period were not virtual and other remote formats. graded. In cases were grading criteria were documented, students did not receive traditional While all school districts in Lackawanna and Luzerne grades for the fourth quarter. Counties were able to offer Enrichment and Review activities to students initially, only about one-third of Intermediate Units in Lackawanna (NEIU 19) and the eleven school districts in Luzerne County Luzerne (LIU 18) Counties worked with their member transitioned to Planned Instruction of new concepts school districts to develop Continuity of Education and skills as schools faced long-term closures, plans to ensure access to learning to all students, compared to nearly three-quarters of the eleven including students with disabilities and students who school districts Lackawanna County. require English as a second language services. Students received instruction through virtual Many districts did not have the resources to reach all platforms, including Google Classroom and Zoom, students virtually, due to a lack of electronic devices and those without virtual access were to be to supply to all students and limitations on Internet contacted by phone and provided with provided connectivity for some families and rural regions. with pen and paper activities. School districts also About one-quarter of school districts in Lackawanna documented planned resources for Gifted Education and Luzerne Counties combined had limited students in their Continuity of Education plans, availability of devices to loan to students, and two including establishing Google Classrooms to provide districts were not able to supply devices to students. opportunities for enrichment, and providing virtual Most districts were able to provide take-home check-ins with gifted education teachers/case packets of learning materials to students in need. managers. Nearly all school districts in the region provided School districts also tried to fill other gaps in asynchronous remote instruction to students students’ needs caused by school closures. All through self-guided content. Synchronous lessons districts offered distribution of grab and go meals, delivered in real-time were offered much less and some offered resources to assist with Internet frequently, especially in Luzerne County where access. Several school districts offered remote about one-quarter of school districts offered access to school nurses and guidance counselors, to synchronous classes, compared to just over half of address health and academic concerns. Lackawanna County school districts. While it’s unclear how much of an impact the switch School districts used a variety of instructional to remote learning had on students academically, technologies to communicate with students and many fear the learning losses will be substantial. present lessons in the remote learning With schools set to begin the new school year, environments. Google Classroom was the school administrators and teachers will be faced predominant platform, used by 91 percent of school with trying to diagnose learning losses and get districts in the two counties combined. students caught up to their grade level, and in most Around one-third (36 percent) of school districts in cases they will still be faced with the challenges of Lackawanna and Luzerne Counties required or remote learning environments. Add in the other mandated student participation, while for the other health and safety hurdles districts face in trying to districts participation was encouraged, but not keep students and staff safe in those schools that do required. Districts that mandated participation also offer in-person instruction, and the challenges are had electronic devices available to students upon daunting. request, or available to all students. Fewer than half 7

The next part of The Institute’s research on the Impact of COVID-19 on K-12 Education in Our Region will look at school districts’ plans for reopening. This will include an analysis of the overall approaches used by districts as outlined in their Health and Safety plans filed with the Pennsylvania Department of Education, and their individual reopening plans approved by local school boards.

The Institute will also conducting an analysis of the correlation between socioeconomic status of school districts and robustness of distance learning resources available to students. This analysis, along with a literature review, will inform the discussion on how COVID-19’s school disruptions might affect socioeconomic disparities in education, or educational outcomes in general. This research will culminate in policy or programmatic recommendations, as appropriate. 

8 Appendix

Lackawanna County Spring 2020 Matrix of Learning Practices & Resources

Overall Approach: Synchronous Classes (if Asynchronous Online Planned Instruction, One-on-One so, how many hours per Content (videos, message Enrichment and Review, Computers/Laptops/Devices Take Home Instruction with day? Required or boards, other? Required or School Districts Provide no Instruction available for take home? Work Packets? Teacher? voluntary?) voluntary?) Attendance Policies Grading Policies Instructional Technologies Meal Distribution Other Resources Available to Students Notes

Abington Heights Phase 1: Independent Access Y - Devices available upon Y Y Phases 1 & 2: Voluntary Student work graded during planned Google Classroom, All students issued Y Learning resources compiled in a google (effective 3/24) request. Technology access participation. instruction phase. For Q3 and Q4, a district email address. doc shared with parents. Special Education, Phase 2: Enrichment and issues handled on case-by-case Phase 2: Mandatory reports cards combined into single Gifted Education and English Language Review (effective 4/1) basis. participation; attendance semester for middle and high school. Supports. Phase 3: Planned Instruction recorded. Elementary students received informal (effective 4/20) progress report.

Carbondale Area Enrichment and Review None as of April, awaiting grant Y N Y Participation encouraged, Assignments reviewed, not graded Grades: Pre-K - 4: Email Y Special Education, Gifted Education, and Teachers expected to upload assignments funding completion of assignments Communication English Language Supports. to Microsoft Teams weekly (or more serves as attendance Grades 5-12: Microsoft Teams frequently if they choose) measure

Dunmore Enrichment and Review Y - Limited Availability of Y Y Participation encouraged; Assignments reviewed, not graded Grades K-6: Primarily ClassDojo. Also Y Special Education, Gifted Education, and devices attendance not recorded Google Classroom, Zoom, ConnectED, English Language Supports. Guidance MobyMax, or others counselors, school nurses, and behavioral Grades 7-12: Google Classroom, health services available to students and Sapphire Pages, Zoom, others. parents.

Lackawanna Trail Enrichment and Review N - Students without devices Y Grades 7-12: N - Elementary & Middle School Participation encouraged; Assignments reviewed, not graded Grades K-3: Class Dojo Y Special Education, Gifted Education, and Grades K-3: Recommended time spent 30- directed to contact school to Teachers host 2-6 Y - High school, Either, or in combination. attendance not recorded Grades 4-6: Google Classroom, Class English Language Supports. 45 min. daily arrange for hard copy materials online office hours Dojo Grades 4-6: Recommended time spent 45- per week Grades 7-12: Google Classroom. 60 min. daily. Grades 7-12: Recommended time spent 1-3 hrs. daily

Lakeland Phase 1: Enrichment and Y - Chromebooks distributed as Y Teachers to Either, or in combination. When synchronous sessions Participation mandated; Google Classroom, Class Dojo, Y Special Education, Gifted Education, and Review (effective 3/30) needed schedule office are used, recordings should be available for students attendance recorded Edmentum, Study Island, Connect Ed, English Language Supports. Phase 2: Planned Instruction hours who did not attend live. Khan Academy and others. (effective 4/27)

Mid Valley Phase 1: Enrichment and Y - educational Y Y Participation mandated; Q3 grades will be based on all Google Classroom Y Special Education, Gifted Education, and Review resource packets attendance recorded available grades as of 3/13/20, with English Language Supports. Guidance Phase 2: Planned Instruction distributed to all opportunities provided to submit counselors available. Offered resources to (effective 4/14) students in missing work. Q4 Grades are Pass/Fail provide assistance with Internet access. grades K-12 and will not calculate into final grades.

North Pocono Phase 1: Enrichment and Y - Chromebooks distributed as Y N Y Participation encouraged; Assignments reviewed, not graded Clever, Google classroom, ConnectEd, Y Special Education, Gifted Education, and Review needed attendance not recorded Tumblebooks, and more English Language Supports. Phase 2: Planned Instruction (effective 4/20)

Old Forge Phase 1: Enrichment and Phase 1: students without Y Teachers available Y Participation encouraged, Assignments reviewed, not graded in Elementary: Class Dojo, Spark (K-2), Y Special Education, Gifted Education, and Review devices directed to contact to answer attendance not recorded Phase 1. Assignments graded in Phase Odysseyware (Grades 3-5), Edgenuity English Language Supports. Phase 2: Planned Instruction school to arrange for hard copy parent/student 2. 3rd marking period grades use (Grade 6) materials. Phase 2: questions via email grade improvement system. 4th Jr/Sr High School: Google Classroom, Chromebooks provided to during office hours. marking period grades are pass/fail Edgenuity middle and high school students based on participation. and Android tablets provided to elementary students who needed them.

9 Appendix Lackawanna County Spring 2020 Matrix of Learning Practices & Resources

Overall Approach: Synchronous Classes (if Asynchronous Online Planned Instruction, One-on-One so, how many hours per Content (videos, message Enrichment and Review, Computers/Laptops/Devices Take Home Instruction with day? Required or boards, other? Required or School Districts Provide no Instruction available for take home? Work Packets? Teacher? voluntary?) voluntary?) Attendance Policies Grading Policies Instructional Technologies Meal Distribution Other Resources Available to Students Notes Riverside Enrichment and Review, Y - Limited Availability of Y Y Participation encouraged, Assignments reviewed, not graded Google Classroom Y Special Education, Gifted Education, and Planned Instruction Chromebooks. 1 to 1 initiative attendance not recorded English Language Supports for grades 9-12.

Scranton Phase 1: Enrichment and Y - Chromebooks distributed as Teachers available Y - in Phase 2 Y Phase 1: Voluntary Grades are Pass/Fail for Q4 based on Elementary: Clever, Google Y Special Education, Gifted Education, and Review needed to answer participation participation. Classroom, Google Meet, Zoom English Language Supports. Occupational Phase 2: Planned Instruction parent/student Phase 2: Mandatory Secondary: Clever, Google Classroom, Therapy, Behavioral Health, Vision and questions via email participation, attendance APEX, Google Meet, Zoom Hearing Support Services. Technology during office hours. recorded Support.

Valley View Phase 1: Enrichment and Chromebooks distributed as Live office hours in N Y - In Phase 2 Participation encouraged, Assignments reviewed, not graded. All Google Classroom (starting in Phase 2) Y Review needed Phase 2 attendance not recorded students in grades K-8 will pass 4th Phase 2: Planned Instruction marking period and be promoted to (effective 4/27) next grade level. "Grade improvement" system used for high school students for 4th marking period. Only scores that improve the student's 2nd marking period grade will be counted.

10 Appendix Luzerne County Spring 2020 Matrix of Learning Practices & Resources Overall Approach: Synchronous Classes Asynchronous Online Planned Instruction, One-on-One (if so, how many hours Content (videos, Enrichment and Review, Computers/Laptops/Devices Take Home Instruction with per day? Required or message boards, other? School Districts Provide no Instruction available for take home? Work Packets? Teacher? voluntary?) Required or voluntary?) Attendance Policies Grading Policies Instructional Technologies Meal Distribution Other Resources Available to Students Notes

Crestwood Enrichment and Review Y - Limited Availability of Y Y - Live instruction Y - Voluntary Participation encouraged; Assignments marked Google Classroom Y Special Education and Gifted Education Two to five hours of meaningful enrichment devices stating 4/27 attendance not recorded complete/incomplete; not graded Supports. Access to school counseling, and review through web-based means. nursing and behavior health services.

Dallas Enrichment and Review Y - Chromebooks available upon Y - in isolated N Y - Required Participation mandated; Assignments reviewed. Student Google Classroom Y Special Education, English Language request circumstances attendance recorded performance data used to determine Learner, and Gifted Education Supports. successful course completion. Assistance with Internet connectivity.

Greater Nanticoke Area Enrichment and Review Y - Limited Availability of Y N Y - Voluntary Participation encouraged; Assignments marked Grades Pre-K - 2: Class Dojo, Moby Y Special Education, English Language Enrichment and review activities using a Chromebooks attendance not recorded complete/incomplete; not graded Max, Think Central, Connect Ed, and Learner, and Gifted Education Supports. variety of instructional technologies. others. Grades 3-5: Google Classroom, Class Dojo, Moby Max, Think Central, Connect Ed, Zoom and others. Grades 6-8: Google Classroom, Zoom, USA Test Prep (7-8 only). Grades 9-12: Google Classroom, Class Dojo, USA Test Prep, Zoom.

Hanover Area Enrichment and Review Y - Limited Availability of N Y - Voluntary Daily participation Assignments reviewed; not graded. Google Classroom Y Special Education, English Language Enrichment and review activities by means of devices encouraged; attendance Learner, and Gifted Education Supports. enhancement and assessment of materials not recorded through Google Classrooms.

Hazleton Area Enrichment and Review Y - Limited Availability of Y N Y - Voluntary Participation encouraged; Assignments reviewed; not graded Zoom, Microsoft Teams, Class Dojo, Y Special Education, English Language Enrichment and review activities that devices attendance not recorded pre-recorded videos, Imagine Learner, and Gifted Education Supports. reinforce or extend student's prior learning. Learning, Study Island Guidance counselors and school nurses available to students and parents.

Lake Lehman Phase 1: Enrichment and Y - available to all students in Y - Grades K-2 Y - Optional Y - Voluntary Participation expected; Assignments reviewed All: Google classroom Y Special Education and Gifted Education Elementary grades K-6 focus on Reading and Review (effective 3/30) grades 3-12, and upon request attendance recorded daily Elementary: Class Dojo, Zoom Supports. Families without internet Math. Each lesson expected to take up to 20 Phase 2: Planned Instruction to students in grades K-2 Jr/Sr High: Zoom, ALEX, Study Island connection were supplied with a hot spot min. (effective 4/14) connection through the district. Jr/Sr High grades 7-12 work focuses on end of year outcomes.

Northwest Area Phases 1 & 2: Enrichment Y - Chromebooks available for Y - District vans Teachers provide N Y - Voluntary Participation mandated; Assignments graded; students Google classroom, Zoom, Khan Y Special Education and Gifted Education Enhanced enrichment activities focus on and Review Phase 3: all students used to deliver "office hours" and attendance recorded evaluated on their level of Academy, Edmentum/Study Island, Supports. Wi-Fi hot spot available in high closing the gaps for the next school year. Enhanced Enrichment/New packets are available for participation Freckle/Direct Instruction, school parking lot. Schedules for designated office hours for Material Google meet/zoom ScreenCastify, Remediation teachers posted by grade level. synchronous Instruction, Reading Series Online meetings with Resources and Workbooks students and parents.

Pittston Area Enhanced remediation, Y - Chromebooks distributed Y-Mailed to all One-on-one N Y - Required Participation expected; Grading Criteria/Procedures for all Google classroom, Virtual groups Y Special Education, English Language Enhanced enrichment, review, and review, and enrichment upon request students in K and meetings only attendance recorded schools: through Zoom and Google Teams. Learner, and Gifted Education Supports. remediation learning activities consisting of 1st grade, and to through email - Pass: Completion of 60% of Primary Center: Think Central, ST Guidance and student health services. Wi-Fi on-line and paper/pencil opportunities based families in other assigned work with basic Math, Freckle for Reading and Math, access available from school parking lots. on the needs of students to help reinforce grades upon understanding of material with 60% and Starfall. and sustain academic gains by students. request. accuracy Intermediate Center: Edgenuity and Recommended time spent 2 hours daily. - Needs Improvement: Completion Odysseyware. of 60% of assigned work and below Middle School: Edgenuity and 60% accuracy Odysseyware. - Non-Participant: Failure to High School: Edgenuity. participate for 60% of the course

11 Appendix

Luzerne County Spring 2020 Matrix of Learning Practices & Resources Overall Approach: Synchronous Classes Asynchronous Online Planned Instruction, One-on-One (if so, how many hours Content (videos, Enrichment and Review, Computers/Laptops/Devices Take Home Instruction with per day? Required or message boards, other? School Districts Provide no Instruction available for take home? Work Packets? Teacher? voluntary?) Required or voluntary?) Attendance Policies Grading Policies Instructional Technologies Meal Distribution Other Resources Available to Students Notes

Wilkes-Barre Area Phase 1: Enrichment and Y - Chromebooks distributed Y Y - Required Y - Required Participation mandated; 4th Quarter Grading: Google classroom. Various Y Special Education, English Language Enrichment activities, review activities, and Review (effective 3/30) upon request attendance recorded - K-2: Satisfactory (student completed instructional videos including YouTube Learner, and Gifted Education Supports. planned instruction that reinforces Phase 2: Planned Instruction 60% or more of assignments) or Channels. Elementary ELA: Peason Access to consultations with Social previously taught material. Students (effective 4/20) Unsatisfactory (less than 60% of Realize. Social Studies: Houghton Workers/Home School Visitors, accountable for meaningful engagement, assignments completed). Mifflin, Carmen Sandiego educational Psychologists, School Counselors, and LIU18 including completing assignments weekly - 3-12: Exemplary (85-100, student resources. Mathematics: Khan Behavior teams. Service Electric and and regularly communicating with teachers. participated in almost all live Academy, Sumdog, Study Island, Think Comcast are both offering free internet sessions), Satisfactory (70-84, student Central. Science: Mystery Science, service for a limited time for families in the participated in most all live sessions), Generation Genuis. district. Limited (60-69, student participated in some live sessions), Unsatisfactory (below 60, student did not participate in any live sessions).

Wyoming Area Phases 1 & 2: Enrichment Y - Devices available upon N Y - Required Phases 1 & 2: Daily Assignments reviewed; not graded Google classroom, Zoom, Class Dojo, Y Special Education, English Language Phase 1: Provide access to informal activities and Review request participation encouraged. Think Central (K-3), Achieve 3000, Learner, and Gifted Education Supports. (apps and website links) to reinforce or Phase 3: Review Prior and Phase 3: Daily participation Scientific Learning on Demand: Fast extend students’ prior learning. No new New expected and recorded. ForWord. standards and skills are addressed. Concepts/Competencies Phase 3: Odysseyware (K-6), Edgenuity Phase 3: Teachers use a planned scope and (effective 4/27) (7-12). sequence of new concepts/competencies. Students work at their own pace. Recommended sessions: K-2nd grade 20-25 min/subject; 3rd-8th grade 35-40 min/subject; 9th-12th 40-45 min/subject.

Wyoming Valley West Review, Enrichment and Y - Devices available upon N Y - Voluntary Participation encouraged; Assignments reviewed; not graded Google classroom, Compass Learning Y Special Education, English Language Two to five hrs/day of meaningful Remediation request attendance not recorded. Learner, and Gifted Education Supports. enrichment, review, and remediation driven Learning Support, Emotional Support, Life by web-based means. Skills Support, and Autistic Support. Speech and Language, Occupational Therapy, Physical Therapy, Hearing Therapy, Vision Therapy, and Social Work Services.

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Booth, K. (2020). Pittston Area School District Continuity of Education Plan.

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Costello, D. (2020). Wilkes-Barre Area School District Continuity of Education Plan.

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Dunmore School District. (2020, March). Dunmore School District Continuity of Education Plan.

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Guydish, M. (2020, March 24). School district superintendents issue joint letter through Intermediate Unit. The Times Leader. Wilkes-Barre, PA.

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Lawler, M. F. (2020). Carbondale Area School District Continuity of Education Plan.

Long, Jr. , J. F. (2020). Northwest Area School District Continuity of Education Plan.

Mahon, M. (2020). Abington Heights School District Continuity of Education Plan.

McGovern, J. E. (2020). Lake-Lehman School District Continuity of Education Plan.

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Mid Valley School District. (2020, April 22). Information for our School Community.

Old Forge School District. (2020, March 27). Old Forge School District Continuity of Education Plan.

Old Forge School District. (2020, April 27). Old Forge School District Continuity of Education Plan Phase 2.

Rakauskas, M. (2020). Lackawanna Trail Continuity of Education Plan.

Scranton School District. (2020). Scranton School District Continuity of Education Plan (Phase 2).

Scranton School District. (2020, March 30). Scranton School District Continuity of Education Plan: Enrichment and Review.

Uplinger, B. T. (2020). Hazleton Area School District Continuity of Education Plan.

Valley View School District. (2020). Continuity of Education Phase 2 Valley View Elementary School Grading & Office Hours.

Valley View School District. (2020). Continuity of Education Phase 2 Valley View High School Grading & Office Hours.

Valley View School District. (2020, April 22). Update on our Continuity of Ecuation Phase 2 Plan. Retrieved from https://www.valleyviewsd.org/headlines-ab91bf96/update-april-22-2020-54734feb

Wyoming Area School District. (2020). Wyoming Area School District Continuity of Education Plan.

Wyoming Area School District. (2020). Wyoming Area School District Continuity of Education Plan Phase III: Effective 4/27/20.

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